Higher education, stakeholder interface and teacher formation for church schools
Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christia...
| Autor principal: | |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Sage Publishing
[2019]
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| Em: |
International journal of Christianity & education
Ano: 2019, Volume: 23, Número: 3, Páginas: 299-311 |
| Classificações IxTheo: | FB Formação teológica KBF Ilhas Britânicas KDB Igreja católica RF Catequética |
| Outras palavras-chave: | B
Higher Education
B Stakeholder Theory B Catholic Certificate in Religious Studies B Stakeholder interaction B Christian teacher education B Stakeholders |
| Acesso em linha: |
Volltext (Resolving-System) Volltext (doi) |
| Resumo: | Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christian teacher education. What frameworks of analysis or tools of evaluation can be employed? Stakeholder theory is shown to support the identification of various community interests and involvements and enable clarification of whose perspective or priorities are to be taken into account. From a recent UK research case study, the need for greater understanding and management of stakeholder interests and activity within Christian teacher education is highlighted. |
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| ISSN: | 2056-998X |
| Obras secundárias: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997119865557 |