University partnerships with the corporate sector : faculty experiences with for-profit matriculation pathway programs / by Carter A. Winkle.

By:

Winkle, Carter A

Material type: Text

TextSeries: Innovation and leadership in English language teaching ; 7.Publisher: Leiden : Brill, [2013]Description: 1 online resourceContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9789004259263 (electronic bk.)
9004259260 (electronic bk.)

Subject(s):

Genre/Form:

Electronic books.

Additional physical formats: Print version:: University partnerships with the corporate sectorDDC classification:

428.0071 23

LOC classification:

PE1128.A2 W564 2013eb

Online resources:

EBSCOhost

Summary: Carter Winkle provides insight into the contemporary phenomena of partnerships between universities and for-profit educational service providers resulting in matriculation pathway programs for non-native English speaking students in the United States. Positive and negative implications of such partnerships are illuminated through interpretation of empirically derived narrative accounts of English language program administrators, English language teaching faculty, and academic discipline faculty working in contexts where such joint-venture matriculation pathway programs exist. The book retells stories of these academic professionals and examines how the new governance structures and practices of these programs impacted them and their work context, focusing on their institutional status, autonomy in curricular and pedagogical decision-making, and perceptions of how these new corporate initiatives affected students and their host institutions.

Holdings ( 1 )
Title notes ( 3 )

Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode	Item holds
eBook	e-Library	EBSCO Education		Available

Total holds: 0

Includes bibliographical references and index.

Carter Winkle provides insight into the contemporary phenomena of partnerships between universities and for-profit educational service providers resulting in matriculation pathway programs for non-native English speaking students in the United States. Positive and negative implications of such partnerships are illuminated through interpretation of empirically derived narrative accounts of English language program administrators, English language teaching faculty, and academic discipline faculty working in contexts where such joint-venture matriculation pathway programs exist. The book retells stories of these academic professionals and examines how the new governance structures and practices of these programs impacted them and their work context, focusing on their institutional status, autonomy in curricular and pedagogical decision-making, and perceptions of how these new corporate initiatives affected students and their host institutions.

Description based on print version record.