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The European Universities Initiative (EUI) was established in 2017. Its aim is to strengthen strategic partnerships between higher education institutions across the EU by building networks of universities. At the end of 2023, there were already 50 European University Alliances gathering 430 higher education (HE) institutions. In each of these Alliances, academic libraries are members, too. These libraries are already involved in intra-alliance projects, and these alliances will probably happen more often due to the EU's project-driven approach. This practice paper is, to the authors' knowledge, the first attempt to describe another challenge that European academic libraries currently face i.e., project management practice. The alliance partner universities operate under distinct national laws and institutional practices, making it challenging to easily align them for effective cross-university collaborations. Familiarity with the theoretical principles of EU project management and project management methodology greatly facilitates the preparation of the proposal and the work of the project. It also allows more effective management of the project as a whole or its individual parts. This paper maps the challenges that work in international projects brings and provides suggestions on how EUI libraries can utilize project management techniques, while also aiming at showing the paths to facilitate cooperation. Drawing from an analysis of the literature on project management that might apply in library-led projects to strengthen communities of purpose, the paper is based on the example of the work experience on the project TRAIN4EU, that was co-led by the academic librarians from the University of Warsaw Library, Poland, and run by 4EU + universities. The paper concludes with a set of recommendations based on TRAIN4EU practices, lessons learned, as well as pitfalls to avoid. [ABSTRACT FROM AUTHOR]

While the co-production of knowledge through community-engaged research is intended to be a reciprocally beneficial process, academic institutions have often devalued community expertise by treating community organizations as subjects rather than co-creators of knowledge. Drawing from Black Feminist Epistemology, this ethnographic study examines how one community-based organization, Los Angeles Community Action Network (LA CAN), partners with academic researchers, including their discourse around partnerships and how they challenged power dynamics between community and their university partners. This paper discusses key themes from their partnerships, including centering community members' expertise through their lived experience and forming long-term mutual relationships rooted in abolition and the Black Radical Tradition. Drawing on an analysis of LA CAN's organizing and research processes with academic partners, we discuss how the centering of community expertise and forming relationships with academics aligned on these values can help to challenge the traditional power dynamics in community-university partnerships, resulting in different ways of knowing or what LA CAN referred to as "the real data set.". [ABSTRACT FROM AUTHOR]

The article outlines the research conducted by Sakari Kauppinen and colleagues regarding the impact RNA molecules in HØrsholm, Denmark. They collaborated with RxGen and Standford University in California wherein they have successfully blocked the activity of one type of microRNA in non-human primates and the compound they developed is a potential treatment for hepatitis C. It also reveals that microRNAs regulate protein synthesis by binding to the messenger RNAs that provide the recipe for protein construction, repressing the relevant protein's production.

Purpose: This paper aims to identify ways by which the core functions of human resource development HRD can be used to enhance the university–community partnership (UCP) in lieu of the "town and gown" era. Furthermore, the paper addresses the need to extend HRD activities beyond the organization and leverage HRD to spearhead the community-development agenda through coalition building between organizations, local universities and the community. Design/methodology/approach: Literature on UCP is reviewed and analyzed, and the need to extend HRD focus beyond the organization to include community development through coalition building is discussed. A single-case descriptive analysis to illustrate the critical role of human resource and leadership development in UCP is done. Findings: HRD's interest in the UCP drive is negligible. UCP presents a new frontier for HRD research and practice because there is both public and private funding that can be assessed through the right contacts and networks. Originality/value: The need for UCP has been a subject of discussion among scholars for time immemorial. However, the collapse of the "town and gown" era has inspired greater interest in UCP. HRD scholars and practitioners can leverage the expertise in applying andragogy principles, the focus on the adult learner and community leadership development to play a crucial in the UCP drive. [ABSTRACT FROM AUTHOR]

This paper presents the Sandwich model workshop, a novel approach that strengthens the integrated pedagogy of theory and practice. Designed to provide academic and industry knowledge in an experiential and layered manner, the workshop is an effort to mitigate previously experienced challenges where simultaneous exposure to theory and practice was not possible. The workshop is based on a cooperation and consensus-driven effort between teachers of the 2-year master's programme in Innovation in a Swedish university and local company partners. The prominent output is that students have an improved opportunity to reflect on the interplay between theory and practice and realize overlapping areas and underlying gaps. This experiential learning also brings teachers closer to industrial perspectives and corporate partners to theory-based perspectives and possibly future employees. The Sandwich model workshop contributes to the ongoing research on creating novel and innovative tools for bridging the gap between education and industry, a highlighted challenge in higher education. The main contribution of the paper is the template of the Sandwich model that educators can use to complement their efforts for enhancing the impact of experiential learning for students at higher education institutions. [ABSTRACT FROM AUTHOR]

The article reports on the collaboration between the American Council on the Teaching of Foreign Languages (ACTFL) and the National Foreign Language Resource Center at the Iowa State University to address issues in foreign language education in the U.S. The partnership will also outline the plan of actions that will be undertaken by the foreign language profession. The plan were already discussed during the ACTFL Delegate Assembly and will be followed by a retreat at a conference center in Leesburg.

