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.
TABLE OF CONTENTS
ABSTRACT
DEDICATION
ACKNOWLEDGEMENTS
LIST OF TABLES
FREQUENCY TABLES
Chapter 1
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Significance of the Study to Leadership
Nature of the Study
Research Questions
Theoretical Framework
Definition of Terms
Assumptions
Scope and Limitations
Delimitations
Summary
Chapter 2: Literature Review
Title Searches, Articles, Research Documents, and Journals Researched
Historical Overview and Current Discoveries
Corporate social responsibility (CSR).
Disparity
The Education Act of 1962 and 1972
Growth of nonprofit alliances
Funding of education
Leadership and management
United States educational advancements
Summary
Conclusion
CHAPTER 3: Research Methodology
Research Design
Case Study
Appropriateness of the Qualitative Research
Instrumentation
Validity
Pilot Study
Population
Rationale
Feasibility
Data Collection
Use of Research Tools
The Interview Process
Interview questions
Internal and External Validity
Data Coding and Analysis
Summary
CHAPTER 4: DATA PRESENTATION AND ANALYSIS OF DATA
Researcher time log
Data Collection Procedures
Study location
Pilot study
Data collection time
Transcription of data
Data coding and analysis procedures
Demographics
Profiles of Participants
Themes
Summary
Chapter 5: Conclusion and Recommendations
Conclusion
Analysis of Research Questions
Analysis of Theoretical Framework
Recommendations
Future Research
References
APPENDIX A - Informed Consent: Participants 18 Years of Age and Older
APPENDIX B - Interview Questions for Participants
APPENDIX C – Signed Informed Consent: Permission to use Premises and Subjects of Facility
ABSTRACT
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. The inclusion model failed to offer additional educational services for children with special needs because of lack of trained special education and regular education teachers and the teachers' negative attitudes toward students with special needs (Bethel, 2008; Romer, 2004; Stubb, 2009).
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 using the qualitative research design for this study with the Bahamas Wisdom Academy and Development Center (BWA) in Nassau Bahamas (LaRue et al., 2006; Davis, 2008; Hoffman, 2007; Kale & Singh, 2007)
Through a qualitative research design, the study examined the alliances between 21 for-profit businesses, supporters and a nonprofit educational community school in Nassau, Bahamas. Business leaders and supporters of the BWA were interviewed to examine the reasons and the ways in which for-profit organizations aspired to form alliances with a nonprofit educational community school (Davis, 2008; Hoffmann, 2007; Kale & Singh, 2007).
The Corporate Social Responsibility (CSR) 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 label the special needs students.
DEDICATION
I dedicate this qualitative case study research to the principal and founder of the BWA Michelle Wildgoose and her family. To the dedicated staff, parents and volunteers, and other faith based organizations in the Bahamas who are instrumental in developing alternative funding strategies to provide services for special education students when there were no funds available for such services. Thank you, Maria Stuart for your unconditional love and passion for the project and the school.
Faith in God and self were the key factors that encourage the BWA staff to rise above adversities by forming collaborative strategic alliances with other businesses to address the disparities of opportunities and resources for the students with special educational needs in the nation. Michelle became aware of the disparity in services when she went from school to school trying to enroll her son in the public school system and was turned away because the child with special needs. I would like to recognize JC Sweeting, Editor for the International Positive Friends Newsletter whose writings encouraged me along the way on this journey. Kudos, JC!
Leadership is a process by which a person influences others to accomplish an objective and direct the organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership attributes such as beliefs, values, ethics, character, knowledge, and skills. The 21st Century brought about a number of factors that have reshaped the business landscape. Because of technology and globalization, the business world has turned upside down. The shifting global perception through education means that it will be necessary to redefine and reshape the foundational institution to accommodate all children regardless of handicapping condition or labeled disability (Hopen, 2010; Kalpana, 2009; Wishard; (2009).
ACKNOWLEDGEMENTS
I am happy and grateful to acknowledge my parents Dawson and Henrietta Taylor and my siblings: Etta Mae, Ruth Angela, Annie Mae, Ruby, Willie, Dawson, Delores, Frank, Catherine, and Beatrice, who encouraged me in a Godly way on my long journey to become a model for myself, God and my country. I give special thanks to my wife Carol for her cooperation, support and understanding of my efforts to achieve my personal goal. I will lift up my eyes unto the hills from whence come my help. My help comes from the LORD, which made heaven and earth, Psalm 121. Special thanks to my prayer collaborators Evelyn Quiambao, Kayrine Sandridge, and Reba Johnson for encouragement and keeping me on track.
