| The purpose of this study was to examine the perceptions and attitudes of business people and educators who are involved in business/education partnerships about the partnership. Themes of the study included: (1) reasons for involvement for both the business and education partners; (2) the quality of the relationship; (3) their understanding and appreciation of one another; (4) the process being used; (5) power sharing; and (6) perceived benefits and value of the partnership. Demographics which were gathered and analyzed included the respondent's place of employment (school or business); the respondent's position within the partnership (primary coordinator or team member); the length of time the respondent had been personally involved with the partnership; the setting of the partnership (rural, urban, or suburban); the level of the school partner (elementary, middle/junior, or high school); the funding of the school partner (private or public), and the type of partnership (Helping Hands, Programmatic, or Systematic Change).;According to the findings of this research, the following five items are characteristic of a successful business/education partnership: (1) a governing partnership committee composed of multiple members from each partner organization; (2) a written vision statement and written goals and objectives which are followed; (3) a process for monitoring and evaluating the effectiveness of the program; (4) equal sharing of leadership roles, power, and decision-making between the partners; and (5) a commitment of the partnership to follow either the Programmatic or Systemic Change model. Additional findings demonstrated that the longer individuals are in involved in partnerships, the more they understand their partner, the better the quality of the relationship, and the higher they value the partnership.;This study provided an initial examination of the relationship between business people and school partners. Further research is warranted.;A nation-wide survey was conducted of the membership of the National Association of Partners in Education, Alexandria, VA. More than 39% of the distributed surveys were returned. The quantitative data were enriched by the addition of a qualitative component which included extensive interviews and focus groups conducted at three different partnership sites; one rural, one urban, and one suburban setting. |
