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2025-02-27

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Vol. 10 No. 1 (2025): Published

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How to Cite

S. Asiri, M. (2025). Exploring graduate programs’ curriculum review discussions in partnership with industry players through social exchange perspectives. Environment and Social Psychology, 10(1). https://doi.org/10.59429/esp.v10i1.3260

Exploring graduate programs’ curriculum review discussions in partnership with industry players through social exchange perspectives

Masnona S. Asiri

Graduate School Department, Sulu State College, Jolo, Sulu, 7400, Philippines


DOI: https://doi.org/10.59429/esp.v10i1.3260


Keywords: collaboration, curriculum designing, industry-school partnerships, social exchange

Abstract

Industry-school partnerships allow schools to align their curricula with the current demands of the industry, ensuring that students are equipped with relevant, practical knowledge that meets the needs of employers. Having collaboration with industry professionals, schools gain access to resources and expertise that might otherwise be unavailable, such as industry-standard equipment, specialized training, and real-world insights into job expectations. This paper explored the graduate program curriculum review discussions with key industry players through the lenses of social exchange perspectives. Curriculum designers (n=20) participated in one-on-one interview encouraging them to share their experiences in review discussions with their key industry players. Narratives were analyzed to identify recurring themes from participants’ experiences. Findings indicated that curriculum designers viewed their interactions with industry partners positively, recognizing the mutual benefits reflected from sharing knowledge, expertise, and resources. This positive exchange encourages collaboration, as both parties gain insights into industry trends and skill requirements, leading to the integration of relevant feedback into the curriculum. Social exchange theory (SET) underscored the reciprocity in these relationships, where the positive actions of curriculum designers—seeking advice and collaboration—were likely to be reciprocated by industry partners, reinforcing long-term cooperation. The study also revealed that negotiated exchanges, though more formal, were essential when aligning curriculum with industry demands, especially in terms of critical thinking and problem-solving skills. Notably, ongoing engagement and continuous feedback mechanisms help sustain these partnerships, creating an environment of trust, loyalty, and commitment that benefits both the education system and the industries that rely on it. Finally, formalized partnerships with long-term commitments, rather than one-off agreements, may be essential for aligning educational outcomes with evolving industry standards.

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