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The aim of this paper is to investigate how a manufacturer's relationship with firms operating in different institutional logics can facilitate or hinder the outcomes of research partnerships.

The paper tests the study hypotheses based on a survey of 345 Chinese manufacturers.

Results reveal that a manufacturer's partnerships with private firms and government institutions are both directly related to the manufacturer's innovation performance. However, the effectiveness of the research partnerships depends on the different institutional logics within which these organizations operate.

This study used a binary variable to capture the existence or absence of the partnership types examined implying that this variable does not capture the quantity of R&D relationships the firm is engaged in or the time period of such engagements.

It is important for management to take into account the joint effect of both the firm and its partner's underlying institutional logics in establishing partnership relationships since the juxtaposition of different institutional logics can affect the outcomes of the relationship.

This research draws from institutional theory to contribute to knowledge in the area of innovation by emphasizing the importance of the overarching institutional logic on the effectiveness of different types of innovation‐driven research partnerships.

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.

Higher education institutions possess a plethora of knowledge at the institutional, departmental and individual levels. Therefore, knowledge management plays a vital role in assisting partnerships to synergise knowledge and strengthen market competitiveness when working collaboratively. The purpose of this study is to identify and critically discuss the role of knowledge management concepts that support development of UK higher education partnerships. This knowledge management research was undertaken with the purpose of exploring components of behavioural constructs in assisting the development of successful partnerships between higher education institutions.

This research embraces a qualitative methodology and makes use of an expert panel method to gather field data and assess the relevance, robustness and applicability of a conceptual model developed in the context of higher education partnerships. Guided by two research questions, the researchers elicited knowledge from eight experts, academics and practitioners, who had initiated and led partnership development between UK higher education institutions. The experts were invited and selected to attend the panel using the criteria of “Years of Experience in the Higher Education sector”, “Job Positions and Experiences” and the “Partnership Scope and Impact”.

Depicting in a tree analogy, the conceptual model indicates that effective knowledge management will require higher education executives, managers and practitioners to centre on nurturing “tree roots” presented as behavioural knowledge management constructs and include institutional culture, trust, absorptive capacities and communication channels. The research findings elaborate on previous research and provide a categorisation of partnership outcomes between higher education institutions, explaining that partnership outcomes can be of an “Academic”, “Marketing and Finance” or “Managerial” nature. Importantly, practical use of the model could be implemented using audit methods or benchmarking methods, whereby the categorised elements of the model are used as a criterion of assessment for audit teams.

The conclusion extracted experiential insights to provide guidance as to how higher education executives, managers and practitioners can make use of knowledge management behavioural constructs and activities to assist collaborative undertakings in the higher education sector. This paper provided a new, modified, knowledge management higher education partnership tree, thus giving researchers and academic practitioners a holistic viewpoint of important partnership knowledge management factors.

The European steel and metal sectors have experienced processes of radical restructuring. Employers within the sector increasingly require employees to have a broader and deeper range of skills, although restructuring has also highlighted the need for workers to gain transferable skills in order to increase their employability. This paper, which draws on research conducted in seven European nations, describes how partnership‐based approaches to learning involving public, private and voluntary sector organisations have emerged in order to meet these needs. It argues that whileit may not be possible to develop a European model for partnership‐based approaches to learning, an examination of a number of particularly innovative and successful partnerships nevertheless facilitates the identification of the constituent elements of good practice with respect to partnership‐based approaches to learning, which may themselves have wider applications.

The purpose of this paper is to survey various meanings attached to a public–private partnership (PPP) and related aspects in Western literature and to identify commonalities and differences between them. Additionally, the article intends to critically assess conflicting and overlapping views on contractual and institutional PPPs, their forms and models and to draw insights for transitional economies.

The article contrasts and compares views on PPP meanings, forms and models within Western PPP literature and also draws comparisons with understanding of partnership aspects in the Russian language sources. The paper examines theories underpinning PPPs, builds connections to PPP advantages and drawbacks and provides critical assessment of net benefits that PPPs may bring along to the society.