I give thanks and praise to God for the vision and dream of my parents for their children to achieve what they were deprive of achieving as first class citizens. Despite the fact that my parents were deprived of a formal education because of the aftermaths of slavery, poverty, or the perception that members of the African American race did not need to learn how to read. Education was not a choice for many members of my family. Kudos, to Aracoma Elementary School, a historically black school that gave me my early beginning in West Virginia. May the spirit of the green and white bulldogs of Aracoma High School live forever!
The desire for academic achievement was passed on to my children, Erika, Iam, and Connie who blessed my wife Carol and me with six grandchildren, Jazhlin, Imanhi, Tyrone, Cannan, Creole, and Isaiah. Thank you, to my mentor Dr. Kim Nisbett, EDD, and my committee members, Dr. Moustafa Ahmed, PhD and Dr. Richard Turner, PhD for your perspectives, encouragement and expertise. I never would have made it without you.
LIST OF TABLES
Table 1 Demographics of the Participants
FREQUENCY TABLES
Table 2 Organizations
Table 3 Ethnicity
Table 4 Gender
Chapter 1
The children of the world are the future, as are “special needs” children. The Ministry of Education is responsible for all educational institutions in the Commonwealth of The Bahamas (The Ministry of Education (Bahamas), 2010). In the Bahamas, children with “special needs” require special attention in language, mathematics, reading, and writing to improve the outcome of their future. Financial support is necessary for parents with children who require special learning initiatives. Parents must have the ability and education to decide which educational institute their children will attend. Educators must search for innovative ways of teaching and engaging “special needs” children in early education. Government and corporate officials must be willing to assist parents with their children’s educational pursuits, using the concepts of Corporate Social Responsibility (CSR) (Blowfield, 2005; Kanji & Chopra, 2010; Robinsons & Sebba, 2010).
Nonprofit organizations, like the Bahamas Wisdom Academy and Development Center, and other faith-based organizations in the Bahamas have developed alternative funding strategies to fund services for special education students by forming collaborative strategic alliances with for-profit businesses (Wildgoose, 2008). Strategic alliances as defined by Robinson (2008) may be long-term contracts between legally distinct organizations that share benefits of a mutually beneficial activity such as education. Using the concept of CSR to build strategic alliances with the BWA may provide financial support, resources and program services for children with special education needs in the Bahamian nation. These types of alliances would permit businesses to secure and extend their competitive advantage and growth (Blowfield, 2005; Kale & Singh, 2007).
Bethel (2008) described the Ministry of Education as a government entity responsible for meeting the educational needs of all Bahamian students. Sufficient funding is essential for their continued improvement and future placement within society (Bethel, 2008; Romer, 2004; Stubbs, 2009). This governmental organization addressed the issue of special education. Their discoveries concluded that an inclusion model was required to meet the educational needs of all students.
The inclusion model’s ideology suggests that special educational services are available to all children regardless of their disability or handicapping condition. The inclusion model failed to offer additional educational services for children with “special needs” because of the lack of trained special education and regular educators. Some educators exposed negative attitudes toward special need students in the regular classroom settings (Bethel, 2008; Romer, 2004; Stubbs, 2009). Romer (2004) and Stubbs (2009) contended that the Ministry of Education faced the mammoth task of attempting to change these negative attitudes.
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).
In 2004, the United States’ Congress and President Bush reauthorized and endorsed the individuals with Disabilities Education Improvement Act (IDEA). This Act is the country’s special education regulations, which functions to serve roughly 6.8 million children and youth with disabilities. The Act protects children and youth between the ages of two and 21. States determined the objectives of implementation for children with disabilities, parallel with the characterization of effective annual improvement under No Child Left Behind Act of 2001 (NCLB) for each state. The accountability of schools is to ensure that children with disabilities overcome low standards attaining higher levels of education. According to Secretary Spelling, the days we (as a people) overlooked the underachievement of these students has ended. IDEA and NCLB removed the barriers that separate general education from special education placing the needs of students with disabilities out front (United States Department of Education, 2009).
The Office of Special Education and Rehabilitative Services (OSERS) implores the IDEA and NCLB to make states accountable for promoting parent involvement and the advancement of student achievement using scientific research of educational approaches. NCLB underscores school responsibility and IDEA centers on the needs of students. Both laws impart the objective of improving high-quality educational programs and academic achievement through high expectation of all students. According to the increase of students with disabilities graduating from high school, these endeavors reach outside national curriculum and are working. No longer is special education a tangential problem. Special education is fundamental to any school’s success (ED, 2009).
