How Collaborative Project Development Theory Can Be Used to Provide Guidance for International Curriculum Partnerships

Authors

  • Sinéad Fitzsimons University of Cambridge
  • Martin Johnson University of Cambridge

DOI:

https://doi.org/10.53308/ide.v7i2.35

Keywords:

Curriculum review, public-private partnerships in education, Education Services Industry, collaboration, Collaborative Product Development (CPD)

Abstract

In this paper we explore collaboration in the context of the educational services industry (ESI). We look to literature from the communication field to consider ethical strategies and methods for ensuring the validity of the outcomes of collaborative working. Drawing on Collaborative Product Development and conversation theory we devise four principles that can guide the collaborative process within an education-based partnership project. We then use a case study to consider how these principles supported the outcomes of a cross-national partnership project. Finally, we draw on these principles to consider the lessons for project management in education public private partnerships.

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Published

2020-12-14

How to Cite

Fitzsimons, S. ., & Johnson, M. . (2020). How Collaborative Project Development Theory Can Be Used to Provide Guidance for International Curriculum Partnerships. International Dialogues on Education Journal, 7(2). https://doi.org/10.53308/ide.v7i2.35

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Section

Articles