TY  - BOOK
AU  - Winkle,Carter A.
TI  - University partnerships with the corporate sector: faculty experiences with for-profit matriculation pathway programs 
T2  - Innovation & leadership in English language teaching,
SN  - 9789004259263
AV  - PE1128.A2 W564 2013
U1  - 428.0071 23
PY  - 2013///]
CY  - Leiden
PB  - Brill
KW  - English language
KW  - Study and teaching (Higher)
KW  - Foreign speakers
KW  - United States
KW  - Business and education
KW  - Privatization in education
KW  - Contracting out
N1  - Includes bibliographical references and index; Preliminary Material; Carter A. Winkle --; The New University Context: Outsourcing and Corporate Partnerships; Carter A. Winkle --; The New Context of English Language Programs within the Outsourcing Movement; Carter A. Winkle --; An Exploratory Study; Carter A. Winkle --; Methodology for Researching Practitioner Perspectives in the Corporate Sector Partnership Programs; Carter A. Winkle --; English Language Program Administrators; Carter A. Winkle --; English Language Program Administrator–Faculty Border Crossers; Carter A. Winkle --; English Language Teaching Faculty; Carter A. Winkle --; Faculty in Academic Disciplines; Carter A. Winkle --; Review and Discussion of Findings; Carter A. Winkle --; Into the Future; Carter A. Winkle --; References; Carter A. Winkle --; Index; Carter A. Winkle
N2  - 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
UR  - http://dx.doi.org/10.1163/9789004259263
ER  -