Public and private partnerships in strengthening vocational education and training
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2015
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Kessara Amornvuthivorn (2015). Public and private partnerships in strengthening vocational education and training. Retrieved from: http://repository.nida.ac.th/handle/662723737/4412.
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Public and private partnerships in strengthening vocational education and training
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Abstract
This paper draws on the theoretical concepts from Inter-organizational
relations theory, public governance, and public and private partnerships (PPPs), which
are incorporated with the conceptions learned from the two cases of PPPs in technical
vocational education and training in Singapore and the U.S. As a result, an initial
conceptual framework was developed to guide in the understanding of the public and
private partnership phenomenon. The framework includes a broad conceptualization
of public and private partnerships, consisting of the following domains: initial
conditions and motives, structure and governance, the partnership process, and
partnership capabilities.
The objectives of the study include: 1) identifying the motives of the collaborating actors in initiating public and private partnerships for vocational education and training; 2) exploring the institutional settings of the PPPs in terms of governance and structure; 3) identifying the factors critical for sustaining successful public and private partnerships for vocational education and training; and 4) developing a conceptual framework in order to understand and assess public and private partnerships for vocational education and training.
The author has chosen the case study research method, an inductive, caseoriented process of theory development, to investigate the in-depth phenomenon and rich context of public and private partnerships, which are regarded as a new topic area within the organizational theories arena. The unit of analysis for this study is the partnerships among relevant partners agreeing to implement an initiative in strengthening vocational education and training. The multiple case study approach was used as the research design. Therefore, the author collected the data and analyzed them within the cases and compared them across different cases with different contexts.
In this study, the author selected three cases of leading vocational education and training implemented in Thailand. They are: 1) the Automotive Human Resource Development Academy, 2) a Work-Integrated Learning program, and 3) German-Thai Dual Excellence Education. These three cases are different in terms of the combination of partnering agencies, sponsoring organization, and key players contributing to the success of the partnerships. The collected information included qualitative data derived from documentation, archival records, participant observation, and in-depth interviews with the 24 key informants selected from the three cases.
The conceptualization of the public and private partnerships is presented in two stages, before and during PPP formation. Prior to the PPP formation, vulnerable strategic conditions existed. The convener of the PPP, who is highly regarded as a respectable figure with access to resources, assembles potential partners, agreeing that urgent action is needed to address the issue. They all shared common values in treating the shared goals of public interests as a high priority. The contingencies of reciprocity and effectiveness are prompted by these shared benefits. During PPP formation, the convener or the party with higher political power will influence how the partnership is structured and governed. The contingency of asymmetry leads to the formation of partnerships, which is usually influenced by the partner with superior negotiating power. It is essential that this coordination unit possess cooperative capabilities, especially regarding relationship management skills, in order to effectively liaise with the partners to undertake the planned activities successfully.
The author has proposed four strategies to forster successful public and private partnerships in order to efficienty synergize resources for tackling public issues. These strategies include: 1) building awareness of public and private partnerships and a collaborativeon mindset; 2) engagement of the private sector as part of the governance of public service delivery; 3) promotion of PPPs through a funding and incentive mechanism with government oversight on the quality control of the awarded programs; and 4) building government capacity regarding cooperative capabilities.
The objectives of the study include: 1) identifying the motives of the collaborating actors in initiating public and private partnerships for vocational education and training; 2) exploring the institutional settings of the PPPs in terms of governance and structure; 3) identifying the factors critical for sustaining successful public and private partnerships for vocational education and training; and 4) developing a conceptual framework in order to understand and assess public and private partnerships for vocational education and training.
The author has chosen the case study research method, an inductive, caseoriented process of theory development, to investigate the in-depth phenomenon and rich context of public and private partnerships, which are regarded as a new topic area within the organizational theories arena. The unit of analysis for this study is the partnerships among relevant partners agreeing to implement an initiative in strengthening vocational education and training. The multiple case study approach was used as the research design. Therefore, the author collected the data and analyzed them within the cases and compared them across different cases with different contexts.
In this study, the author selected three cases of leading vocational education and training implemented in Thailand. They are: 1) the Automotive Human Resource Development Academy, 2) a Work-Integrated Learning program, and 3) German-Thai Dual Excellence Education. These three cases are different in terms of the combination of partnering agencies, sponsoring organization, and key players contributing to the success of the partnerships. The collected information included qualitative data derived from documentation, archival records, participant observation, and in-depth interviews with the 24 key informants selected from the three cases.
The conceptualization of the public and private partnerships is presented in two stages, before and during PPP formation. Prior to the PPP formation, vulnerable strategic conditions existed. The convener of the PPP, who is highly regarded as a respectable figure with access to resources, assembles potential partners, agreeing that urgent action is needed to address the issue. They all shared common values in treating the shared goals of public interests as a high priority. The contingencies of reciprocity and effectiveness are prompted by these shared benefits. During PPP formation, the convener or the party with higher political power will influence how the partnership is structured and governed. The contingency of asymmetry leads to the formation of partnerships, which is usually influenced by the partner with superior negotiating power. It is essential that this coordination unit possess cooperative capabilities, especially regarding relationship management skills, in order to effectively liaise with the partners to undertake the planned activities successfully.
The author has proposed four strategies to forster successful public and private partnerships in order to efficienty synergize resources for tackling public issues. These strategies include: 1) building awareness of public and private partnerships and a collaborativeon mindset; 2) engagement of the private sector as part of the governance of public service delivery; 3) promotion of PPPs through a funding and incentive mechanism with government oversight on the quality control of the awarded programs; and 4) building government capacity regarding cooperative capabilities.
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Dissertation (Ph.D. (Development Administration))--National Institute of Development Administration, 2015