An investigation of partnership working in the implementation and delivery of the 14-19 diploma

Abstract

In this thesis I investigated partnership working in the development and implementation of the 14-19 diploma in the North-East of England. The research encompassed the period from the implementation of the 14-19 diploma in 2008 to its withdrawal in 2013 by the Conservative-Liberal coalition government. The focus of my research was whether partnership was happening and how partnership working was viewed and undertaken by those involved. I used a mixed-methods approach to examine data from participants across North-East England, including diploma practitioners, learners, and parents to gain their perspective on diploma design and implementation. My methodology comprised electronic questionnaires, semi-structured interviews, and a personal notebook supported by secondary research. I collected and analysed qualitative and quantitative data to investigate my two research questions:  Was partnership working taking place in the development and delivery of the diploma in the North-East of England?  What did ‘partnership’ mean to the stakeholders involved in the development and delivery of the diploma? I analysed the data in relation to these questions which allowed me to identify and discuss further themes from within the responses, including; competition, collaboration, and the specific nature of partnership working in education. I then considered these themes in terms of their effect on partnership working and how they related to theory explored in the literature review. From the data analysis I identified a new concept in relation to partnership working in education. I have contributed to the understanding of the development and implementation of the diploma in the region, to the understanding of partnership working in 14-19 education, and to wider partnership working knowledge. The results were particularly useful for exploring issues of competition and collaboration, and understanding how partnership work was viewed and used by practitioners, learners and parents involved with the 14-19 diploma.