The aim of this review is to discuss alternatives to the traditional practicals, undergraduate projects and student placements that are presently being disrupted by Covid-19. We focus on bioscience higher education (biology, biomedical sciences) with an emphasis on the laboratory sciences. In the context of a shifting environmental and political landscape, we consider whether higher education institutions can deliver the latest bioscience skills and knoweldge sought by employers through the use of virtual learning. To take the pressure off being in the laboratory, we suggest that there may be opportunities to reduce lab teaching, and in doing so, meet industry needs for more computational and policy-related knowledge. There may be opportunities for academic teams to build relationships with local businesses and industry partners to find new solutions, and think about how agility can be incorporated into curriculum design to accommodate the rapidly changing external environment. In this paper we share examples of how the authors work together to enhance student employability. Further research is required to understand the views of each stakeholder – student, academic and business or industry partners - in order to fully understand the context of the problems and possible solutions. [ABSTRACT FROM AUTHOR]

his paper deals with the often debated topic of improving the level of collaboration between universities and industry. The analysis focuses on the situation in technical fields - automation, applied information science and control in industry. The paper describes the weak points at Czech universities with respect to contractual research, transfer of innovations to industry and preparation of graduates for work. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the successful collaboration between the Philadelphia Affordable Housing Coalition and the Cartographic Modeling Laboratory at the University of Pennsylvania. This collaboration resulted in a research study that helped the Coalition secure an additional $10 million for affordable housing in Philadelphia. The perspectives of the activist and researcher on the collaboration are presented in their own voices and they describe their expectations, efforts to build relationships, define roles, and deal with different work styles and culture. Recommendations for building effective research partnerships are also provided. [ABSTRACT FROM AUTHOR]

Continual development in the field of Knowledge Management (KM) has led to a number of critical factors being highlighted in the literature. These issues include the macro-environment, organizational climate, technological, informational, cultural and people factors. Understanding of these issues is currently limited by a paucity of systematic empirical research addressing the relationship between the cultural and technological aspects of Knowledge Management. This paper describes the development of a conceptual model for Knowledge Management implementation, which is based on a university/industry partnership and a successful PhD study. Moreover, the paper covers theory-testing and refinement of the model using large survey empirical analysis. It is concluded that the model can be used across a wide spectrum of organizations to show how cultural and technological aspects of Knowledge Management can be systematically integrated into organizations. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

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Innovative activities, knowledge exchange, patenting and commercialization of know-how are crucial to the value creation process in higher education institutions and other research organizations. The article analyses the technology transfer performance indicators of value creation. The methodology to identify and assess the technology transfer activities with the highest impact on created value are proposed in the paper. The following research methods were invoked: FARE method, allowed to calculate weights of each technology transfer performance indicator, when TOPSIS method redress all different indicators’ results and rank universities. The application of the proposed methodology was based on empirical data collected from Lithuanian universities. The results of the study reveal the importance of science business partnerships, TTO competence and scientists’ trust of TTO, applying particular technology transfer policy. The obtained results would be beneficial for universities technology transfer policy formation to maximize universities created value. [ABSTRACT FROM PUBLISHER]

Current models of initial teacher training (ITT) in England include substantial elements of school-based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. Balance in such partnerships has been characterised as trainees focusing on day-to-day pragmatics of working in classrooms whilst engaged in school experience, while their higher education institution (HEI) elements provide theoretical bases to underpin school based activities. Within such partnership arrangements, development of pedagogic beliefs and expertise is achieved by a complex network of experiences. Within the context of this paper this element of pedagogic development is shown to be less well supported than other aspects of trainee teachers' professional preparation. This paper, using cultural historical activity theory (CHAT), focuses on a small-scale research project in which mentor and trainee dialogue is examined. The paper concludes that CHAT analysis makes a valuable contribution to our understanding of how to resolve some of these issues within teacher training partnerships. [ABSTRACT FROM AUTHOR]

The paper considers changing triple helix relations in the South African context after 1994. The organisational form of university-industry partnership, stimulated by government incentives, is emerging. However, old and new organisational forms, shaped by a tension between financial and intellectual imperatives, co-exist in the shifting relationship between university, industry and government. The capacity to harness the potential of research for innovation by creating new institutional interface structures is evident on a significant scale in a small number of universities, and in isolated pockets in others. Old forms tend to prevail, and may have counter-productive implications. Creating new forms of knowledge-intensive networks requires analysis of the complex inter-dependence between firms, universities and government intermediaries. The paper considers implications for universities, arguing for a strategic balance of old and new forms of partnership across more institutions, taking into account the diversity of university contexts, knowledge fields, industrial sectors and technology platforms. [ABSTRACT FROM AUTHOR]