According to ED (2008) after the passage of NCLB, 2001, all public schools have a consolidated state accountability workbook. The workbook includes monitoring schools of education: area learning center, charter schools, schools in independent districts, secondary facilities coops, secondary vocational schools, special districts and schools, and state schools for the arts, blind and deaf/hard of hearing, which includes children with disabilities. The school system in the Bahamas has 206 schools, including pre-schools. Forty-five of the schools are independent and the government manages 161. The Family Islands has 111 schools and 50 on New Providence.
The collaborative alliance between a nonprofit special education school in Nassau, Bahamas and for-profit business leaders who generated funds needed to provide educational opportunities for students with special educational needs exploring CSR. The qualitative case study design is well- suited for examination of collaborative strategic alliances (Blowfield, 2005; Hoffmann, (2007); Kale & Singh, (2007). The qualitative case study examines the phenomenon in an environment, which allows in-depth interactions with participants (Borrego, Douglas & Amelink, 2009; Cashman, 2008; Creswell, 2005; Creswell & Plano Clark, 2006; Hesselbein & Goldsmith, 2006; Rocco, Bliss, Gallagher & Perez-Prado, 2003; Scharmer, 2009).
Statement of the Problem
The Ministry of Education in the Bahamas has not met the educational needs of special education students in a constantly changing world that is demanding increasingly complex skills. Children with special educational needs living in the Bahamas have not received the same educational opportunities and resources for success as ordinary students (Bethel, 2008; Romer, 2004; & Stubbs, 2009). The lack of sufficient funding is vital to implementation of innovative learning and teaching programs. The Ministry of Education must provide resources for implementing program to improve performance of the growing number of students with special educational needs in the Bahamas (Bethel, 2008; Romer, 2004; & Stubbs, 2009). The Ministry of Education has failed to provide alternative funding programs for the majority of students with special education needs in the Bahamas. Students with special educational needs lack sufficient funding from the Ministry of Education in Nassau, Bahamas. The lack of education means that students with special educational needs require more preparation to enter the workforce (Bethel, 2008; Romer, 2004; & Stubbs, 2009; Wildgoose, 2008).
The specific problem is that the lack of educational programs for nonprofit and faith-based organizations developing schools and services that specifically address the needs of special needs students’ in the Bahamas do not prepared them for today’s workforce. The alternative funding models used to deliver special education services in the absence of government funding using the concept of CSR as described by Blowfield (2005) is essential to this research study. CSR constitutes actions of organizations integrating social issues into organizational guidelines and processes, which include economic, environmental, and societal problems. The scope of CSR covers the forces of an organization’s actions and the overflow outcome it may have on society (United Nations Conference on Trade and Development (UNCTAD), 2004).
The use of a qualitative case study design is appropriate for this research study. The geographical location for the study is Nassau, in the Bahamas. The research, direction, and focus for a collaborative business alliance using CSR among business leaders and a nonprofit special education school in Nassau, Bahamas will be the focus of the study. In accordance with the definition of qualitative research, these initiatives will be explored (Borrego, et al., 2009; Creswell, 2005; Creswell & Plano Clark, 2006; Rocco, et al., 2003).
Purpose of the Study
The purpose of this qualitative case study will be to explore how 25 business partners and supporters with the BWA may improve the educational opportunities for students with special educational needs. To achieve this, a qualitative case study is suitable and will be accomplished using in-depth interviews with open-ended questions. The participants for this research study will discuss the ways in which management strategies of a collaborative business alliance of CSR may be successful. Collaborative alliance strategies of CSR may provide alternative funding for a nonprofit special education school in Nassau, Bahamas CSR (Blowfield, 2005; Kanji & Chopra, 2010). In the study, the endeavor will be to collect data by interviewing 25 for-profit business leaders and supporters and the principal of the BWA in the Bahamas (Hudson, 2004).
The phenomenon will be explored in its natural setting to determine how the business alliance with the BWA provide funds and resources needed to improve educational services for students with special needs (Cashman, 2005; Creswell & Plano Clark, 2006; deLeon & Varda, 2009; Davis, 2008; Hoffmann, 2007; Kale & Singh, 2007; Scharmer, 2009). In this case study research, the occurrence of the particular phenomenon is not controllable; however, the control the scope and the time of the examination possibly can. Hudson (2004) argued that a holistic approach to education reform would connect education, community, and visionary leadership in ways that will provide students with opportunities and resources that connects classroom learning with real-world experiences.
