The Relational Exchange Model for Academic Partnerships (REMAP): A Transition from Transactional to Transformational Relationships Between PK-12 School Districts and Institutions of Higher Education

Authors

Kaleb G. Patrick Ed.D., Central Michigan UniversityFollow
Gregg Dionne Ph.D., Central Michigan UniversityFollow

Abstract

Education is in an incredible time of transition. Even prior to the COVID-19 pandemic, there was mounting importance on the need for professional development to meet the ever-increasing demands of students, families, and communities along with ongoing accountability and improvement measures. This increased need of professional development for educators in PK-12 school districts has only accelerated in the wake of COVID-19. Considering this need, a new model for sustainable, mutually beneficial, relationships between PK-12 school districts and Institutions of Higher Education (IHE) is critical. A movement from the currently existing, singularly beneficial, transactional finite relationships to a sustained, mutually beneficial, transformational dyadic relationship will provide growth opportunities for both PK-12 districts and IHE’s. The proposed Relational Exchange Model for Academic Partnerships provides a conceptual framework for how PK-12 school districts and IHE’s can establish and maintain meaningful, and transformational, relationships at the organizational level.

Relational Format

journal article

Recommended Citation

Patrick, Kaleb G. Ed.D. and Dionne, Gregg Ph.D. (2023) "The Relational Exchange Model for Academic Partnerships (REMAP): A Transition from Transactional to Transformational Relationships Between PK-12 School Districts and Institutions of Higher Education," Journal of Contemporary Research in Education: Vol. 8: Iss. 1, Article 1.
Available at: https://egrove.olemiss.edu/jcre/vol8/iss1/1

Accessibility Status

Screen reader accessible, Searchable text