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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]

Higher education institutions identify and support practices that enhance student engagement and increase student success. In this article, we explored student learning facilitated through High Impact Practices (HIPs) (i.e., in-class undergraduate research, service learning, internships) integrated in the Sustainability & Conservation Leadership Minor at Old Dominion University. In this new transdisciplinary minor, which was developed in partnership with the U.S. Fish & Wildlife Service, cohorts of students share three mandatory courses, including a capstone internship. Post-internship reflections were coded using triple loop learning theory, which identifies individuals' values, beliefs, and ideologies. Results indicate students identified the internship as essential for career discernment and agency literacy, as well as inter- and intrapersonal awareness to address sustainability challenges. The results underline that the impact of HIPs can be amplified if multiple HIPs are integrated in a comprehensive program addressing real-world problems through experiential learning within and outside of the classroom. [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]

Cities worldwide are rising to the challenge of sustainable development, calling for large-scale and fast-paced transformations towards sustainability. Urban sustainability challenges are now being reframed as a lack of capacity of individuals and organizations to carry out such socio-technical transformations. This article expands on transformative capacity literature by elucidating the concept of actor-centric transformative capacity. It focuses on the unique role city-university partnerships (CUPs) can play in catalyzing and supporting effective urban sustainability transformations. Two case studies on CUPs in Portland, Oregon and Tempe, Arizona are used to identify determinants of actor-centric transformative capacity, their role in the transformative capacity of urban systems, and how they are built through CUPs. The article concludes with strategies for building effective CUPs capable of building actor-centric transformative capacity among university actors and city administrators. [ABSTRACT FROM AUTHOR]

Universities are expected to contribute towards the development of society through working collaboratively with communities. One of the many ways that the academy allows for community engagement is through the use of creative placemaking to intentionally inspire a raft of transformational changes to the economy, environment and physical and social infrastructure. However, the pursuit of transformational university community engagement is strewn with partnership challenges. Using a qualitative approach, this study engages selected key participants to assess the challenges, forms of power and influence underpinning the participation of different creative placemaking stakeholders and how their partnerships could be improved. Results revealed that partnership challenges include dissimilar management orientations, risk aversion and the reinforcement of unjust systems. The findings of the study suggest that engaged creative placemaking can be made effective through collaborative strategic thinking, strategic planning and the collective implementation of initiatives for it to be genuinely emancipatory, sustainable and scalable. [ABSTRACT FROM AUTHOR]

This chapter describes the results of case study research on a partnership between a community college in the United States and a university in Chile that attempted to develop the first community college system in Chile. [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]

Multi-stakeholder initiatives have emerged as collaborative partnerships to deal with wicked problems, particularly in the global food system. This article analyzes the role that academics play in these initiatives at a global level, and the nature of their participation. Based on a qualitative analysis supported by a database of 41 multi-stakeholder initiatives in the global agriculture and food sector and 51 interviews with their participants, this research identifies five key roles that academics play in multi-stakeholder initiatives and in communities of practice around them. In multi-stakeholder initiatives, academics act as knowledge experts, agenda-setting advisors and facilitators. In communities of practice, academics develop new knowledge on multi-stakeholder initiatives by theorizing from their observation and reflection and they build international bridges between students and multi-stakeholder initiatives. The results imply that academics engaging in multi-stakeholder initiatives that deal with global wicked problems can choose multiple paths to align their societal mission of co-creating sustainability with the broader organizational goals of their universities. [ABSTRACT FROM AUTHOR]

The article explores the creation of a university-public school partnership organized around inquiry-based instruction. Topics discussed include the advantages of collaborative inquiry among students, the benefits of engaging children as researchers and the positioning of students as creators of knowledge at the Center for Inquiry classrooms. Also mentioned is the power of an inquiry stance in professional development.