Significance of the Study
The 21st Century changed the concept of leadership and reshaped the business landscape as the world turns upside-down with globalization and technology (Hopen, 2010; Kalpana, 2009; Wishard; (2009). Blowfield (2005) and Kalpana (2009), found that the shifting of the global perception means that it may be necessary to redefine and reshape the foundational institutions (Kalpana, 2009; & Wishard, 2009). The results of this qualitative case study design may help future leaders carry out the leadership process of influencing others to accomplish an objective and direct the organization in a way that makes it more cohesive and coherent using the CSR strategies.
Data from this qualitative case study design may be useful to describe how nonprofit schools may use corporate social responsibility strategies for funding to meet the educational challenges of children with special education needs in the Bahamas and other developing countries (Blowfield, 2005; Hoffmann, 2007; Kanji & Chopra, 2010; Kale & Singh, 2007). The discoveries of this qualitative case study design may be useful in formulating strategies for educational and business leaders in the Bahamas and other developing countries interested in designing a successful collaborative alliance between business leaders and a nonprofit special education school using the CSR concept (Blowfield, 2005). Collaborative leadership strategic using CSR may be the solution for providing alternative funds and resources to meet the needs for educating students with special education needs in developing countries (Blowfield, 2005; Creswell & Plano Clark, 2006; Hoffmann, 2007; Kale & Singh, 2007; Kalpana, 2009; Wishard, 2009).
Research studies found that organizations could use a corporate social responsibility leadership approach for school funding and management of alternative programs (Blowfield, 2005; Hudson, 2004; Kanji & Chopra, 2010). The results of this qualitative research study may be of value in discovering the most effective approach for funding nonprofit and faith-based schools in the Bahamas and other developing countries. Other alternative funding strategies could fund the education of children with learning disabilities (Blowfield, 2005; Creswell & Plano, 2006; Hoffmann, 2007; Hopen, 2010: Kale & Singh, 2007; Kanji & Chopra, 2010; Wishard, 2009).
Significance of the Study to Leadership
Cashman, (2008), Hesselbrein and Goldsmith (2006), Scharmer, (2009) and Griffen, (2009) agreed that leadership starts and ends with self. Leadership is a process by which a person influences others to accomplish an objective and direct the organization in a way that makes it more cohesive and coherent, according to Bass, (1985), Burns, (1978), Bass & Avolio, (1997), Kalpana, (2009), and Weiskittel, (1999). Leaders carry out this process by applying their leadership attributes such as beliefs, values, ethics, character, knowledge, and skills (Kalpana, 2009; Weiskittel, 1999). The scholar-practitioner model includes the leader as self, teacher, relationship builder, strategist and a result’s driver. The scholar-practitioner model holds the possibility of embeddedness into other strategic human relation processes to include; performance appraisal, talent review, succession planning, which makes it an operational priority that ensures implementations and accountability by leaders of the future in the schools and the alliance made with businesses (Griffen, 2009).
This study may help the business leaders and the educational leaders to raise social consciousness about the educational disparities of the regular education students and the students in the schools with special needs. The issues merit concern and expectedly would evince deep interest in leaders. Hudson (2005) found that the qualitative case study was significant in that it gave meaning and voice to the participants who explored and explained the purpose of their involvement, as leaders, in forming strategic alliance with a nonprofit community school program.
Nature of the Study
The study used a qualitative research design to achieve the outlined aims. The geographical location is in Nassau, Bahamas. The proposed qualitative design will also include a quantitative research technique related to the collection of data using interviews from a collaborative alliance between business leaders and a nonprofit special education school in Nassau, Bahamas (Borrego, et al., 2009; Creswell, 2005; Rocco, et al., 2003; Sogunro, 2002). The primary data source will be open-ended responses to interview questions provided by 25 for-profit business leaders, supporters and principal of the Bahamas Wisdom Academy and Development Center in Nassau, Bahamas.
The manner in which these collaborative alliances may succeed with the 25 business leaders and supporters of the BWA in Nassau, Bahamas (Bryman, 2008; Creswell, 2005; Creswell & Plano Clark, 2007) by exploration, which will include interviews with open-ended questions. The purposes of the questions are to identify motivations for participation in this qualitative study. Using in-depth open-ended interview questions, this intent of the study will be to identify motivations for providing funding and resources in the alliance with the BWA in Nassau, Bahamas (Bryman, 2008; Creswell, 2005; Creswell and Plano Clark, 2007).
