Exploring the nature of agricultural industry school partnerships in Gippsland, Australia

Career opportunities in the agriculture sector are plentiful and diverse, however, workforce shortages plague the industry. Australian students offer one large pool of potential future workers to tap into, however many do not realise the breath of opportunities in the sector. Increasing students’ knowledge of the industry and aspiration for agricultural careers is essential to grow the industry’s workforce pipeline. Industry school partnerships (ISPs) are one promising means to help improve students’ careers knowledge and aspirations. These partnerships involve industry professionals working with students and educators, often through activities such as workplace tours and career talks in class, which can provide real-world experiences. However limited research has investigated such partnerships. This thesis explored the case of one agricultural ISP program delivered in Gippsland, Australia. The ISPs delivered as part of this program involved incursion(s) and/or excursion(s) with agricultural industry partners. To holistically understand the program, ecological systems theory was used as a theoretical framework through which this research was examined. This theory offered a framework to structure and understand the interconnected web of stakeholders and influences associated with an ISP. This helped to ensure all stakeholders’ perspectives were considered. From a constructivist perspective, a mixed-methods case study methodology was employed. Surveys and semi-structured interviews were used to collect data from 62 industry professionals and 56 educators who participated in the ISPs. Surveys were conducted with 44 students. Semi-structured interviews were completed with one principal, three industry participants’ managers, one education department employee, and 18 rural research and development corporation employees. Furthermore, rural research and development corporations’ strategic and annual operating plans were analysed. Data was analysed through content and thematic analysis, and descriptive and inferential statistics. A descriptive embedded single case design was used to present the findings. Findings from this study demonstrate that the ISPs functioned as interdependent ecological systems where the facilitator was a critical connector. The findings highlight the complexity of ISP systems and the need for further collaboration between education and agricultural stakeholders to develop pathways for future implementation of agricultural ISPs which are adequately funded and facilitated to enable greater participation.