ABSTRACT

The COVID-19 global pandemic is one example of emergencies that highlight the need for a well-educated public health workforce. Educating specialist public health practitioners poses several challenges for educators, especially when low student, or appropriately qualified staff, numbers threaten viability of courses within individual universities. One solution is teaching programmes delivered through interuniversity collaborations. This study examines the features of two comparative case studies to explore how these correlate with barriers and enablers to sustainability. Pierre Bourdieu’s theory of social fields is then utilised to explore the impacts of external influences on interuniversity collaborations that determine their autonomy. A correlation between the purpose, membership, structure and leadership of specialised teaching collaborations and the mechanisms determining their autonomy is revealed and a model for achieving autonomy of interuniversity collaborations is outlined. Finally, a need to expand the use of collaborative specialist public health teaching programmes based on specialty disciplines is discussed.

摘要

COVID-19 全球大流行是紧急情况的一个例子，凸显了对受过良好教育的公共卫生劳动力的需求。教育专业公共卫生从业者给教育工作者带来了一些挑战，特别是当学生或适当合格的员工人数较少威胁到个别大学内课程的可行性时。一种解决方案是通过大学间合作提供教学项目。本研究考察了两个比较案例研究的特征，以探讨这些特征与可持续发展的障碍和推动因素之间的关系。然后利用皮埃尔·布迪厄的社会场理论来探索外部影响对决定大学间自主性的大学间合作的影响。目的、成员资格、揭示了专业教学合作的结构和领导以及决定其自主权的机制，并概述了实现大学间合作自主权的模型。最后，讨论了扩大基于专业学科的协作专家公共卫生教学计划的使用的必要性。