This paper argues that the recent success that India has enjoyed in the domain of outsourcing of services can be explained through the triple helix paradigm of university-industry-government networks albeit in a manner that does not conform strictly to the existing notions of triple helix. First, it presents an analytical discussion on offshore outsourcing focusing on the heightened sense of uncertainty that prevails in this particular form of procurement. It is suggested here that one of the ways of managing uncertainty is to leverage personal and social ties which are constitutive of the social capital of firms engaged in such economic exchanges. Second, it looks at the case of India through in terms of social networks and the triple helix thesis and illustrates how university-industry-government networks and the social capital of the firms involved have played a central role in India's success in the export of knowledge-intensive services. [ABSTRACT FROM AUTHOR]

This paper examines the emergence of university-industry partnerships in the motor sports industry cluster located in the Charlotte region of North Carolina, USA. Despite little industry demand for the local engagement, the universities and community colleges started to approach the industry in the late 1990s and recently several new programmes of motor sports-related research and education have been initiated. During the past 3 years, the regional and state governments have also started to play a role in building up support for the motor sports industry. This process has largely been influenced by the ideas of knowledge economy and innovation as an interactive process, by the ideas of the wider social and economic role of universities, and by increase awareness of the relevance of the motor sports industry for the regional economy. Charlotte's motor sports industry is an interesting example of how a previously rather craft-based industry transforms into one in which technology, innovation and creativity play a key role in firm performance. However, the strategy for building up regional capabilities and relationships necessary to support the increased technological intensity of the industry has been slow to develop. This paper addresses the important question of how the universities together with other research and educational organizations can build collaboration with an industry that has traditionally prospered in the region without any links to them, but which in the face of technological challenges needs to reach out to access cutting-edge knowledge and highly qualified personnel. [ABSTRACT FROM AUTHOR]

China has one of the largest and most complex higher education systems in the world, and a key challenge facing any foreign education institution is how to select an appropriate potential partner. This paper considers how a number of foreign university managers selected a university in China. Issues of location, ranking, status, programs, mutual benefit and "fit" are considered along with less specific and tangible issues related to the nature and environment in which the Chinese university operated. One of the findings of the paper was that identifying and selecting an appropriate partner was often based not only on a range of tangible, cognitive factors, but also on less specific, affective issues such as how the two sides would actually relate to each other at a human level. A second key issue is the observation that foreign university staff had to make the decision between selecting a high ranking Chinese university which had status, ranking, income and-often a wide range of existing foreign partners and a lower ranking Chinese university which had none of these attributes, but which was often a more willing and easier partner at least in the initial stages of alliance activity. Finally, selection was made against a rapidly changing and deregulating university environment in China, making selection both more challenging and demanding than in the past. The paper will be of use to existing and potential foreign university staff wishing to enter this busy market for a range of collaborative activities planned for either China or the foreign country. [ABSTRACT FROM AUTHOR]

The number of university–industry R&D partnerships (UIPs) has increased significantly over the past decade, in most OECD countries and in Australia, yet the study of risk in such commercially focused collaborative ventures is still a developing area. This review paper seeks to contribute to debate on this increasingly important phenomenon by addressing three key areas of risks for universities in entering such collaborations. The commercialization of research findings presents particular risks to universities, most notably the possibility of financial loss, which has a greater impact than for companies in cross‐sector collaborations. Another major type of risk faced by universities is relational risk, and this can significantly alter the trust dynamics that underpin research and innovation. There are also institutional risks to universities and their research staff engaged in commercializable R&D and, ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia to develop comprehensive policies to manage the risks of commercialization and R&D collaboration with industry partners. [ABSTRACT FROM AUTHOR]

MSU Libraries has a commitment to serving its students and faculty both on campus and off the main campus. This paper is a case study that outlines the specific efforts designed to address the library and information needs of the students at the Mississippi State University-Meridian Branch, with particular emphasis on the use of existing distance services, augmented by the contractual arrangement with the local community college library to provide comparable resources and services. [ABSTRACT FROM AUTHOR]

