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This study investigates how organizations in Brazil address sustainability concerns through collaborative governance efforts with strategic stakeholders. Organizations from New Zealand were considered as benchmarks for comparison.

This study is based on a qualitative exploratory research, supported by semistructured interviews. Ten organizations are interviewed, five from each country. Thematic analysis is used to analyze the interview data. Central management practices adopted by organizations are presented, and the goals, benefits, and limitations associated with collaborative initiatives are investigated.

The findings reveal that organizations in Brazil and in New Zealand are employing similar management and sustainability practices. Companies in both countries observe that collaborative efforts with strategic stakeholders improve their ability to meet market demands and jointly develop innovative solutions toward sustainability goals while exchanging knowledge and enhancing their operational effectiveness. Organizations perceive a number of tangible and nontangible value creation outcomes from sustainability practices, such as brand and reputational gains, improved supply chain management, and risk management attainments. The results also present limitations, such as internal limitations of organizations concerning how their executives and general staff incorporate sustainability issues into their organizations’ strategic planning and operational decisions.

Market pressures toward greener and more responsible operations equally affected organizations in both countries, without differentiation in operation between an emerging country such as Brazil and a developed country such as New Zealand. Directions for future research are presented. These are based on how organizations measure sustainability outcomes of management practices and collaborative alliances, and how organizations map upcoming market demands and opportunities to deliver more value to society as the sustainable development debate continues to evolve.

Little is known about how subsidies enhance both collaborative and opportunistic behaviours within subsidized industry–university partnerships, and how partners' behaviours influence the intellectual capital dynamics within subsidized industry–university. Based on these theoretical foundations, this study expects to understand intellectual capital’s (IC's) contribution as a dynamic or systemic process (inputs?outputs?outcomes) within subsided university–industry partnerships. Especially to contribute to these ongoing academic debates, this paper analyses how collaborative and opportunistic behaviours within industry–university partnerships influence the intellectual capital dynamics (inputs, outputs and outcomes) of the subsidized projects.

By combining two sources of information about 683 Mexican subsidized industry–university partnerships from 2009 to 2016, this study adopted the structural equation modelling (SEM) to analyse the effect of collaborative vs opportunistic behaviours in intellectual capital dynamics within subsidized projects.

Our results show three tendencies about the bright/dark side of subsidies within the Mexican industry–university partnerships. The first tendency shows how collaborative behaviours positively influence intellectual capital dynamics within subsidized industry–university partnerships. The second tendency shows how opportunistic behaviours influence intellectual capital impacts (performance) and return to society (job creation). The third tendency shows how initial inputs of subsidized projects generate some expected socio-economic returns that pursued the subsidies (mediation effect of intellectual capital outputs).

This research has three limitations that provide a future research agenda. The main limitations were associated with our sources of information. The first limitation, we did not match subsidized partnerships (focus group) and non-subsidized partnerships (control group). A qualitative analysis should help understand the effect of subsidies on intellectual capital and partnerships' behaviours. The second limitation, our measures of collaborative/opportunistic behaviours as well as intellectual capital dynamics should be improved by balancing traditional and new metrics in future research. The third limitation is that in emerging economies, the quality of institutions could influence the submission/selection of subsidies and generate negative externalities. Future research should control by geographical dispersion and co-location of subsidies.

For enterprise managers, this study offers insights into IC dynamics and behaviours within subsidized industry–university partnerships. The bright side of collaboration behaviours is related to IC's positive impacts on performance and socio-economic returns. The dark side is the IC appropriation behind opportunistic behaviours. Enterprise managers should recognize the relevance of IC management to capture value and reduce costs associated with opportunistic behaviours. For the university community, this study offers potential trends adopted by industry–university partnerships to reinforce universities' innovative transformation processes. Specifically, these trends are related to the legitimization of the university's role in society and contribution to regional development through industry–university partnerships' outcomes. Therefore, university managers should recognize the IC benefits/challenges behind industry–university partnerships.

