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Competitiveness of cities forces the city and public sector representatives to invent new methods of management and use the innovative thinking. Success of cities, based on Etzkowitz and Leyedesdorff (2000), has to take into account new strategies of co-operation of the academic institutions with the local authorities, entrepreneurs (in our case in tourism business) and new graduates focused on high-tech industries and start-up businesses. This trend is based on the principles of New Economic Geography (Krugman, 1994; Porter, 1998) and the new Theory of Growth (Romer, 1990), which enforce the importance of knowledge capital and smart technologies. Hjalager (2002) supported the idea of the importance of the institutional innovations and Ward (1998) mentioned that universities and research institutes are key entities to promote smart technologies and decisions in a city (Triple Helix concept). The purpose of the chapter is to discuss the results of research conducted in Waterloo, Canada, Ontario, which belongs to the Ontario Technological Triangle. Waterloo is a city of two universities, Waterloo University and Wilfred Laurier University. The purpose of the chapter is to discuss the results of research conducted in Waterloo, Canada, Ontario, which was focused on the competitiveness growth through the implementation of the smart management systems (Triple Helix Model) in the city marketing and governance. Some of these approaches influenced also tourism business due to multiplication effect and the growing competitiveness is a source of a continual growth of students, visitors and entrepreneurs to the city and the region.

Purpose: Process innovations are becoming increasingly significant in a changing digital society. The goal of this study is to focus on the service industry, particularly on how this sector has lately been influenced by sustainable development and digitalisation. The main focus will be on education. The cohabitation of three aspects (innovation, digitalisation, and sustainability) is declared as a fact in the competitive landscape.

Methodology: This study uses a multi-case approach emphasising the new system of processes in educational institutions in Canada, Ontario. These case studies are relevant to exceptional results consistently produced by various educational institutions.

Findings: The Waterloo region is known as a digitalisation triangle in Canada. Personal experiences and research findings serve as an example of the value of the global digitalised economy as a partnership principle in the educational and entrepreneurship fields.

Significance: The obtained experience and the attempt to share the knowledge and results of this work and research will be useful in future for other academic environments, cities, and countries.

Practical Implications: Cohesion between the purpose of this study and practice is explained as a need to see educational institutions as an important factor of innovation and economic development. In this case, the author shows how this successful case of Ontario, Canada created a stronger base for competitiveness and economic growth.

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are university–school partnerships, seen as possessing immense multidimensional potential. The model of university–school partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.

As issues around refugee rights have come to public attention following the surge in asylum application in Europe in 2015, several responses have been developed by universities in England to extend the welcome to refugees in both local communities and on their campuses. While some institutions act on their own, others have created social relationships and collaborations with local and national third-sector organizations, on which they can rely for their experience of working with and access to refugees and other forced migrants, in return offering their expertise and resources. The purpose of this chapter is to describe one such collaboration setup to support refugees residing in the City of York, in the North of England, UK. While not perfect, the York university–community partnership for refugees is a successful one, delivering tangible benefits for all the interested parties – most importantly, for the forced migrants themselves. Within this chapter, the partnership’s origins, its evolving aims and objectives, and the current outcomes of the collaboration are discussed. The chapter concludes by offering perspectives on the reasons why the partnership became successful, as well as acknowledging its challenges and limitations, drawing valuable lessons for both higher education institutions and community organizations in other parts of the world.

When there is a cordial relationship among the members of the smart city team, there are bounds to be achievements and executions of projects within stipulated time of the budget allocated. The partnership in ideas and overall discipline will propel the activities involved in executing smart cities in the world. In identifying not just the definitions of smart city, the developmental aspect of the concept is considered across phases of construction as the industry strives towards elegance and advancement. However, exciting as it comes in benefits and enhancement in the quality of life, several problems have also been identified albeit opportunities are somewhat presented in the challenges when analysed thoroughly from the inception to completion. The interaction within team members across countries will pave way for collaborators into the system.

This chapter addresses the outcomes of a six-year school–university partnership between a public liberal arts college and a large urban school district. It explores ways that partnerships can support teachers and communities to confront assumptions and take ownership of learning. This paper traces the trajectory of teachers and professors engaged in a longitudinal ongoing professional development initiative focused on “Meeting the Needs of Urban Learners” to identify practices that supported the collaboration, and the outcomes of the school–university partnership.

The Child Friendly Cities Initiative (CFCI) is a UNICEF-led collective impact intervention aimed at promoting children’s rights at the city and community levels. The CFCI operationalizes the UN Convention on the Rights of the Child (CRC) for local governments through a framework for action aimed at realizing the rights of young people under 18 years of age: (1) to be valued, respected and treated fairly; (2) to be heard; (3) to access social services; (4) to be safe; and (5) to participate in family, life, play and leisure. This chapter provides an historical analysis of the CFCI globally and in the United States, and how this intervention draws upon and advances sociological research on young people’s meaningful participation. We present three case studies to analyze young people’s participation in CFCIs and the lessons learned from Houston, Texas, Minneapolis, Minnesota, and San Francisco, California.