Date of Award
Doctor of Philosophy in Computing Technology in Education (DCTE)
Graduate School of Computer and Information Sciences
Steven R. Terrell
Martha M. Snyder
assessment, evaluation, partnerships, private, public, STEM, Science Education, Education Policy
This dissertation study documents in-depth the exploration of the Public Private Partnerships (PPPs) between the Dayton Regional STEM School (DRSS) and their industry partners as well as the establishment of a framework for evaluating and assessing PPPs. The public-private partnership agreements were studied in order to answer the over-arching research question: How is an effective public-private partnership established, assessed, and evaluated in education? A descriptive case study methodology was used to study DRSS' public-private partnership agreements to determine if goals and objectives were established and whether or not the partnerships met those goals and objectives. This case study also included the development and testing of a proposed evaluation framework that will allow for consistent, systematic inquiry that can produce defensible assertions regarding the assessment and evaluation of public-private partnerships in education.
Results of the case study support the findings that utilization of an evaluation framework can serve to make public-private partnerships more successful. Results also indicated that establishment of goals and objectives enable effective evaluation for informal partnerships but could not be definitively stated for formal partnerships due to the lack of data points. The data from this case study revealed many emergent themes that should be considered in the development of future public-private partnerships. Overall this study contributes to the growing body of knowledge for public-private partnerships in education.
Kimberly S. Poole. 2014. An Investigation of the Dayton Regional STEM School Public-Private Partnerships. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (15)