Research Questions
The central research question of this study is, ‘ How can for-profit organizations and non-profit educational programs form alliances to attain their individual mission and organizational goals? The formulation of the following sub-questions will explore the attitudes and strategies of the for-profit businesses and their reasoning for electing to form alliances with a nonprofit educational organization included:
RQ1 – What factors influence or create an environment for for-profit business leaders to form collaborative alliances with a nonprofit educational organization in the Bahamas?
RQ2 – How do the collaborative alliances influence the educational and business community in the Bahamas?
RQ3 – How does the concept of CSR affect the for-profit collaborative alliances in improving the quality of educational opportunities for all students with special education needs in the Bahamas?
Theoretical Framework
The theoretical foundation and framework underpinning this qualitative case study is the stockholder/shareholder theory, stakeholder theory, and value theory. Villines (2010) describes Friedman’s stockholder theory as an ethical philosophy practical for business relationships within an entrepreneurial context. Friedman (1970) made the concept popular citing it as a derivative of controlled egotism, with the individual promoting his or her long-term self-interests. Additionally, the stockholder theory: decision-making entrepreneurship proposes that an organization’s first responsibility is to the stockholders. The organization must capitalize the revenue of the stockholders according to the laws and regulations. The fundamentals of the stockholder theory, according to the stockholder theorists argue the loss of profits to stockholders makes it unethical to make safe products or protect the environment (Villines, 2010).
Freidman’s (1970) classic article, “The Social Responsibility of Business is to Increase its Profits” business is about promoting desirable “social” ends not just making a profit. Businesses must take responsibility and be socially conscience by eliminating discrimination, avoiding pollution, and providing employment. Corporate executives are responsible to its employees and stockholders, whether it is moral or social is the deciding factor of how corporations operate from within. Friedman claims the social responsibility is at the expense of the interests of stockholders and employers. Moral responsibilities are voluntary to an individual’s conscience, club, church, country, city, and family, although, some of these responsibilities are social responsibilities as well (1970).
Two significant points in favor of Friedman’s theory are (1) taking full advantage of long-term self interests passing on to the greater good and (2) undebatable ethics are unrealistic, individuals in business are not ethicists and do not possess the skills and abilities to make ethical decisions. A stockholder relationship is the conceptualization of business ethics, which is comparable to the philosophy of the free enterprise (Friedman, 1970; Wren, 2005). Controversy exists among stockholders and stakeholder theories. Friedman defends the stockholder theory stating that only our societal accountability of businesses exist – to employ activities to increase revenue and use its resources within the laws and regulations engaging in free and open competition, devoid of corruption, or fraudulent actions (Snyder, 2003).
Smith (2003) describes the stockholders/shareholder and stakeholder as normative theories of business ethics of CSR, dictating the role of the corporation. Managers are responsible to constituencies, individuals, and stockholders contributing involuntarily or voluntary to a corporation’s wealth generating activities and capabilities of increasing profits. These individuals are its potential beneficiaries and risk bearers. Managers are agents to stakeholders with two tasks: to balance the legitimate interests for stakeholders and ensure the sustainability of stakeholders’ ethical rights.
The stakeholder theory, according to Donaldson and Preston (1995), consists of four essential concepts. First, this theory descriptively imparts a replica of a corporation. Secondly, the theory offers a structure exploring the connection between the performance of stakeholder management and traditional organizational performance. Third, the theory is primarily normative with descriptive and instrumental elements. Lastly, this theory possesses management aspects recommending approaches, processes, and framework, which entails concurrent awareness to the interest of genuine stakeholders. Agle, Donaldson, Freeman, Jensen, Mitchell, and Wood (2007) posits the ease of use is tangible; inherently confidence of stakeholder-based management, the simplicity of implementation, and effectiveness and power of its theoretical foundation is a work in progress. Inspiration and motivation build superior methods, theories, and tools of the stakeholder theory in its relation to CSR.
The value theory includes every aspect of moral, political, and social philosophy, feminist and aesthetics philosophy and the philosophy of religion. The value theory functions in the area of normative ethical theory, which is a concern of consequentialists. In this sense, value theory is synonymous to axiology a concern of classifying what things are good and how good they are. A conventional inquiry of axiology is whether certain objects of value are objective states of the world or subjective psychological states.