This paper examines the relationships between Australian universities and their offshore partners as they deliver Australian academic programmes in the South‐East Asian region. Australian universities have signed over 1000 agreements with offshore universities, industry associations, and private providers, and it is estimated that around 36% of international students studying Australian programmes are doing so in countries other than their own. Following the relationship marketing literature, a study of the early interaction phase of the relationship life cycle is presented. Utilising convergent interviews and case studies, the paper identifies a number of factors in the early interaction phase critical to the prevention of relationship deterioration and termination. These include communication, trust, and a shared vision. In addition, several factors arising in the early interaction stage causing potential relationship deterioration or termination in the later stages of the relationship are identified. These include (1) low levels of internal commitment within the Australian university; (2) a failure to identify the key roles and responsibilities of the partner; (3) failure to establish win/win relationships; and (4) the departure of key personnel. [ABSTRACT FROM AUTHOR]

AgMaps is a system that allows Mann Library to distribute customized numeric data sets and thematic maps over the Web. To further the efforts of the AgMaps project, Mann Library is actively engaging in intellectual and financial collaboration with three New York County Extension offices, Cornell Cooperative Extension, Cornell faculty, and the National Agricultural Statistical Service of the USDA. After a brief discussion of the need for GIS and AgMaps in particular, this paper focuses on the roles each agency played in the process of creating AgMaps, describes the partnerships, highlights a user study employed for the interface design and presents AgMaps and some of its features. [ABSTRACT FROM PUBLISHER]

Successful research-policy partnerships rely on shared vision, dedicated investment, and mutual benefits. To ensure the ongoing value of chronic disease prevention research, and support research translation and impact, Australia needs funding, university, and policy systems that incentivise and support emerging leaders to drive effective partnerships. [ABSTRACT FROM AUTHOR]

Inbound open innovation (IOI) is credited with high productivity in businesses. However, this is marred by resource and structural constraints in Ghanaian SMEs. Therefore, this study explores the odds of Ghanaian SMEs engaging in inbound open innovation given SMEs characteristics and IOI collaboration modes. Further, we examine the mediating effect of SMEs' CEO characteristics in increasing or decreasing these odds. Using a sample of 657 registered SMEs' of the Association of Ghanaian Industries, the survey data is estimated with a stepwise logistic regression model to show the multiplicative effects of the variables. The results show that the odds of engaging in inbound open innovation is higher for; SMEs located in urban areas, SMEs with partnership or company ownership structure, SMEs with research and development departments, SMEs not collaborating with universities, manufacturing SMEs, and SMEs that are relatively bigger in size. Further, these odds increase when the characteristics of CEOs of the sampled SMEs are accounted for in the model. Thus, the characteristics and traits of CEOs are only useful given the right resources and environment. Relying on the major (main) outcomes of the study further feasible suggestions are recommended. [ABSTRACT FROM AUTHOR]

The growth of African science and technology has been hampared by a multitude of problems. From the continent's late start in the race to setting up and obtaining universities with research quality fundamentals to equipment acquisition, lack of capacity, limited research and development resources and most importantly the increasing absence of international research partnerships. The lack of a strong international research partnerships for the African university and research community, the fact that most African universities and research communities are new, most of them less than 50 years in business have exberted the expected academic growth of the African university and research. With all these problems, two solutions are fundamental: a development of a strong government backed funding policy for the African university and research community and strong international partnerships and research infrastructure to support a culture of both applied and fundamental research to drive the badly needed indigineous innovations and development of a knowledge pool of skills for development. Without these, the African university and research will continue to be deligated to the tail end of the world class universities and research communities. This paper focuses on the building of an African international research infrastructure to bring the continent beyond today's internent to a smart future. [ABSTRACT FROM AUTHOR]

An entrepreneurial university is a natural incubator that tries to provide a supportive environment in which the university community can explore, evaluate and exploit ideas that could be transformed into social and economic entrepreneurial initiatives. Entrepreneurial universities are involved in partnerships, networks and other relationships to generate an umbrella for interaction, collaboration and co-operation. Rapid developments in science, the multidisciplinary nature of frontier research, legislative changes such as the Bayh-Dole Act and demands from business and society have shaped knowledge-based entrepreneurship within universities. Despite sharing similar historical backgrounds, economic conditions and cultural and social structures, entrepreneurial universities in most countries remain distinct from one another by their institutional arrangements, traditions and characteristics unique to each organization. Interestingly, no comparative research has been conducted to understand the similarities and differences of the conditioning factors and the outcomes/outputs of entrepreneurial universities in different regions that share similar social, economic and political conditions. This paper addresses this research deficit, adopting institutional economics and resource-based view. We compare entrepreneurial universities in two European regions (Spain and Ireland) using an in-depth qualitative approach based on multiple case studies (two Spanish universities and two Irish universities) between 2006 and 2010. The findings provide organizational practices and approaches relevant to the transformation process of other regional universities seeking to become entrepreneurial. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to analyse comparatively the existing partnerships between the University of Padua and the enterprises in Veneto region, Italy, on one hand and Kenyatta University and industries in Kenya on the other. Design/methodology/approach – This was a case study of the University of Padua in Veneto Region, Italy, and Kenyatta University in Kenya. Data were collected through interviews with university leaders, a questionnaire with both close and open-ended questions for Heads and Department and Deans of Faculty as well as a close and open ended questionnaire for industry representatives. Findings – In comparison, the University of Padua has more forums and platforms through which dialogue with the industry stakeholders is enhanced, with associations like confindustria, the PARIMUN project, the Master association in addition to the alumni association, regular students' attachments and the distance learning programme. In Kenya on the other hand, Kenyatta University has partnerships through the provision of distance learning programmes, alumni associations, consultancies, incubation units and undergraduate course placements for select faculties. Practical implications – The main implication of the study is that there are many avenues through which university industry partnerships can be enhanced. These range from joint research projects between university and industry, industry input in university course implementations and feedback the supply and demand of graduates in the job market. Originality/value – The findings of this study are important to the government, university and industry stakeholders in Kenya in that they provide information on the possible forums for collaborations and the importance of these forums in provision of relevant higher education that can aid sustainable development. [ABSTRACT FROM AUTHOR]

