Educational leaders and the community have depended on the Ministry of Education in the Bahamas for educational funding. According to Bethel (2008), the government organization addressed the issue of special education and concluded that an inclusion model was required to meet the educational needs of all students. This qualitative case study examined, explored and explained the reasons why for profit business leaders formed the alliance in support of providing funding and resources through a collaborative educational alliance with the Bahamas Wisdom Academy and Development Center in Nassau Bahamas. The Corporate Social Responsibility Model presented a holistic approach to funding education that interconnected education, community, and leadership. The partnership program had positive effects on diminishing the negative factors that labels the special needs students.
At a glance
- Interviews with 21 school supporters and organizational leaders
- Participant interview transcripts analyzed with NVivo 9
- Three interviews independently coded for intercoder reliability
- 75 sources in the bibliography
- 4 tables
Table of Contents
1. ABSTRACT
Chapter 1
1.1 Background of the Problem
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Significance of the Study to Leadership
1.6 Nature of the Study
1.7 Research Questions
1.8 Theoretical Framework
1.9 Definition of Terms
1.10 Assumptions
1.11 Scope and Limitations
1.12 Delimitations
1.13 Summary
Chapter 2: Literature Review
2.1 Title Searches, Articles, Research Documents, and Journals Researched
2.2 Historical Overview and Current Discoveries
2.3 Corporate social responsibility (CSR).
2.4 Disparity
2.5 The Education Act of 1962 and 1972
2.6 Growth of nonprofit alliances
2.7 Funding of education
2.8 Leadership and management
2.9 United States educational advancements
2.10 Summary
2.11 Conclusion
CHAPTER 3: Research Methodology
3.1 Research Design
3.2 Case Study
3.3 Appropriateness of the Qualitative Research
3.4 Instrumentation
3.5 Validity
3.6 Pilot Study
3.7 Population
3.8 Rationale
3.9 Feasibility
3.10 Data Collection
3.11 Use of Research Tools
3.12 The Interview Process
3.13 Interview questions
3.14 Internal and External Validity
3.15 Data Coding and Analysis
3.16 Summary
CHAPTER 4: DATA PRESENTATION AND ANALYSIS OF DATA
4.1 Researcher time log
4.2 Data Collection Procedures
4.3 Study location
4.4 Pilot study
4.5 Data collection time
4.6 Transcription of data
4.7 Data coding and analysis procedures
4.8 Demographics
4.9 Profiles of Participants
4.10 Summary
Chapter 5: Conclusion and Recommendations
5.1 Conclusion
5.2 Analysis of Research Questions
5.3 Analysis of Theoretical Framework
5.4 Recommendations
5.5 Future Research
Objectives and Topics
This qualitative case study explores why and how businesses and other supporters form alliances with the Bahamas Wisdom Academy and Development Center, a nonprofit school in Nassau. Its central question asks how for-profit organizations and nonprofit educational programs can build alliances that advance their respective missions and goals, with particular attention to funding and educational opportunities for children with special educational needs.
- Corporate social responsibility and collaborative educational alliances
- Funding and resources for special education in the Bahamas
- Business leaders’ and school supporters’ motivations
- Leadership, stakeholder relationships and shared goals
- Interview-based qualitative research and thematic analysis
Excerpt from the Book
Background of the Problem
Education in the Bahamas is free and compulsory for children between the ages of five to 14. The earlier years of the Bahamian educational system was under the control of religious groups and private individuals. Religious groups like the Methodist missionaries were pioneers of Bahamian public education and founded the educational establishment under the British system. The Methodist missionaries’ main purpose was to propagate the gospel. By 1945, the progression of education in the Bahamas linked to the economy, the characterization of poorly equipped teachers, and the non-existence of a system for upgrading teaching skills (Bethel, 2008; Romer, 2004; & Stubbs, 2009). According to Swaffield and Dudley (2003), the British educational system has various limitations and potential for students’ achievement and performance. For this reason, implications for changes in policies on education that lack the reliability and validity of literacy data assessment are crucial.
The Bahamian government achieved internal self-government in 1964. In 1967, the government implemented a paradigm shift providing educational services to the nation’s students. The Education Act of 1962 and 1972 was the first attempt to offer specific services for children with special needs (Stubbs, 2009). The government commitment to review the needs of special education for students with disabilities was delineated in the Education Act of 1996, which pledged programs of assistance and training (Bethel, 2008, Kuhn, 1996 and Stubbs, 2009).
Armstrong, Armstrong, Lynch, and Severin (2005) found that for over a decade many countries in Eastern Caribbean dedicated their attention to executing an educational restructuring policy. Legislative acts governed special education programs under the Education Act of 1996, amendments, and documentation for children without learning disabilities. Children with special educational needs in the Bahamas did not receive the same opportunities as these students. The success of children with special educational needs in Bahamas falls below the special educational needs in the United States (Bethel, 2008; Hudson, 2004; Romer, 2004; Stubbs, 2009; & Wildgoose, 2008).
Chapter Summaries
Chapter 1: Introduces the funding problem, research questions and theoretical framework, together with the study’s purpose, assumptions and limitations.
Chapter 2: Literature Review: Reviews Bahamian educational history, corporate social responsibility, nonprofit alliances, funding and leadership literature.
CHAPTER 3: Research Methodology: Explains the qualitative case study design, participant selection, interviews, validity considerations and planned coding procedures.
CHAPTER 4: DATA PRESENTATION AND ANALYSIS OF DATA: Describes data collection and participant characteristics, then presents participant profiles and themes derived from interviews.
Chapter 5: Conclusion and Recommendations: Interprets the study in relation to its research questions and theoretical framework and discusses recommendations and future research.
Keywords
corporate social responsibility, nonprofit schools, business alliances, special education, Bahamas, educational funding, qualitative case study, collaborative leadership, stakeholder theory, interviews, thematic analysis, NVivo, educational equity
Frequently Asked Questions
What is the work about?
It examines alliances between business and nonprofit supporters and a school serving children with special educational needs in Nassau.
What are its central themes?
The central themes include educational funding, corporate social responsibility, collaborative leadership and the motivations behind school partnerships.
What is the main research question?
The study asks how for-profit organizations and nonprofit educational programs can form alliances that advance their individual missions and organizational goals.
What research method does the author use?
The author uses a qualitative case study based on interviews, supported by coding and thematic analysis.
What does the main body of the work cover?
It reviews relevant literature, explains the research design, presents participant profiles and analyzes interview themes.
Which keywords characterize the study?
Key terms include corporate social responsibility, business alliances, nonprofit schools, special education, educational funding and qualitative research.
Which school is examined?
The case focuses on the Bahamas Wisdom Academy and Development Center in Nassau.
Who took part in the research?
The study included 21 participants associated with for-profit businesses and nonprofit organizations, including the school principal and other supporters.
How were the interviews analyzed?
The author transcribed and coded the interviews, using NVivo 9 alongside manual coding to organize categories and themes.
What practical research material is included?
The work includes the participant interview questions and an informed consent form.
- Quote paper
- Samuel Taylor (Author), 2011, Collaborative Business Alliances with a Nonprofit School in the Bahamas, Munich, GRIN Verlag, https://www.grin.com/document/179187