The value theory is relevant to the alliance between the BWA and for-profit business leaders. The theory explores the stakeholders’ composition of a group or the alliances between stakeholders and the way these stakeholders are positioned in various degrees of an institutional structure (Blowfield, 2005; deLeon & Varda, 2009; Hudson, 2004). The initial research involves interviews and meetings opening the channels of communication to gain a better understanding of why businesses and educational leaders found it necessary to form alliances. The formulation of these organizations stemmed from a framework of systems thinking theory to provide a framework for feedback for leaders to understand the concept of CSR. The objective of the study is to view the world from the perspective of the participants (Creswell, 2005). The characterization of collaborative networks is distinguishable by discursive properties to include the following: (1) reciprocity, (2) representation, (3) equality, (4) participatory decision-making, and collaborative leadership (deLeon and Varda, 2009).
Tentatively, a theoretical framework with a comprehensive model for nonprofit-business alliance may enable analysis of the components and an exploration into the relationships among for-profit and nonprofit organizations. Organizationally, this research study may provide guidelines and partnership criterion for nonprofit organizations and for-profit businesses as they develop collaborative alliances maximizing the use of resources (Davis, 2008; Hoffmann, 2007; Kale & Singh, 2007; Samu & Wymer, 2001).
Definition of Terms
Corporate Social Responsibility (CSR) is distinctive of operating a business in a socially responsible manner whereby the business undertakes ethical practices, involved in building communication with local communities, invests in building social infrastructure, contributes to protecting the environment and contributing to economic development (Blowfield, 2005; Kanji & Chopra, 2010).
Full Inclusion supported by the premise that all children are accommodated full-time in all schools regardless of their physical, intellectual, social, emotional, linguistic or other condition including disabled and gifted children (Stubbs, 2009; Romer, 2004)
General Education cultivates the cognitive development of interpretation that is critical for efficient performance and independent education of students (Tennessee University, 2010).
Inclusion Model includes all children in the same classroom without regard to disability or handicapping condition (Stubbs, 2009; Romer, 2004).
Inquiry Methodology is an inquiry during the discovery process that illuminates specific gaps in the organization, revealing measurements, and directing the focus (LaRue, Childs, and Larson, 2006).
Nodes are a concept used by NVivo qualitative software that represents a code, idea, or theme about data included in a project. NVivo has two of the most commonly used nodes. Free nodes are not associated with a structured framework of themes or concepts and are free-standing. Tree nodes are codes prearranged in a hierarchical formation such as coding interviews from alliances with for-profit businesses and nonprofit schools for children with special needs in the Bahamas (Using NVivo, 2008).
Paradigm Shift means looking at a set of circumstances acting in a specific way until something happens to change those circumstances. They are scientific revolutions because they were new ways of looking at and understanding old things (Kuhn, 1996).
Special Education is specifically intended instructional services for students whose level of functioning deviates from the norm. Services may include adapted materials, alternative curriculum, and access to specially trained teachers to provide individual instruction (Stubbs, 2009)
Stakeholder Theory is an ethical philosophy practice for business relationships within an entrepreneurial context (Villines, 2010).
Stockholder Theory proposes that an organization’s first decision-making responsibility is to the stockholders in accordance with the laws and regulation of the entrepreneurship (Villines, 2010).
Strategic Collaborative Alliance is a legal contractual relationship between two or more independent organizations that involves the exchange, sharing or co-development of resources or capabilities to achieve mutual relevant benefits and may provide for sharing the costs and benefits of a beneficial activity (Hoffmann, 2007; Kale & Singh, 2007; Robinson, 2008).
Systems Thinking Theory means the composition of a group or the alliances between stakeholders and the way these stakeholders are positioned in various degrees of an instructional structure to provide a framework for feedback for leaders to understand the concept of CSR (Blowfield, 2005).
Value Theory includes every aspect of moral, political, and social philosophy, feminist and aesthetics philosophy and the philosophy of religion used in the area of normative ethical theory (The Stanford Encyclopedia of Philosophy, 2008).
Assumptions
The data collected and analyzed will be from the use of open-ended interview questions of the board members, advisory board members and principal involved with the BWA in Nassau, Bahamas. The presumption is that the participants would respond honestly to the open-ended interview questions for the purpose of this research study. The intent and purpose of this research study is to expand the knowledge of alliances in educational settings and how these issues relate to the participants.
The unit for this case study is a special education developmental center in Nassau, in the Bahamas. The selection of this particular school is because of its prime example of alliances between for-profit businesses and nonprofit organizations with schools for children with special needs in the Bahamas. The purpose of the study is to explore and explain, through interviews, the reasons why for-profit business leaders and organizations support nonprofit community schools and how these collaborations have affected students with special educational needs in the Bahamas.
