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This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.

A professional capital framework guided the examination of decisional and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.

The authors found five forms of impact, showing the development of decisional and social capitals mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.

Few studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered new contributions by gauging the impact of these under-explored forms of complex professional collaborations.

Work-integrated learning (WIL) poses legal, reputation, operational, strategic and financial risks for higher education providers (HEPs). The purpose of this paper is to explore how HEPs can manage five significant WIL risks involving intellectual property, student disability and medical conditions, the host organisation and the legal literacy of WIL practitioners.

This paper is a cross-institutional collaboration of WIL practitioners who explored risk management in WIL programmes. The case study is presented as a cross-case analysis to assist WIL stakeholders with evaluating their risk management frameworks. A description about the significance of the risk (in terms of causes and consequences), as well as practices to manage the risk, is presented under each of the five WIL risks.

WIL practitioners described a series of risk management practices in response to five significant risks in WIL programmes. Four themes underpinning these risk management practices – balance, collaboration, relationship management and resources – are conceptualised as characteristics that can serve as guiding principles for WIL stakeholders in risk management.

The findings can be applied by WIL stakeholders to evaluate and improve existing risk management frameworks, and to improve their legal literacy in relation to WIL. The study also demonstrates the capacity for collaborative research to address practice issues in WIL.

This is the first known study which employs a cross-institutional collaboration of WIL practitioners to contribute towards the body of knowledge examining risk management in WIL programmes.

Each of Ventura County’s four public institutions of higher education list information literacy (IL) as either an institutional outcome or general education outcome for their students. Despite this, communication between the four campuses on this topic was limited. Librarians from these institutions applied to be part of the grant-funded Project ALAS Faculty Fellows Program to find ways to collaborate with each other and with teaching faculty to support the development of IL skills in transfer students.

Librarians from Ventura County’s four public institutions of higher education, with funding from the Project ALAS Faculty Fellows Program, held a one-day IL summit to bring librarians and teaching faculty together to unify objectives and create a seamless IL transition for transfer students.

Creating an opportunity for librarians and teaching faculty to discuss the definition and potential applications of IL in courses and assignments led to positive outcomes. Teaching faculty learned about library resources and took steps to begin collaborating with their campus librarian(s). Librarians also learned about different academic expectations in various disciplines, made new connections and made plans for future IL-focused collaborations.

Studies have demonstrated that IL is a key component to student transfer success. However, this is not an element in education that can be achieved by one department alone. The collaborative effort described in this paper can serve as a model for other librarians hoping to foster dialogue and cooperation amongst their regional institutions.

What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.

The authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. The authors also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.

The study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.

The study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.

This study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.

What matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.

Guiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.

The purpose of this paper is to determine whether a shared leadership governance arrangement facilitates improved outcomes within a social marketing service eco-system. The research was focussed on gaining an understanding of participants involved in a cross-institutional partnership. The case study selected to facilitate this exploration was a social marketing project that aimed to support aboriginal households in Victoria with regard to their energy efficiency. It thus investigated the meso-level insights experienced by partners and those delivering the service.

Interview (yarn-based) data from 20 individuals involved in an energy efficiency programme were collected and analysed. Participants shared their experiences via informal “yarns” that were conducted in the first 12 months of the programme. This timing was chosen to gain their initial self-reflective perspectives and their interactions within the shared leadership model.

The results of the analysis identified six key themes that are interrelated and fundamental to building trust between all actors involved. The themes include relationship building, advocating rights, managing competing priorities, being community driven, using communication that translates and using community networks. Four of the themes were found to be components of relationship and trust building, which collectively lead to effectively accessing aboriginal communities. These findings extend current knowledge on the structures necessary to ensure healthy eco-systems are sustained throughout social marketing programmes.

The authors established that shared leadership is well aligned with service-dominant logic, and the findings of this study reveal that it can positively contribute to meso-level service eco-systems and thus improve social outcomes for recipients of social marketing efforts. The findings also underscore the need for social marketers to recognise the importance of having a culturally acceptable value co-creation model in social marketing programmes when working with Aboriginal Australians.

This paper is the first to explore and develop the authors’ understanding of the efficacy of adopting a shared leadership approach in social marketing. Shared leadership has the potential to be an institutional arrangement that facilitates service-dominant logic and the value co-creation process, influencing positive behaviour change at the micro level in aboriginal communities. Specifically, it is the first to identify that “advocating rights” is an important component for partners to adopt in cross-cultural collaborations when collectively running social marketing programmes.

Ideally, information literacy instruction is sequenced throughout students’ academic careers, reinforcing and building on earlier instruction. The purpose of this exploratory study is to identify structural problems that potentially impact student learning. This research surveyed school librarians and academic instruction librarians along the K-20 pipeline to capture information about their instruction programs, their pedagogical approaches and their perceptions on student information literacy skills at points of transition.

