Dissertation
Defining partnership factors between business and education partners: a case study
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Summer 2022
DOI: 10.25820/etd.006582
Abstract
AbstractPreparing students and current workers for a future of innovation in the workforce is an exciting and challenging endeavor for educators and businesses. The challenging aspect of the endeavor is that business and education professionals are encouraged and expected to create professional partnerships when there is little guidance about what is expected from each partner or understanding how the partnership processes is to function. The purpose of this single-case study is to investigate and describe partnership processes and partner expectations between a Corporate Foundation and K-12 Public School system.
The review of literature raised the following questions for this research study:
Q1. What are the factors in the relationship that promote a win-win partnership?
Q2. To what extent are the identified factors the same for both organizations?
Q3. To what extent do both organizations provide and receive the same benefits from the determined partnership factors?
This study has a conceptual framework based on the partnership resources, administrative management processes, and leadership effectiveness factors (Jones & Barry, 2011b; Lasker, Weiss, & Miller, 2001; Weiss, Anderson, & Lasker, 2002), and is supported by social exchange theory and the entrepreneurship partnership exchange-based theoretical model (Huang & Knight, 2017). Data systems included questionnaire survey to gather context for the partnership factors and semi-structured open-ended interviews for examples and descriptions of the factors and the partnership processes. The exchange of partnership factors between organizations was analyzed using the Give-Get Grid (McLean & Behringer, 2008; Southerland, Behringer, & Slawson, 2013).
The findings indicate there is an exchange of leadership effectiveness between the partners from the perspective of both the Corporate Foundation and the K-12 Public School. This observation of exchange in the leadership effectiveness factor supports the entrepreneurial exchange theoretical framework of this study (Huang & Knight, 2017). The Corporate Foundation and the K-12 Public School provided to and benefited from all three factors. The degree to which each partner provided specific actions toward the factors differed depending on availability of organizational resources.
This research is important to business leaders, educational administrators, city leaders, and school patrons who want to create and sustain corporate and education relationships for economic development and community growth. Hearing the descriptions and seeing the illustrations of the Corporate Foundation and the K-12 Public School perceptions around resource, administrative and management processes, and leadership effectiveness, business and education systems can more intentionally initiate, foster, or sustain a positive professional partnership.
Details
- Title: Subtitle
- Defining partnership factors between business and education partners: a case study
- Creators
- Rosanne L. Malek
- Contributors
- Liz Hollingworth (Advisor)Cassie Barnhardt (Committee Member)Kenneth G Brown (Committee Member)Donald Yarbrough (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Educational Policy and Leadership Studies
- Date degree season
- Summer 2022
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.006582
- Number of pages
- xi, 166 pages
- Copyright
- Copyright 2022 Rosanne L. Malek
- Language
- English
- Description bibliographic
- Includes bibliographical references (pages 106-110).
- Public Abstract (ETD)
Preparing students and current workers for a future of innovation in the workforce is an exciting and challenging endeavor for educators and businesses. The challenging aspect of the endeavor is that business and education professionals are encouraged and expected to create professional partnerships. Often there is little guidance about what is expected from each partner or an understanding about how the partnership processes is to function. The purpose of this study is to investigate and describe partnership processes and partner expectations between a Corporate Foundation and K-12 Public School system.
This study is based on the partnership resources, administrative management processes, and leadership effectiveness factors (Jones & Barry, 2011b; Lasker et al., 2001; Weiss et al., 2002), and is supported by the belief that the Corporate Foundation and K-12 Public Schools exchange resources in the partnership (Huang & Knight, 2017). The data were collected through an online questionnaire survey and in-person interviews. The questions asked for examples or descriptions of how the partners provided or benefitted from partnership resources, processes, and leadership decisions. The data were analyzed using the Give-Get Grid ((McLean & Behringer, 2008; Southerland et al., 2013).
The results show the Corporate Foundation and the K-12 Public Schools both provided to and received from all three factors. This research is important to business leaders, educational administrators, city leaders, and school patrons who want to create and sustain corporate and education relationships for economic development and community growth.
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984285347802771
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