For policymakers, the study indirectly shows the role of subsidies for generating/reinforcing intellectual capital outcomes within subsidized industry–university partnerships. The bright side allows evaluating the cost-benefit of this government intervention and the returns to priority industries. The dark side allows for understanding the need for implementing mechanisms to control opportunistic behaviours within subsidized partnerships. Accordingly, policymakers should understand the IC opportunity-costs related to industry–university partnerships for achieving the subsidies' aims.

This study contributes to three ongoing academic debates in innovation and management fields. The first debate about how intellectual capital dynamic is stimulated and transferred through the collaborative behaviour within industry–university partnerships in emerging economies. The second debate is about the “dark side” of partnerships stimulated by public programmes in emerging economies. The third debate is about the effectiveness of subsidies on intellectual capital activities/outcomes.

The purpose of this study is to empirically investigate the extent to which two types of commercial partnerships (business partner and non-business partner) affect the collaborative innovation of firms in emerging economies. Specifically, the roles of two commercial partnerships are investigated. Additionally, the study explores the moderating effect of external technological uncertainty and internal dynamic capabilities on the relationship between two commercial partnerships and on collaborative innovation.

Using a sample of 370 high-tech firms in China, the authors applied the partial least squares structural equation modeling approach to model these relationships.

The findings reveal opportunities and challenges for companies according to two intensities of commercial partnership for collaborative innovation. The partnership contribution to innovation and competiveness is different within the two routes and ranges. The findings indicate that (1) intense commercial relationships with business partners have a stronger positive significant impact on collaborative innovation than those with non-business partners and (2) non-business partners have a weaker positive impact on collaborative innovation at high external technological uncertainty. It was also found that (3) the positive impact of business partners on collaborative innovation is weakened when a firm has high dynamic capabilities, whereas the positive impact of non-business partners is strengthened.

Insight into the roles of two commercial partnerships in achieving collaborative innovation facilitates the advancement of the theoretical understanding of the circumstances under which cooperative innovation can be more effective under different partnerships.

A key strategic question is whether comprehensiveness enables firms to make better strategic decisions in various environments. In the process of innovation, companies must choose different types and quantities of partners, and they must regulate their partners’ innovative behavior by establishing a corresponding network structure and relationship rules. The current study focuses on analysis of how different intensities of commercial partnerships affect collaborative innovation. This research provides a theoretical framework that creates a new classification of commercial relations with regard to collaborative innovation, and it highlights the difference between the two types of partnerships. This study finds that there are many problems in the selection of innovative partners in China’s high-tech companies. Therefore, companies should strengthen their understanding of cooperative innovation, and they should build and manage highly efficient innovation networks. This study helps companies, high-tech industry associations, academia and government to take enhanced, informed actions.

Drawing upon insights from knowledge-based theory and the learning perspective, this study aims to explore safeguarding strategies in open innovation. Geographic diversity and collaborative breadth can effectively protect proprietary innovations that limit knowledge leakage concerns.

Using a cross-industry sample from the Taiwanese Technological Innovation Survey III, which covered 1,519 firms, the authors investigate the conditions under which partnership portfolios affect radical innovation.

The findings suggest that the partnership portfolio has an inverted U-shaped influence on radical innovation and that this relationship is moderated by geographic diversity and collaborative breadth. This work identifies a balance in the tension between diverse partnership portfolios and knowledge leakage with regard to open innovation activities.

This study provides senior managers with an indication of the relationships between partnership portfolios and innovative knowledge protection, identifying the geographic diversity and collaborative breadth that serve as safeguards to prevent leakages of a firm’s innovative knowledge.

This study makes an original contribution to the empirical exploration of innovation knowledge protection and provides new insights into the field of open innovation. The authors, thus, balance the tension between partnership portfolios and knowledge leakage.

The purpose of this paper is twofold, first, it is to reflect on the development of professional capital in a three-year collaborative school improvement initiative that used collaborative inquiry within, between and beyond schools in an attempt to close the gap in outcomes for students from less well-off backgrounds and their wealthier counter parts. Second, this paper will reflect more broadly on the initiative as a whole.

This research and development initiative involved the research team working in a nested setting as second-order action researchers, consultants and critical friends with a range of actors across the system. The findings are based on mixed methods data collected from eight case study school partnerships. The partnerships involved over 50 schools across 14 school districts in Scotland. Social network analysis was also used in one of the school districts to map and quantify professional relationships across schools.

