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.
Carter A. Winkle, Ph.D. (2011), Barry University, is an Assistant Professor of Education in the Department of Curriculum and Instruction / TESOL. His research interests center on issues of second-language teaching and learning through a social justice or advocacy lens.
"...this volume tells a compelling story about a very current issue through rigorous qualitative research. The narrative approach is engaging, even for readers disinclined toward serious research, but at the same time this is a serious and valuable investigation into the experiences of faculty and administrators in corporate pathway programs." -- Lara M. Ravitch, University of Oregon, Eugene, Oregon, USA
Academic Administrators, English Language Program Directors, and English Language and Academic Discipline Teaching Faculty in tertiary settings considering corporate-sector partnerships for the development of matriculation pathway programs for international students.