Benefits derived from industry-university joint research projects (e.g., competitive advantages for firms, opportunities for field experimentation, the funding of academics' activities and knowledge and technology transfer among partners) are strongly affected by the management system exploited to combine partners' resources and tasks. Nevertheless, scholars have not paid great attention to management practices of collaborative research, leaving the best practices undefined. Aiming to fill this literature gap, this paper is a first attempt to open the black box of the management of the implementation stage of research and development (R&D) cooperation. The investigation, based on case studies, focuses on how participants of R&D cooperation coordinate and control their activities and what drives the selection of integrating mechanisms. The comparison of coordination and control systems implemented in six industry-university joint research projects highlights that planning and mutual adjustment practices are combined in different ways to manage R&D cooperation. Project and relationship characteristics affect the configuration of the management system. Task uncertainty leads to the decentralization of coordination and control practices, equivocality provides incentives for group coordination mode and reduces the need of informal ongoing monitoring and reciprocal interdependence among partners requires the exploitation of up-to-date project plans. [ABSTRACT FROM AUTHOR]

Increasing pressures on universities and educational institutions to be more involved in the communities that house them have led to a wave of interactions that have been both creative and mutually supportive. These 'town-gown' relations have stemmed not only from pressures by government leaders, but also from the sense of civic responsibility and the drive for 'service learning' where students move beyond the academic walls to engage in real life situations as part of the learning process. The resultant merits are invaluable lessons and experiences that are mutually beneficial to the students and the communities. Similarly, the involvement of community residents with events on campus fosters a mutual relationship and a positive perception towards the university. Challenges with such partnerships include the resentment between the community residents and the university members and the 'us and them' mentality that leads to communication blocks, mistrust and resentment. Overcoming these sentiments requires perseverance, patience, and creative thinking. This paper discusses one successful partnership between the University of Massachusetts at Amherst and the City of Springfield in Massachusetts. This collaboration was targeted to benefit the City by helping with their economic revitalization efforts, and the University by giving them a space in downtown Springfield for a 'Design Center', where students have a meeting space for studio and field work and can then exhibit their work. The paper ends with a set of principles that can guide other institutions and communities in developing strategic outreach and engagement activities. [ABSTRACT FROM AUTHOR]

Purpose – The main aim of the current study is to explore and model the major obstacles that UK universities encounter when developing international partnerships with overseas universities. Design/methodology/approach – Focusing on the obstacles to developing international partnerships, the study results are developed from 24 interviews with senior and very senior university managers from four leading UK universities. Findings – The results indicate that the obstacles to international partnerships for each of the four universities in this study can be grouped into two main categories: the obstacles that are relevant to the process of partner selection, and the obstacles that are relevant to the process of partnership arrangements. The study ends up with a model of obstacles of international partnerships in universities. In terms of strategy evaluation, obstacles related to the partner (whether they are focused or diversified), and obstacles related to the partnership arrangements (whether they are also focused or diversified) identify four quadrants of strategy evaluation: Realistic strategy, Partner-reevaluation, Arrangement-reevaluation, and Unrealistic strategy. Research limitations/ implications – The study brings up the difficulties that come from the drivers of international partnerships and the associated problems. Accordingly, it points out from the data a classification of the obstacles confronting international partnerships and further models this classification. The study however does not tackle some related issues such as the positive side of international partnerships. In this regard, a study exploring the outcomes of international partnerships would be of great importance for researchers and for practitioners in the field. Practical implications – Given the necessity of revising the process of establishing international partnerships by university managers, the model resulting from this study would be of vast importance to university international office directors and other university policy makers. Originality/value – This study provides a new classification for obstacles confronting UK universities' international partnerships and develops an original model of these obstacles. This model is expected to be useful for both policy makers and researchers. The study is sustaining the series of studies of international partnership strategy for a group of four UK universities implemented by Ayoubi and followed by a paper in ICERI. [ABSTRACT FROM AUTHOR]