Over time, relationships within the partnerships developed and deepened. This occurred within individual schools, across schools within the partnerships and beyond the school partnerships. At the same time as these networks expanded, participants reported increases in human, social and decisional capital, not only among teachers, but also among other stakeholders. In addition, through their collaborative inquiries schools reported increased evidence of impact on positive outcomes for disadvantaged students.

The professional capital of individuals and organisations across and beyond schools is demonstrated as an important consideration in the pursuit of both quality and equity in education.

Communities are best able to tackle complex social problems when solutions are achieved collaboratively. Inter-organizational partnerships are strongest and provide the greatest benefit to communities when the relationships are mutually compatible. The purpose of this paper is to introduce an evidence-informed approach to identifying and forming mutually compatible collaborations among organizations responsible for promoting community well-being and carrying out community-level interventions.

A three-stage case study examines the utility of a novel measurement tool for identifying opportunities for strategic collaboration. The strategic compatibility assessment (SCA) was designed to identify inter-organizational collaborative capacities within and across sectors as a means to motivate collaborative behaviors that are essential to community change initiatives that advance the collective impact.

The findings of this paper indicate the SCA is an effective tool for fostering mutually beneficial collaborative partnerships. A high degree of content, face and practical validity was evidenced in two independent studies of SCA, and organizations using the SCA tool reported a moderate-to-high degree of collaborative behavior in a post-intervention assessment of SCA outcomes. These findings provide field-based support for the SCA to promote cross-sector collaboration for community-level interventions.

The SCA tool describes the degree of collaboration among organizations that operate within a neighborhood; identifies potential points of mutual compatibility within the network; and creates pathways for leveraging collaborative behavior to promote community capitals. The aim of this research is to examine the potential of the SCA tool to shift the non-profit sector climate away from one characterized by competition toward one rich with collaboration.

In 2007, Birmingham City University (formerly the University of Central England) and the West Midlands NHS Strategic Health Authority developed and implemented the LEAP (Leadership, Education and Partnership) project. The project extended and developed further a successful leadership development programme, which had run in the West Midlands for healthcare educators working in both higher education (HE) and NHS organisations.The LEAP project aimed to develop genuine partnership and collaborative working among health and social care education providers from a range of HE and NHS organisations in the West Midlands. This paper describes the leadership programme approaches and activities, the underpinning leadership and management theories and concepts, and the way in which these were woven together in the leadership development programme. Examples of some of the theoretical models and frameworks used in the programme, and reflections on how these helped to develop participants' knowledge, skills and approaches to collaboration and partnership working are also detailed.

This chapter looks at how Goal 17 on partnerships can be a lever of change. It discusses the partnership approach to achieving the SDGs and unravels the key functions of networks and partnerships, such as knowledge sharing, coordination, and collaborative governance. It carefully explains why we need to shift the focus of the global debate from collaborative governance to the cocreation of public value outcomes. It then provides a schematic account of the different steps in the process of cocreating outcomes, which include initiation, design, implementation, and evaluation. Finally, the chapter identifies the key merits of cocreation and looks its dark side straight in the eye.

The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution.

Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings.

Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context.

New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

Emerging economies are becoming less reliant on funding from foreign agencies. One of the consequences of this is the formation of more self-funded international partnerships offering new models of inter-university partnerships. This chapter offers a perspective on such an on-going collaborative international partnership between two institutions of higher education – one in the United States and the other in India. It describes the context in which the partnership was formed, the manner in which it evolved over time as both partners faced barriers, and challenges to the instantiation of the original vision. Sakamoto and Chapman’s (2010) Functional Model for the Analysis of Cross-border Partnerships is used to analyze and organize the key factors that have played roles in the development and success of the partnership. In addition, the chapter focuses on one component of the partnership activities, the short-term professional development visits to the United States for educators from Indian partner institution. Drawing on participants’ experiences from both sides of the partnership, this chapter presents the expectations, challenges, and opportunities this partnership has offered to members of both universities. The chapter ends with recommendations to establish or improve international collaborative university partnerships.