Investigating policy transfer from both sides: case study of a technical and vocational education and training model in South Africa

University of Minnesota Ph.D. dissertation. October 2013. Major: Work and Human Resource Education. Advisor: Alexandre Ardichvili. Catherine C. Twohig. 1 computer file (PDF); xiv, 236 ; appendices A-H.A manufacturing TVET program, known as M-Powered, was developed in the United States and successfully transferred to twelve sites in South Africa. This process took several years to complete, and the new TDM-Powered Program, aimed at skill development in the tool, die, and mold-making industry has now been running for four years. The research question for this study was: "What features were important in the successful transfer of M-Powered to TDM-Powered?" Using a model from the education policy borrowing field, four specific sub-questions were utilized to break the transfer process into distinct phases. The objective of this investigation was to understand and describe the experiences of those on the US and South African sides who worked to make this happen. By incorporating the perspectives of both those from the borrowing and lending countries this case study provides an example of an industry led cross-national initiative to develop manufacturing competency via transfer of a TVET model. This research was conducted as a qualitative case study using a constructionist lens. Methods for data collection have involved the triangulation of document analysis, in-depth semi-structured interviews, and focus groups. The same process of investigation was undertaken in both countries with fifteen participants in total. Findings from this case study paint a specific picture of what was involved in the TVET model's transfer both in terms of a narrative story and from the collective themes of those on each side. An analysis of these findings allowed for comparisons to be drawn between those themes from the data and in light of the literature. Though not meant to be an evaluation of the process or programs in either country, it is hoped that this record is instructive. The specific implications of this study are focused around these areas: (A) the ways in which the fields of HRD, TVET, and education policy borrowing interact with and inform one another; (B) the impact of an industry led initiative to solve a national skills crisis by looking abroad; (C) incorporation of the perspectives of lenders and borrows leading to a more holistic view of educational program transfer