Collaborations between higher education institutions around the world link old colonial countries of the North with younger independent states of the South in ways which can be of benefit to both in terms of developing professional thinking and practice. Such relationships may exploit old colonial histories, reinforce epistemological, cultural and academic models and reproduce neo-colonial, socio-economic conditions or produce new hybrid professional understandings. This paper presents one North/South higher education (HE) collaboration in postgraduate teacher education as a case study in order to explore questions about re-productive colonial tendencies and such relationships' potential for creative empowerment on both sides. Our intention is to raise questions about South - North working in HE teacher education in order to explore what could be viewed as new forms of colonialism, the tensions in such a 'partnership', what might be possible to develop within such a relationship and what we are learning and thinking from engagement with the partnership. Our illustration is the Mauritius Institute of Education (MIE)/University of Brighton 2-year part-time MA Education programme for secondary sector practitioners and MIE (HE) colleagues. A draft theoretical framework will be presented with data that explore re-productive neo-colonial tendencies and hybrid emerging practices. [ABSTRACT FROM AUTHOR]

Education at all levels is awash with the language of the need for partnerships, and this extends to universities although teacher educators in universities, by way of example, are seen as 'borderlanders' (Jasman, Payne, Grundy & Del Borrello, 1998) or 'living in ivory towers'. University educators are often considered to be apart from the communities in which they are physically situated and this perception sometimes creates tensions between them and other community practitioners. A one-day conference was organised by La Trobe University's Albury-Wodonga Campus in conjunction with Victoria's Cultural Development Network and a number of local government and educational agencies to provide a space for those involved - to not only hear how creative partnerships were already working in North-East Victoria (Australia), but also provide opportunities to develop new partnerships. The conference had a practical focus and enabled participants from a broad cross-section of agencies - schools; adult education; higher education; local government; and state-wide agencies - to learn about creative partnerships from across sectors. This negotiated arrangement between the University and the Cultural Development Network built on our established networks and knowledge of partnerships in the local community. Those attending were provided with current research and government policy relating to creative partnerships. Following this the participants became the experts and demonstrated how they had shaped communities and partnership arrangements within their respective contexts. In this paper we outline the role that we, as educators in a university setting, played to enable this event to occur; and a consideration of the types of creative partnerships discussed on the day. The major emphasis is on the potential that exists for university-community partnerships and we conclude with a reflection of how these types of arrangements have the potential to reposition our university's role in the local community beyond university-school partnerships, and how university educators might reduce the perception that they are either 'ivory towers' or 'borderlanders'. [ABSTRACT FROM AUTHOR]

This paper proposes a rethinking of socio-economic development from resource-based to knowledge-based; from exogenous to endogenous; from state-led to university-led; and from single or double institutional effort to triple helix interaction. The triple helix development model seeks to create robust university, industry and government spheres, enhance interaction capabilities through the ability of individuals to circulate from one sphere to another. This task can be accomplished through two strategic action plans. In the first instance, there is the need for the development of an entrepreneurial university and/or enhancing academic capabilities, by drawing in persons from industry and government. Second, there is the need to encourage the circulation of elites among university-industry-government in less developed countries characterised by strong, but largely inefficient governments, the relative low industrial capacity and weak academic sectors dominated by government. The triple helix model is applicable, in principle, in countries and regions experiencing other deficits. [ABSTRACT FROM AUTHOR]

We report evidence that Bitnet adoption facilitated increased research collaboration between US universities. However, not all institutions benefited equally. Using panel data from seven top engineering journals, Bitnet connection records, and institution ranking data, we find that middle-tier universities were the primary beneficiaries; they benefited largely by increasing their collaboration with top-tier schools. Furthermore, we find that the magnitude of this effect is greatest for co-located pairs. Thus, the advent of Bitnet – and likely of subsequent networks – seems to have increased the role of middle-tier universities as producers of new knowledge in the national innovation system. ( JEL D85, I23, O31, O33) [ABSTRACT FROM AUTHOR]

Business schools are often thought of as being accountable for the individual student’s personal development and preparation to enter the business community. While true that business schools guide knowledge development, they must also fulfill a social contract with the business community to provide ethical entry-level business professionals. Three stakeholders, students, faculty, and the business community, are involved in developing and strengthening an understanding of ethical behavior and the serious impacts associated with an ethical lapse. This paper discusses the ways the business schools may enhance the student’s ethical knowledge and understanding, and proposes a roadmap that business schools may use to develop or strengthen a strong ethical culture. [ABSTRACT FROM AUTHOR]

