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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]

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]

The article reports on the collaborative curriculum project which aims to recognise the importance of preserving indigenous languages in the Bunuba and Walmajarri tribes of the Kimberley region in Australia. It cites that the Wesley College, a large, coeducational, independent school in Melbourne, has collaborated with the indigenous people in Australia to launch the project. The project has created and implemented the Units of Inquiry which is based on the indigenous language and culture.

Making pre-service teacher education relevant to teaching through onsite visits is not new to tertiary institutions in Australia. "The merits of field based teacher education are frequently cited, concluding increased relevance for students and greater accountability for colleges through participation of local schools" (Elmore, 1979, p. 378). This article reports on a Deakin University initiative with a local school in semester one 2008 with the Bachelor of Teaching (Primary and Secondary) music methodology students. The school chosen has a specialist music teacher. Conkling (2007) points out, "when the experienced music teacher presents a compelling vision of music teaching, pre-service teachers not only attend to this exemplar of teaching practice, but they also recognize the influences of teaching practices on younger students learning" (p. 45). This article explores the concept of school based partnerships and professional development as a way to enhance pre-service music methodology students understanding of teaching and learning. This article highlights some of our reflections during our five-week visit. We discuss the benefits of the experience from the point of view of a university student and a music education lecturer. Whilst such an experience had benefits for the school and the university, we also highlight some limitations that were encountered. [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]

National research policies are today driven by the concept of the ‘knowledge society’, in which development is deemed to follow the application of new ideas. Australia, like other countries, has encouraged partnerships between the universities and industry. This essay examines how Australian scholars in the humanities have responded to the Australian Research Council’s Linkage Projects. Their experience underlines the importance of viewing collaboration as social practice, and the need to find a satisfactory synthesis between academic and industry perspectives. [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]

This paper discusses the concept of partnership in international social development and examines a three way partnership developed between a large Australian government instrumentality, a university and a small community based organization in Nepal. It is clear that these entities are not 'equal' partners. Nonetheless, the author concludes that this form of civic collaboration appears to be mutually beneficial in many respects. [ABSTRACT FROM AUTHOR]