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Combining the goal-setting and job demands-resources (JD-R) theories, we examine how two project resources, collaborative project leadership and financial project resources, enhance high project performance in community-academic health partnerships.

With a sequential explanatory mixed-method research design, data were collected through a survey (N = 318) and semi-structured interviews (N = 21). A hypothesised three-path mediation model was tested using structural equation modelling with bootstrapping. Qualitative data were examined using thematic analysis.

Project workers’ hope, goal-commitment and -stress: (1) fully mediate the hypothesised relationship between highly collaborative project leadership and high project performance; and (2) partially mediate the relationship between financial project resources and high project performance. The qualitative data corroborate and deepen these findings, revealing the crucial role of hope as a cognitive-motivational facilitator in project workers’ ability to cope with challenges.

Project leaders should promote project workers’ goal commitment, reduce their goal stress and boost project performance by securing financial project resources or reinforcing workers’ hope, e.g. by fostering collaborative project leadership.

The findings contribute to the project management and JD-R literature by considering the joint effects of project workers’ hope and two commonly studied project resources (collaborative project leadership and financial project resources) on high project performance. Moreover, we demonstrate the importance of the goal-setting and JD-R theories for understanding complex health-promotion projects connecting academic to community work.

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.

The purpose of this paper is to explore an interesting complex infrastructure construction case study project in which the initiation/design and delivery phases were managed differently, with diverse assumptions and workplace culture. It uses a recently developed collaboration and relationship-based procurement taxonomy to analyse the decision to commence a project and to deliver the project. The taxonomy tool reveals underlying assumptions and helps explain actions taken. The paper provides a window into the decision-making process. It also illustrates levels of innovation applied at the design and delivery phases.

A case study was undertaken, primarily using recorded and transcribed interviews, with five key senior participants in the project. This gathered a client, designer and contractor perspective that was subsequently analysed using a sense-making approach.

It is possible to start a project adopting a highly collaborative approach that maximises innovation, understanding complexity and developing a design that can then be delivered using a more traditional approach. The taxonomy used demonstrates that it is a useful visualisation tool for this purpose.

The research was limited to the perspectives of only five individuals even though they were key decision-makers and had a robust overview of the project as a whole. The delivery phase was chosen as a matter of policy without the ability to break loose from that policy. The implications for beginning the initiation and design process in a highly collaborative hands-on mode influenced the understanding of all parties involved in the project in a positive direction. The case study was based in Australia, which has extensive experience of collaborative project delivery approaches.

The taxonomy and its ability to provide visualisation of the experienced collaboration presents a powerful tool in helping us understand how it may be useful and what limitations to collaboration exists.

The paper illustrates the value of social interactions as alliance forms tend to consider triple bottom line issues and stakeholder engagement more highly than traditional, transnational approaches to project design and delivery.

The case study was unusual in its technical complexity; however, the main value of the paper is the application of the taxonomy and visualisation tool as a way to better understand how a project is being managed from a collaboration perspective.

The purpose of this paper is to evaluate to which extent partnering practices observed in earlier research focussing on the construction industry are applied in offshore development drilling projects.

The paper reviews earlier research on project partnering and the relationship-based procurement (RBP) taxonomy. The taxonomy is then empirically applied to describe partnering practices in an incentive-based drilling project in Norway.

Many elements of project partnering observed earlier in construction projects were found to characterize offshore development drilling projects. However, as assessed using the RBP framework, the authors found that partnering elements in observed context rated consistently lower than elements previously reported in the construction industry, indicating a lower maturity of partnering practices in the studied context.

The present study provides a multi-dimensional and systematic description of partnering practices in offshore drilling projects. Project owners can utilize this information to identify partnering elements requiring particular emphasis when initiating and managing drilling projects. Based on the findings, such elements include transparency and open-book auditing, integrated risk mitigation and insurance practices and establishment of authentic leadership. The findings further imply that partnering models cannot be directly applied across industry boundaries but must be tailored to fit the salient characteristics of each context.

The paper systematically describes to which extent specific partnering elements of the RBP taxonomy are applied in offshore drilling projects.

In today’s educational climate of data, differentiation, and accountability, teacher leadership is essential; and professional development schools (PDSs) offer distinctive settings for teacher leader practice and development. Building on chapter one, this chapter defines teacher leadership in PDSs, introduces distributed leadership theory, and provides a brief history of teacher leadership in the United States before asserting several characteristics that render PDSs ideal settings for studying teacher leadership. Instead of asking why we should study teacher leadership in PDSs and other school–university partnerships, a better question might be, why wouldn’t we?

Explores ways in which the internet and advanced electronic communication systems are enabling a new economy based on the networking of human knowledge. These networks span functional, organisational and national boundaries, allowing people to share data and information to generate new knowledge. Their increasing use and importance as a means of gaining competitive advantage has attracted much attention, especially in the study of leadership and organisation development. However, with the advent of more radical approaches to strategic collaboration like open source communities of practice, the existing literature still needs to say more about how and why these knowledge‐sharing and ‐creating communities form and how they are able to sustain levels of performance in time and through time.

Analyses the work being carried out in a series of companies where highly interactive cross‐cultural work teams form an essential part of business strategy. Addresses the fundamental leadership and organisational challenges they face as they attempt to connect people to people and people to knowledge across the borders of business units and countries.

Although improved performance is often credited to technological advancement, technology is only one of several key components that must be considered when choosing a collaborative strategy.

Future trends suggest that the kinds of interdependent communities described in this paper will play an increasing role in a company's ability to keep pace with the level of complexity in its world and the amount of innovation required to compete. As the demands of customers become ever more sophisticated and change more rapidly, old organisational cultures become barriers to keeping up with demand, and responding with innovative products and solutions. Managers should also be open to making use of new perspectives which might ultimately change the core mission of the company.

Through the perspectives of a grant director and external evaluator, this chapter explores processes used and lessons learned to design and conduct ongoing evaluation of a multisite university-based principalship program supported in part by a US Department of Education grant. Using frameworks developed by Guskey (2000) and Kirkpatrick (1998), the authors highlight the conceptual context of program evaluation and describe the process used to develop a comprehensive evaluation plan aligned to program goals. The chapter appendix includes a summary of Developing Evaluation Evidence (Orr, Young, & Rorrer, 2010), a free program evaluation planning resource available at ucea.org.

Josh Bendickson is a Ph.D. student at Louisiana State University in the E. J. Ourso College of Business. He teaches principles of management in the Rucks Department of Management and is also involved in the Stephenson Entrepreneurship Institute. His research interests include strategy, entrepreneurship, and management history.