This paper describes a study of a collaborative initiative between a rural high school and a university. The purpose of this study was to determine the effectiveness of collaboration in a rural school reform partnership. What grew out of this study was a collaborative model of a partnership. While partnerships are not unique, there is a unique nature of how universities successfully partner with rural schools. Educators in rural schools, as well as university faculty members who serve rural schools, may fine the description of the partnership instructive as they embark on similar ventures. Addressed in this paper are the unique characteristics of rural school and the fundamental principles of rural school/university partnerships. [ABSTRACT FROM AUTHOR]

Many previous studies have advanced in identifying different modes of interactions between public research organizations (PROs) and industry and in assessing their associated benefits. However, few studies have adopted a social network perspective to analyze the relation between the characteristics of social ties and actors and specific aspects of PROs-industry interactions. Based on case-study evidence of linkages formed by researchers from a medium-sized Argentinian university, we include the strength of tie as one of the driving factors in the selection of PROs-industry channels. Following Granovetter (Am J Sociol, 1360-1380, 1973) we assess the concept of strength of tie as a linear combination of friendship, trustworthiness, reciprocity of knowledge exchange, and frequency of interaction. Using econometric techniques we find that stronger ties motivate the selection of longer-term bi-directional modes of interactions which, in turn, create knowledge benefits for PROs. In contrast, weaker ties are good enough for service provision, which creates financial benefits for PROs. These findings bring to the fore the need to conceptualize PROs-industry collaborations holistically, including the relational, social and historical nature of these processes side by side with technical and legal processes. [ABSTRACT FROM AUTHOR]

A multinational partnership called Pathways to Cleaner Production in the Americas linked faculty from seven Latin American universities and two U.S. universities to facilitate the transition to sustainability in the Americas by strengthening higher education institutions' capacity for educating young professionals in cleaner production and sustainable development, and assisting micro, small, and medium enterprises in understanding and implementing cleaner production and sustainable development strategies in their respective organizations. The ultimate outcome was to develop a workforce armed with new knowledge, skills and attitudes toward sustainability through cleaner production. To achieve the twin goals of the project, an experiential learning approach was developed to provide students with opportunities for applying knowledge of cleaner production and developing workplace competencies by working directly with micro, small, and medium enterprises to identify opportunities for cleaner production, under the supervision of faculty and cleaner production consultants. This paper examines the competencies developed from experiential learning in practicum courses and internships using CareerOneStop, an Industry Competency Model, sponsored by the U.S. Department of Labor, Employment and Training Administration. Online surveys were developed and administered to university students to understand whether they had mastered various competencies and comparisons were made across the seven partner institutions. [ABSTRACT FROM AUTHOR]

Based on an analysis of agreements signed between 201 Chinese state universities and institutes, and foreign university partners, this paper identifies four distinct levels of agreements and discusses how they can be used by foreign universities seeking to enter the China market. The paper also discusses how agreements have changed over time-that is between 1996 and 2000. Some preliminary remarks are also made about whether there is link between the level of agreement signed and location-that is, for example, whether there are more “higher level agreements” signed in more westernised and “open” cities of China. The data indicates that this is so but that more remote and less developed parts of China are also chasing higher level and more complex agreements. The agreements reflect the opening of the state higher education system in China to wide ranging cooperation with Foreign universities and, from a foreign university perspective, provides an entry framework which can be used to identify appropriate levels and forms of agreements which can be negotiated with Chinese university partners or potential partners. The research provides a framework in which future research can be undertaken. [ABSTRACT FROM PUBLISHER]

A new paradigm of structured international university relationships is emerging as shaped by a new era of government and industry intervention in association with knowledge. It is driven not only by political and economic interests, but also by an increased perception of the growing perceived evidence of the potential benefits resulting from the economic appropriation of the results and methods of science by the society. This paper builds on the Triple Helix of university–industry–government relations and shows that structured international relationships may act as agents of change if associated with activities that are fundamentally different from the traditional role of universities, involving, most of the times, capacity building and various forms of social and economic appropriation of knowledge. They also require understanding the nature of international cooperation beyond the exporting/importing of “academic services” in all the institutions involved. In addition, they clearly break traditional boundaries of “national systems of innovation” and bring new challenges in terms of the necessary institutional integrity that universities need to preserve and foster. [ABSTRACT FROM AUTHOR]