Clinical pharmacy has a rich history of advancing practice through innovation. These innovations helped to mold clinical pharmacy into a patient-centered discipline recognized for its contributions to improving medication therapy outcomes. However, innovations in clinical pharmacy practice have now waned. In our view, the growth of academic-practice partnerships could reverse this trend and stimulate innovation among the next generation of pioneering clinical pharmacists. Although collaboration facilitates innovation, academic institutions and health care systems/organizations are not taking full advantage of this opportunity. The academic-practice partnership can be optimized by making both partners accountable for the desired outcomes of their collaboration, fostering symbiotic relationships that promote value-added clinical pharmacy services and emphasizing continuous quality improvement in the delivery of these services. Optimizing academic-practice collaboration on a broader scale requires both partners to adopt a culture that provides for dedicated time to pursue innovation, establishes mechanisms to incubate ideas, recognizes where motivation and vision align, and supports the purpose of the partnership. With appropriate leadership and support, a shift in current professional education and training practices, and a commitment to cultivate future innovators, the academic-practice partnership can develop new and innovative practice advancements that will improve patient outcomes. [ABSTRACT FROM AUTHOR]

Exploring the features of the unique partnership set up between SAGE and the University of Sussex in 2010, this article outlines some of the outcomes and how they have added value to the work and experiences of both the library and the publisher. With the changing models of delivery in scholarly communication and the shifting funding arrangements for higher education in the UK, this collaboration was - and is - an innovative and unprecedented attempt to understand the pressures and current priorities of our respective professions. Lessons learned from the experience as well as future possibilities are covered in order to demonstrate the value gained from working together differently. [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]

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]

The article shares the barriers to and facilitators of university-supermarket research collaborations. It mentions that the university partnered with Bashas' Family of Stores, a local supermarket chain, to test the effects of a healthy shopping intervention on food purchases through in-person nutrition education focused on increasing purchases of fruits and vegetables , and decreasing purchases of high-fat foods. The article concludes that university-supermarket partnerships are valuable and worth the rime and effort it takes to build them.

The article reports that the University of Oradea, in collaboration with 14 other partner institutions from within the European Union and at the external borders of the European Union, have embarked upon the task of creating a framework for the analysis of voluntarism versus determinism as key factors in the creation and evolution of borders/frontiers. The project will firstly enhance the participants' multi-disciplinary experience.

Introduction: Community-based participatory research (CBPR) adds community perspectives to research and aids translational research aims. There is a need for increased capacity in CBPR but few models exist for how to support the development of community/university partnerships. Objective: Evaluate an approach to promote nascent CBPR partnerships. Methods: Design was a mixed-methods evaluation using interviews, process notes, and open- and close-ended survey questions. We trained 10 community scholars, matched them with prepared researchers to form seven partnerships, and supported their developing partnerships. Sequential mixed-methods analysis assessed research and partnership processes and identified integrated themes. Results: Four of seven partnerships were funded within 15 months; all self-reported their partnerships as successful. Themes were: (1) motivators contributed to partnership development and resiliency; (2) partners took on responsibilities that used individuals' strengths; (3) partners grappled with communication, decision making, and power dynamics; and (4) community-university infrastructure was essential to partnership development. Conclusions: This program for developing nascent partnerships between academicians and community members may guide others in increasing capacity for CBPR. Clin Trans Sci 2011; Volume 4: 428-433 [ABSTRACT FROM AUTHOR]

This article addresses the attitudes of students and stakeholders regarding the initiative to create a collaborative partnership to expose urban students to university life. The results reflect positive changes in student mindset on the possibility of their attending college and even majoring in the field of science. [ABSTRACT FROM AUTHOR]

The article discusses the push for evidence-based practice which emphasizes the need to evaluate whether what the authors' believe is working does in fact work for the people that they serve in particular contexts in Maryland. It cites examples from the authors' partnership to evaluate the Juvenile Division of the Circuit Court for Baltimore City's Model Court initiatives. It notes how the authors' derive from the examples the general guidelines to design and implement modest but meaningful evaluation projects through partnerships between the judiciary and local university and nonprofit organizations.

This article examines two early modern models of dissertation authorship that both relied on extensive collaboration between the degree candidate and his supervisor. The dissertation conducted on the traditional model, practiced until the eighteenth century at German universities, was a joint product of the supervisor, who prepared the thesis in writing, and the degree candidate, who defended it in the oral disputation. The two collaborators shared the credit for a successfully defended thesis in different forms: right for public recognition and rights to use and reproduce the thesis. Instead of sharing the credit as two equal partners, each of them took advantage of his credit in ways that benefited his status. In the model that Albrecht von Haller introduced at Göttingen, the supervisor provided the student with a laboratory and experimental training, while the degree candidate wrote a thesis by himself based on the experiments he carried out, and defended the thesis without the supervisor chairing the disputation. The Haller model reveals two new elements that heralded the development of modern scientific education: divisibility of laboratory labor between the student’s experimentation and the research program to which it belongs; and feasibility of the requirement of experimental work in return for the exclusive authorship of the doctoral thesis. [Copyright &y& Elsevier]

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.

