ABSTRACT Industry–school partnerships (ISPs) are increasingly being recognised as a new way of pr... more ABSTRACT Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment.
Several researchers have emphasized the significant role of Information and Communication Technol... more Several researchers have emphasized the significant role of Information and Communication Technology (ICT) in advancing the process of teaching and learning at schools. Therefore, a number of countries started to introduce ICT resources in all levels. Similarly, the Kuwaiti Ministry of Education (MoE) has recently mandated that all school staff meet certain standards to ensure that they have the ability to use ICT resources in their schools. However, the literature indicates that the integration of ICT in the classroom does not only rest in the hands of teachers; school principals also play a vital role in determining the success or failure of ICT use in the teaching process. This study sought to document the impact of Kuwaiti secondary school principals on their teachers’ attitude toward ICT embedding in classroom teaching. The multiple case studies approach was employed to access data from three secondary schools in Kuwait. Both open ended questionnaires and focus group interviews with 15 teachers were used to collect the data. The data analysis showed that all participating teachers recognized the impact that their principals’ leadership practices had on ICT embedding. They highlighted the effectiveness of the principals’ stimulation and encouragement of ICT embedding, which resulted in a change to the teaching practices, making them more ICT related. The study revealed that school principals in Kuwait had less autonomy, authority, and opportunity to adopt unique practices and behaviours in leading their schools. Therefore, the study recommends that the MoE revisit its regulations, specifically, those related to the school principals’ roles and responsibilities.
Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural r... more Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural resources. A major policy initiative has been the introduction of Information Communication and Technology (ICT) to schools. However, contextual issues and teacher capabilities in the use of ICT have limited the success of this initiative. The study examines the leadership strategies of two secondary school principals whose schools have achieved this goal. The case study draws on intensive data collected through interviews of the principals, and teachers supported by document analysis and observations. Analysis was guided by theoretical perspectives drawn from the literature which identified a range of strategies used by the principals to manage change. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The outcome of this study proposes an innovative change leadership model that informs emerging countries, which are also undergoing major change related to ICT. However, the study also revealed limitations in the implementation of ICT in the classroom and provides insights into further strategies that principals need to adopt.
ABSTRACT Industry–school partnerships (ISPs) are increasingly being recognised as a new way of pr... more ABSTRACT Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment.
Several researchers have emphasized the significant role of Information and Communication Technol... more Several researchers have emphasized the significant role of Information and Communication Technology (ICT) in advancing the process of teaching and learning at schools. Therefore, a number of countries started to introduce ICT resources in all levels. Similarly, the Kuwaiti Ministry of Education (MoE) has recently mandated that all school staff meet certain standards to ensure that they have the ability to use ICT resources in their schools. However, the literature indicates that the integration of ICT in the classroom does not only rest in the hands of teachers; school principals also play a vital role in determining the success or failure of ICT use in the teaching process. This study sought to document the impact of Kuwaiti secondary school principals on their teachers’ attitude toward ICT embedding in classroom teaching. The multiple case studies approach was employed to access data from three secondary schools in Kuwait. Both open ended questionnaires and focus group interviews with 15 teachers were used to collect the data. The data analysis showed that all participating teachers recognized the impact that their principals’ leadership practices had on ICT embedding. They highlighted the effectiveness of the principals’ stimulation and encouragement of ICT embedding, which resulted in a change to the teaching practices, making them more ICT related. The study revealed that school principals in Kuwait had less autonomy, authority, and opportunity to adopt unique practices and behaviours in leading their schools. Therefore, the study recommends that the MoE revisit its regulations, specifically, those related to the school principals’ roles and responsibilities.
Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural r... more Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural resources. A major policy initiative has been the introduction of Information Communication and Technology (ICT) to schools. However, contextual issues and teacher capabilities in the use of ICT have limited the success of this initiative. The study examines the leadership strategies of two secondary school principals whose schools have achieved this goal. The case study draws on intensive data collected through interviews of the principals, and teachers supported by document analysis and observations. Analysis was guided by theoretical perspectives drawn from the literature which identified a range of strategies used by the principals to manage change. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The outcome of this study proposes an innovative change leadership model that informs emerging countries, which are also undergoing major change related to ICT. However, the study also revealed limitations in the implementation of ICT in the classroom and provides insights into further strategies that principals need to adopt.
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