Successful access to higher education for black students in particular remains a challenge to all tertiary institutions in South Africa. This is the opinion of Prof. Russel Botman, Rector of Stellenbosch University (SU). It is therefore of concern that the SU strategic framework document (SU 2010a) states that the increase in our country's student population projected by the National Commission for Higher Education in 1997 (DBO 1997) has not been attained. This is in contrast with the University's vision for the future, which commits itself to an academic institution of excellence and a respected knowledge partner that contributes towards the development of South Africa and welcomes a diversity of people and ideas. But according to a report by the Centre for Higher Education Transformation (CHET) little demographic transformation had occurred in respect of who participates in higher education. This is an indication that black students' chances of gaining access to university have in fact decreased. Despite this authorities continue to insist that the percentage of black students in public higher-education institutions be increased. The Ministry's vision is of a transformed, democratic, non-racial and non-sexist system of higher education that will promote equity of access and fair chances of success to all who are seeking to realise their potential through higher education (DBO 1997). The Vice-Rector of SU (Fourie 2009b:16) expands on this: "Besides the moral-ethical considerations, pressure is also being placed on universities by higher education policy to diversify their student and staff compositions and to remove measures that could exclude certain groupings". Stellenbosch University is thus under pressure to align its diversity profile with the transformation goals set by the government, as proclaimed in the White Paper on Higher Education of 1997. At the same time the University also experiences pressure from the broader community to answer to the call of alleviating poverty in disadvantaged communities (SU 2010a). However , the standard of teaching in previously disadvantaged schools in the surrounding areas is such that very few students qualify to further their studies at university level. The question therefore is what the University can do to draw students that will rise to these challenges. In his response the University announced a strategy referred to by the current vice-chancellor (Botman 2007) as a "pedagogy of hope". This seems to have been inspired by the neo-Marxist Brazilian educationalist Paulo Friere's publication Pedagogy of the oppressed (1970). According to this strategy the University will search for and exploit opportunities that will lead to "the farm owner's daughter and the farm worker's son sitting in the same class" (Botman 2007). This gave rise to initiatives such as the Rachel's Angels Schools Partnership Project, which is based on the principles of community interaction. The project aims to build the capacity of promising students from disadvantaged communities with the aid of a mentorship programme. This will enable them to bridge the gap between school and university successfully. This article presents an overview of the project as well as a report on its impact. The educational theories which underpin the Rachel's Angels project can be considered to be constructivist in nature, founded upon a philosophy that is student centred and based on a view in which knowledge is not absolute, but is actively constructed by the student. The study aims to establish whether the project has achieved the desired outcomes. If employed successfully, SU will give effect to its transformation agenda, which includes increased participation by a diverse corps of students, willingness to react to social and economic needs and growing cooperation between higher education institutions and all sectors of society. The results of the impact study indicate that, despite growing pains, the project has already made a meaningful contribution in building the capacity of disadvantaged students. The implications for the University are to continuously engage in partnerships with previously disadvantaged schools in order to unlock the potential of disadvantaged students. Not only will it reflect positively on the University's diversity profile, but at the same time give meaning to the University's quest for a "pedagogy of hope". [ABSTRACT FROM AUTHOR]

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The article focuses on the study which investigates the benefits of pre-employment education and training and its impact on the students’ choice of career paths. It mentions that this was conducted for finding partnership between Teesside University, Great Britain and a North East Police Force, England. It informs that the formation of a partnership approach to the delivery of a pre-employment programme, and researches its impact on decisions for career selection and provides a model for future pre-employment education and training.

The outbreak of the First World War and the emergence of Russia as Britain's 'glorious ally' swiftly changed public attitudes in Britain, which had been largely, but not entirely, hostile to Russia. The sense that Britain needed to cure its 'abysmal ignorance' of Russia, coupled with the strong desire to replace Germany, the enemy, as a trading partner with Russia led to the initiation of the teaching of the language at eight or more university-standard establishments. The material and intellectual foundation of the nascent departments of Russian was a partnership between commercial-financial and academic interests. Money from business sources was crucial in the introduction of Russian teaching at several of them. It was, however, only at Nottingham that the commercial sector actively tried (unsuccessfully) to control the behaviour of the college by restricting promised funding. Meanwhile, partnership with technical schools in recruiting teachers was a significant feature of the introduction of Russian to the higher and further education sector. Staff recruited consisted of both British scholars and expatriate Russians (or other Slavs). Russian departments or divisions were often actively supported within the university by specialists in other fields, who were strongly of the opinion that any serious university system should accommodate the study of a society and culture as significant as that of Russia. When it became clear after the October Revolution that Russia would not continue to support Britain, France and America in the war against Germany, the withdrawal of interest external to the universities did not cause the immediate demise of Russian studies in higher education; they were by this time established firmly enough to survive for intellectual reasons alone, and indeed they survive to this day in most of the institutions discussed here. University College, Nottingham, later to become the University of Nottingham, exemplifies in microcosm the principal trends and features of the national situation. [ABSTRACT FROM AUTHOR]