One of the aims of this qualitative research study is to question the business leaders and business supporters through open-ended interview questions to determine why they formed an alliance with the BWA to provide funds and services for students with special education needs in Nassau, Bahamas (Hudson, 2004; LaRue et al., 2006). As stated, through this exploratory study, the rationale and motives of the alliance of for-profit business leaders and nonprofit community schools presents an important opportunity in studying and assessing at a deeper level, their impact on the students with special educational needs in the Bahamas.
Scope and Limitations
The collaborative alliances between a nonprofit special educational school and for-profit businesses are the focus of this qualitative research study. One limitation is time zones and difficulty in scheduling the interviews sessions with the business leaders and supporters. The sample size is 25 board members, board of advisors, and the principal of the BWA in Nassau, Bahamas. The participants’ common interest is the Bahamas Wisdom Academy and Development Center in Nassau, Bahamas. Another limitation could be traveling to the Bahamas during inclement weather. The nature of this research study includes one school in the Bahamas, whereas other schools in the area may require funding and services as well.
Delimitations
According to Mitchell, Wirt, and Marshall (1986) characteristics of delimitations could be the defining the boundaries of exploration, which can be determined by the inclusionary and exclusionary decision-making throughout the evolution of writing the proposal. Some of these are research questions, area of inquiry, choice of the problem, participants, objectives of the research study, and theoretical framework. This study is limited to interviewing 25 participants’ who are board members, board of advisory members, and the principal of the Bahamas Wisdom Academy and Development Center in Nassau, Bahamas.
Summary
Educational leaders and the community have depended on the Ministry of Education for all- educational funding. The purpose for the alliance of for-profit business leaders in support of providing funding and resources through a collaborative educational alliance with the BWA in Nassau, Bahamas will be explored as well (Davis, 2008; Hoffmann, 2007; Kale & Singh, 2007; LaRue et al., 2006).
The alliances between 25 for-profit businesses and supporters of a nonprofit educational special educational program in Nassau, Bahamas were explored through a qualitative research designed study. For-profit business leaders and supporters of the BWA interviews will explore the reasons why and the manner in which for-profit organizations aspired to form alliances (Davis, 2008; Hoffmann, 2007; Kale & Singh, 2007).
Chapter 5 will discuss the recommendations and suggestions based on data collected and analyzed for effectiveness of the practical experiences of the alliances among business leaders and the BWA in Nassau, Bahamas. In the next chapter, a comprehensive review and analysis of academic and other pertinent literature on themes related to alliances with non-profits, in an educational setting are discussed in detail. Review of literature may shed light on the rationale and motives behind collaborative alliances as this applies to the BWA in Nassau, Bahamas and the for-profit businesses (Bethel, 2008; deLeon & Varda, 2009; Romer, 2004; & Stubbs, 2009). From the review of literature, it is expected that more knowledge will be gleaned, which might lead to an increased understanding of important views around the key areas of the research, notably from the perspective of important academic and other views as this relates to alliances in an educational for-profit and non-profit context.
Chapter 2: Literature Review
According to Hart (1998), a literature review is the research of literature showing familiarity to the research topic. Doctoral students must weigh the contribution of similar approaches, particular ideas, and positions on the literature available. The scope, breadth, depth, scholarship of data, and information will offer a detailed discussion. In Chapter Two, the exploration and review of pertinent information related to the lack of funding for children with special educational needs at the BWA is discussed. An explanation and insight into how these collaborative alliances has influenced the BWA in Nassau, Bahamas and the for-profit businesses will be integrated (Bethel, 2008; deLeon & Varda, 2009; Romer, 2004; & Stubbs, 2009).
The purpose of this literature review is an attempt to refigure and respectively explore germinal and current literature that emerged from an inquiry into the funding of schools in the Bahamas for children with disabilities. A clear understanding of the forces operating in society and the government’s economic status and how it has influenced the development of the BWA in Nassau, Bahamas is essential to this discussion (Bethel, 2008; deLeon & Varda, 2009; LaRue, et al., 2006; Romer, 2004; Stubbs, 2009).
The formation and outcome of collaborative alliances between for-profit businesses and the BWA, a nonprofit organization in Nassau Bahamas viewed through the lens of this literature review. The theory of collaborative policy networks is relevant to the alliance between the BWA and for-profit business leaders. The theory examined the stakeholder’s composition of a group or the alliance amongst any stakeholders and the way these stakeholders are rooted in various degrees of educational structures. Collaborative policy networks distinguished by discursive properties that include reciprocity, representation, equality, participatory decision-making, and collaborative leadership (deLeon & Varda, 2009).
