Abstract
Engineering professionals are mentoring students to develop the capabilities to solve real workplace problems, but it remains uncertain that professional synergies are developing from corporate-school partnerships. This concept paper builds on a pilot study to explore how teachers can become effective arbiters of corporate-school partnerships that enhance student-centered pedagogy. The investigation takes place in Hong Kong, where survey and observation data provide insights into how culture mediates collaboration among engineers, students, and teachers to foster or impede student-centered pedagogy. This paper calls for reframing in the theorization and design of corporate-school partnerships in Chinese hierarchical contexts to improve the capacity for student-centered pedagogy. Copyright © 2020 AERA.
| Original language | English |
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| Publication status | Published - Apr 2020 |
| Event | 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" - San Francisco, Calif., United States Duration: 17 Apr 2020 → 21 Apr 2020 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2020-Annual-Meeting |
Conference
| Conference | 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" |
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| Abbreviated title | AERA 2020 |
| Country/Territory | United States |
| City | San Francisco, Calif. |
| Period | 17/04/20 → 21/04/20 |
| Internet address |