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 article focuses on how to keep a youth media base. For nonprofit organizations Young D.C., CentroNia, and Facilitating Leadership in Youth (FLY), critical elements in establishing and keeping a youth media base include creative thinking, smart planning, and strategic partnerships. Organizations can use technology and talent available through a major partner such as a university. It is also considered that nonprofit organizations can also adhere to guiding principles that will help clients understand that revenue from taxes cannot be accepted by an independent newspaper.

For the past 15 years, Catholic colleges and universities have developed programs serving Catholic K-12 schools by preparing teachers and leaders for Catholic school contexts. University-school partnerships provide an opportunity for Catholic institutions of higher education to extend beyond developing human resources to strengthen Catholic K-12 schools to effect comprehensive school reform. This article describes the origins and evolution of one such university-school partnership initiative, the University of Notre Dame's Magnificat School partnerships. This article presents an analysis of program evaluation data from the first 3 years of the Magnificat partnerships and a discussion of how the lessons learned in this program evaluation have informed revisions to the Magnificat model. Additionally, these lessons can inform the efforts of other colleges and universities that may seek to engage Catholic K-12 schools to effect comprehensive school reform. [ABSTRACT FROM AUTHOR]

The University of British Columbia (UBC) became the first university in Canada to develop a strategy for enhancing global access to its technologies. UBC's University-Industry Liaison Office, in collaboration with the UBC chapter of Universities Allied for Essential Medicines (UAEM), established a mandate and developed principles that provide the developing world with access to UBC technologies. This commentary will discuss these principles and provide examples of where they have been applied to several UBC technologies. © 2008 Wiley-Liss, Inc. and the American Pharmacists Association J Pharm Sci 98:791–794, 2009 [ABSTRACT FROM AUTHOR]

Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships for research, there is little empirical research on the relationship between the characteristics of such partnerships and their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes. Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships for research. [ABSTRACT FROM AUTHOR]

This article reviews the recent literature about the essential but often uneasy alliances made between content experts (archivists and librarians) and technology experts. Differing professional cultures, misunderstandings of one another, limited abilities to envision change, and lack of support from top-level administrators are the most often cited reasons for the persistent difficulty in working together. Failure to collaborate may result in the marginalization or exclusion of content experts from projects where their professional skills are most needed. In spite of these problems, successful models for working together do exist. True collaborations are mutually beneficial, open opportunities for continuing relationships, and involve complex interpersonal connections. They are based on trust, mutual understanding, and respect for one another's skills and respective professions. [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 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]

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 article reports on a research project which investigated higher education teaching in a partnership of 17 further education colleges across south-west England. One hundred and six respondents answered a web-based questionnaire which gave insights into their views on the role of the lecture in higher education in further education (HE in FE) contexts. The results indicate that these teachers believe that they distance themselves from the lecturing methods that are traditionally associated with HE. Reasons for this include the national and institutional contexts in which they are working and the beliefs and intentions they bring to their work. [ABSTRACT FROM AUTHOR]

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]

The article reports on the partnerships between school district and university through the Advanced Reading Development Demonstration (ARDDP) Project of the Chicago Community Trust for improving literacy in urban schools in Illinoi. Four universities carry out different approaches with the same goal of building and improving student literacy achievement. The ARDDP accepted the challenge of creating new partnership model while each university proposed a plan and implement it in partnership with different volunteered schools. Accordingly, plan varies in different ways with the same focus on assessing instructional decision making and planning which provides guidance on continued basis.

The article reports on the partnership between Mesoscale and Microscale Meteorology Division (MMM) at the National Center for Atmospheric Research (NCAR), the Korean Meteorological Administration (KMA) and the Seoul National University (SNU) for weather forecasting research in the U.S. They will use the Doppler radar data in the MM5, the Pennsylvania State University/National Center for Atmospheric Research (PSU/NCA) numerical model, with the Weather Research and Forecasting (WRF) 3-dimensional variational (3D-Var) data-assimilation system. Results show that by using the equipment, improvement of rainfall forecasts, the overall pattern of the weather system was better predicted in the summer of 2006 than 2005.