The study uses a 58-item survey instrument to capture the perceptions on elements of information literacy instruction from school librarians and academic instruction librarians in the state of Utah. The exploratory survey generated 255 eligible responses.

The study identifies several areas where the information literacy pipeline has challenges: staffing, scheduling, curriculum integration, teacher collaboration and student assessment. Suggestions for improvement include providing educational support for paraprofessionals, facilitating cross-institutional collaboration and creating a scope and sequence document that spans the entire educational spectrum paired with specifically teaching for transfer.

The study was limited to surveying the perceptions of library employees who teach students information literacy as part of a school or university. Study findings imply that better support for information literacy learners requires increased collaboration across the pipeline.

Information literacy education is often siloed – in the way it is taught, studied and discussed. This research is unique in that it explores the information literacy pipeline as a whole, as each level of instruction is related to the next and studying a single section might obscure larger issues.

The balanced scorecard is gaining momentum as an assessment framework for academic libraries in North America. The purpose of this paper is to examine locally designed assessments available on Association of Research Libraries (ARL) members’ web sites and maps the data to the standard ISO 11620 – Library Performance Indicators (PIs), which is a version of the balanced scorecard. The questions are: first, does data from ARL member web sites cluster round certain ISO 11620 PIs? Second, what implications does data clustering have on internal planning and cross-institutional collaborations? Third, will future standards such as ISO 16439 complement the framework and methods in ISO 11620?

Using the quantitative content inventory and qualitative content audit method, this research analyzes ARL members’ locally designed assessment data. The data grouped within a library category, such as collections, is mapped to PIs found in the ISO 11620.

The locally designed assessment data covers a variety of library processes and maps to many ISO 11620 PIs. From this research libraries can develop methods for tying assessment activities into a comprehensive framework like the balanced scorecard. Using ISO 11620 can advance assessment planning. Implementing this standard can lay the foundation for activities that might arise from standards under development such as ISO 16439 – Library Impact Standard.

This is the first research to gather, exam, and map ARL members’ assessment data to the framework of the ISO 11620 standard.

The purpose of this paper is to describe how a consortium of universities in the Asia Pacific region are endeavouring to make a contribution to the implementation of education for sustainable development (ESD) through their participation with and the operation of the Promotion of Sustainability in Postgraduate Education and Research Net project.

The paper describes the evolutionary development of one of the projects of this network (specifically related to ESD in business schools) as the members seek to institute changes at their respective institutions at the same time as contributing to project collaboration in order to enhance the contribution to regional ESD.

The paper discusses the challenges confronting higher education institutions in the context of the decade of education for sustainable development (DESD) and finds that whilst many local actions within universities are being initiated in relation to ESD, there is insufficient cross institutional collaboration occurring to achieve the transformative agenda of ESD. In particular, universities are leaving it to individuals and departments to develop new curriculum for ESD. To overcome this, work is required at a discipline level across the higher education sector (both nationally and internationally) to support curriculum development for ESD.

Issues confronting this project and its consortium members are issues confronting many institutions of higher education (IHE) across the globe as they seek to give effect to the ramifications of ESD. The identification of issues by the project and the steps taken to overcome obstacles will be relevant to many IHE.

The challenges of ESD require not only local changes and improvements (within an organisation) but compel the connection between local and global and consequently between individual organisations and the “system” in which they operate. This applies particularly to individual universities and to the education “system” in relation to ESD, especially as there are considerable expectations of the education system to reorient and reshape our future leaders to understand and incorporate sustainability into their future careers and ways of life. Conventional and traditional approaches to curriculum development at individual universities is impeding the implementation of ESD. This project is endeavouring to develop a model for shared curriculum development which will speed up the implementation of ESD and ensure that individual universities and individual departments can focus on the transformative aspects of ESD in the curriculum.

The purpose of this study is to explore the views of partners as to the process and operation of TE3 in relation to community of practice (CoP) principles in order to identify success factors fundamental to continued active participation in and promotion of enterprise education.

This study used a narrative methodology via semi‐structured interviews. The aim was to capture both positive and negative perceptions of involvement from key partners within the project. A manual thematic approach was taken to analyse the data collected and through this common threads, trends and issues were identified.

The findings of this paper focus on the nature, benefits and power of this unique cross‐university collaboration, in facilitating and stimulating enterprising and entrepreneurial activity amongst students, graduates, and potentially, local small to medium‐sized enterprises.

These findings are set within the context of delivering some key policy‐driven objectives, i.e. to support and create not only future entrepreneurs, but also enterprising groups and individuals, and to increase the use of technology‐enhanced and blended learning throughout higher education. It will be of interest to individuals and educators working in those areas and to policymakers seeking new routes to develop an entrepreneurial culture.

This is a unique project in terms of multiple university partners collaborating on third stream activity. The findings of this evaluation and its approach add to this otherwise scarce and under researched territory.