The review of literature explored the holistic approach of strategic alliances that affect educational funding, management, and reform connecting education, community, and visionary leadership. Collaborative leadership strategies amongst for-profit businesses and nonprofit organizations in education inspires others to afford special needs children the same educational advantages as regular education students to a “good” education (Bloom, Hussein & Szykman, 1995; Frost, 1993; File & Prince, 1998; Hudson, 2004; Rumsey & White, 2009; Erie, Livdahl, Khoo & Li, 2009).
Title Searches, Articles, Research Documents, and Journals Researched
The search for information on relevant topics included several types of media, including personal experience, interviews, e-mail correspondence, and online course-work with University of Phoenix, online discussion, telephone conferences, and Internet web-based searches. The sources of the information-included peer reviewed articles, scholarly journal articles, books, dissertations, government reports from the Bahamas, periodicals, newspaper articles local, online, and university libraries. To obtain access to the information sources on the desired topic for the study, many resources were explored and scrutinized, including University of Phoenix Online library search engines EBSCOhost, ERIC, Proquest, Gale Power Search and Proquest Digital Dissertation and personal contact with experts and participants in the field.
Historical Overview and Current Discoveries
The progress of education in the Bahamas up to 1945 shares a prominent link to the economy. Periods of economic prosperity saw attendant progress in education, but lack of progress or even regression was, in part, the result of economic stagnation. Additionally, the period was distinguished by the existence of poorly equipped teachers and the non-existence of a system for upgrading teaching skills. In the late 1950’s, the development of tourism increased and with it, some advances in education. A positive step to improved teacher training in 1950 was the opening of a Teacher’s Training College. However, this was short-lived and the college closed its doors in 1957 (Samu & Wymer, 2001).
Samu and Wymer (2001) found that teachers received further training in the United Kingdom. In 1961, a new teacher’s college resurrected. The establishment of the training college was one of many recommendations of the 1958 Houghton Report, which also led to the passing of the 1962 Education Act. The achievement of internal self-government occurred in 1964 and majority rule was enforced in 1967. This political change in climate had far-reaching effects on the development of education. With the achievement of full internal self-government in 1964, the Government embarked upon a determined course of assessment and reassessment of its educational system by local and foreign experts. The Hope Report of 1968 considered the development of secondary education in the Bahamas; the Leys Report of 1968 examined the development of the College of the Bahamas. Moreover, the Williams Report of 1969 produced a document on the future direction of technical education in The Bahamas. Nonprofit organizations and businesses have shown growth in collaborative alliances in the past few years (Samu & Wymer, 2001).
Corporate social responsibility (CSR).
This research study will extend a study by Hudson (2005) based on a holistic and system modeling approach to conceptualize and measure the phenomenon of collaboration between for-profit business leaders and a nonprofit community school in Philadelphia, Pennsylvania. The critical need for equality of opportunities and resources for minority and poor children of inner-city schools and communities presented itself. Moreover, from historical literature reviews, social beliefs set low expectations and fear of teachers with limitations for equitable opportunity and resources for children labeled as at risk and underachievers that perpetuated a sense of isolation, separation, and low esteem. Hudson’s (2005) qualitative case study provided a critical understanding of why for-profit and nonprofit business leaders form partnerships with a nonprofit community-school partnership program. The data showed the positive effects that partnership programs had on the educational community.
Disparity
According to Romer (2004) and Stubbs (2009) the education system in the Bahamas is based on the British system and was established by religious groups like the Methodist missionaries, pioneers of Bahamian public education. The Methodist missionaries’ main purpose was to propagate the gospel. The progress of education in the Bahamas is linked to the economy and distinguished by the existence 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 systems possess limitations and potential concerning students’ achievement and performance. For this reason implications for changes in policies on education, lack the reliability in addition, validity of literacy data assessment.
The Education Act of 1962 and 1972
The Bahamian government achieved internal self-government in 1964. In 1967, the government implemented a paradigm shift providing educational services to the nations students. The earlier years of the Bahamian educational history was under the control of religious groups and private individuals. The Education Act of 1962 and 1972 was the first attempt to specific services geared toward children with special needs (Stubbs, 2009). The Education Act of 1996 delineated the government commitment to review the needs of special education students with promises of programs of assistance and training (Bethel, 2008, Kuhn, 1996 and Stubbs, 2009).
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