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]

This article focuses on the impact a collaborative project between university graduate fellows and K-12 classroom teachers had on improved pedagogy in the classroom and in the future at the university. Nine teams participated in a yearlong professional development project to improve pedagogy and communication skills of the participants. This study shows that the participants, the fellows and the K-12 teacher partners, made changes in planning, implementation, and even motivation for using inquiry-based methods in their classroom. External observations of the teams further support the individuals' claims of improved pedagogy using inquiry and impact on student conceptual understanding. The Horizon Classroom Observation instrument was used for these observations. The teams showed an overall increase in scores, as well as overall effective and exemplarily implementation of their planning. The program design, the implementation, and the results of this three-year study will be elaborated in this article. [ABSTRACT FROM AUTHOR]

The article offers information about Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), a program funded by the government to build partnerships between middle schools and universities. GEAR UP grants, and other similar programs, were intended to raise the number of students from low-income families. Since 1999, they were given by the U.S. Department of Education.

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]

This article examines partnerships between universities and schools that focus on the generation of educational knowledge through practitioner research and enquiry. It draws on a seven-year study of a partnership between the Faculty of Education, University of Cambridge and a group of eight secondary schools. The article explores what has been learned about such partnerships, including the benefits and challenges arising from some fundamental differences between the nature of schools and universities as organizations and the roles and perspectives of teachers and academics within them. It considers different understandings of the notion of knowledge generation, including which forms of knowledge are valued and found to be useful. Conditions, structures and organizational arrangements that are necessary to support such research within school-university partnerships are discussed. [ABSTRACT FROM AUTHOR]

University-workplace partnerships are strategies increasingly called for in higher education. This article reports on collaborative knowledge production between employed professional chemical engineers (registered for higher degrees) and their university-based supervisors (researchers in the field of chemical engineering). The study draws on a language of description, developed by Basil Bernstein, for understanding knowledge discourses and structures, the movement or 'recontextualisation' of knowledge from one domain to another and the role of knowledge in potential and actual practice. These concepts are used to analyse the ways in which knowledge production in partnerships between academic and professional engineers was enabled or constrained. [ABSTRACT FROM AUTHOR]

The direction of California society and politics has made it more and more difficult to deliver on the dream of ready access to a University of California education for the state's qualified high school graduates [ABSTRACT FROM AUTHOR]

Partnerships between universities and public schools that recognize the interdependence and mutual benefits derived from an alliance have become a cornerstone of educational restructuring (C. Dean, P. Lauer, & V. Urquhart, 2005; J. L. Goodlad, 1991; Holmes Group, 1990). Although interrelated, these partners exist in distinctive milieus in which roles and expectations differ. Effective partnerships honor the distinct characteristics of each while ensuring egalitarianism between the 2 partners. Mutually beneficial goals, valuing each party's unique contributions, and receipt of benefits based on involvement are critical for the egalitarianism that is realized between the partners. Those ideas are achieved on the basis of relationships developed between the participants. Histories of affiliation have implications for the type of partnership relationship that is developed and its effectiveness in being mutually beneficial. The authors describe relationships that were formed between a university and 2 elementary schools. They also illustrate unique historical relationships between the university and the schools, contextual factors of the schools that influenced these relationships, implications of these relationships for the degree of egalitarianism realized, and the way that this is reflected in the communicative stances taken by the partners. The impact of these factors on conditions that contribute to successful partnerships, such as a shared vision of simultaneous renewal, active and open communication between all partners, and ensured true egalitarianism and empowerment is explored. [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]

Institutional innovations aimed at promoting closer relations between university and industry and, more particularly, research partnerships between faculties and firms, have multiplied in the last twenty years. New industry/university research partnerships (IURPs) are generally based upon a hybrid mode of management at all stages of the research process. In this article, we shed new light on the difficult conciliation between the logic of industry, technology and commercial interests on one side, and the logic of academic science and basic research on the other, through the in-depth study of a Canadian IURP -- named Infotech1. We draw upon the polity model developed by Boltanski, Thévenot and Chiapello, in order to explore the various logics of justification mobilised by academic and industry participants. We identify the possibilities of compromise that were worked out by Infotech1 participants, and the procedures that were put into place to make these compromises concrete. Finally, we make a few hypotheses about IURPs and the necessary conditions for their success in the future. [ABSTRACT FROM AUTHOR]