A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

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dc.contributor.authorGillen, Andrew L.en
dc.contributor.authorGrohs, Jacob R.en
dc.contributor.authorMatusovich, Holly M.en
dc.contributor.authorKirk, Gary R.en
dc.contributor.departmentEngineering Educationen
dc.date.accessioned2021-07-21T17:46:10Zen
dc.date.available2021-07-21T17:46:10Zen
dc.date.issued2021-06-23en
dc.description.abstractBackground Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/Hypothesis This study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public-private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration? Design/Method This qualitative, embedded multiple case study considered in-depth pre- and post-year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. Results Results provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school-university-industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. Conclusions Taking a macro-level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school-university-industry partnerships for engineering education and contribute to the development of collaboration theory.en
dc.description.notesThis study is based on work supported by the National Science Foundation (DRL-1657263) and does not necessarily reflect the views of the NSF. Thank you to the entire PEERS team and all the participants who took the time to contribute. Open access funding enabled and organized by Projekt DEAL.; Open access funding enabled and organized by Projekt DEAL.en
dc.description.sponsorshipNational Science FoundationNational Science Foundation (NSF) [DRL-1657263]en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1002/jee.20403en
dc.identifier.eissn2168-9830en
dc.identifier.issn1069-4730en
dc.identifier.urihttp://hdl.handle.net/10919/104249en
dc.language.isoenen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectcross-sectoren
dc.subjectindustry involvementen
dc.subjectmiddle schoolen
dc.subjectqualitativeen
dc.subjectSTEMen
dc.titleA multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering educationen
dc.title.serialJournal of Engineering Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen

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