The article concludes that future PPP research in transitional countries such as Kazakhstan and Russia, particularly in the area of organisational and power arrangements in partnerships, may delineate new concepts such as government as a guarantor of a PPP project, social significance of a PPP project and risk management in a country’s contextual environment.

Research in the field of PPPs in transitional countries such as Russia and Kazakhstan is in its infancy. The paper intends to contribute to the body of knowledge about PPPs by providing detailed account and categorisation of their principal meanings, forms, models and underpinning theories and by drawing insights for future research in transitional countries.

The purpose of this article is to survey various meanings attached to a public‐private partnership (PPP) and related aspects in Western literature, and identify commonalities and differences between them. Additionally, the article intends to critically assess conflicting and overlapping views on contractual and institutional PPPs, their forms and models, and draw insights for transitional economies.

The article contrasts and compares views on PPP meanings, forms and models within Western PPP literature, and also draws comparisons with understanding of partnership aspects in the Russian language sources. The article examines theories underpinning PPPs, builds connections to PPP advantages and drawbacks, and provides critical assessment of net benefits that PPPs may bring along to the society.

The article concludes that future PPP research in transitional countries such as Kazakhstan and Russia, particularly in the area of organisational and power arrangements in partnerships, may delineate new concepts such as government as a guarantor of a PPP project, social significance of a PPP project, and risk management in a country's contextual environment.

In transitional countries, in which PPPs are in their infancy, clarification of theoretical positions, and identification of commonalities and differences between meanings attached to the PPP terminology may enable better decisions by researchers and practitioners in their selection and further development of partnerships and related concepts.

Research in the field of PPPs in transitional countries such as Russia and Kazakhstan is in its infancy. The paper intends to contribute to the body of knowledge about PPPs by providing detailed account and categorisation of their principal meanings, forms, models, underpinning theories, and drawing insights for future research in transitional countries.

This paper aims to consider whether there is significant divergence between the Welsh and English approaches to partnership working.

The analysis reported stems from a research project, commissioned by the Welsh Assembly Government in 2002, which examined the extent and effectiveness of three‐sector partnerships. The findings from the Welsh study are contrasted with the findings of a number of studies of the modernisation agenda in English local government.

First there are increasing numbers of partnership programmes which are born and bred in Wales. Second, Wales has unitary local government and so it does not have the complexity of two‐tier structures which frustrate partnership working in the English shires. Third the Welsh polity is a small one with short and close vertical linkages between national and local actors. Fourth, the engagement with the private and voluntary sectors as political stakeholders is a higher political priority in Wales than the involvement of these sectors in service delivery. These differences mean that partnership has a rather different emphasis in Wales.

Although focused on Wales, the article raises greater questions about the purposes of partnership working. More work is needed, however, on the measurement of partnership performance.

The paper raises questions both about the rationale of partnership governance and about the institutional factors likely to influence success.

The paper contributes to the new research area of comparative patterns of UK governance.

Public–private joint ventures (PPJVs) have a stronger partnership element than standard public–private partnerships (PPPs) but PPJVs are under-researched despite this important partnership element. This article derives knowledge of incentives and barriers to goal alignment in healthcare PPJVs.

An in-depth case study of the UK’s Local Improvement Finance Trust (LIFT) model including three PPJVs and 34 individual projects was conducted.

The main economic incentives are future opportunities creating a strong shadow of the future. This is supplemented by social incentives such as the ability to have a social impact. Enlarging the shadow of the future can encourage both parties to think long-term, avoiding short-term opportunism.

PPJV is a promising model for partnership. However, complexity through fragmented public sector partners and the financial structure can create barriers for goal alignment.

This study challenges earlier research studies based on PPJV by providing evidence that the long-term nature of PPJV, especially the potential of new projects, enables the public sector to get more engagement from the private sector.

The Birmingham Black Radio Museum (BBRM) is a community museum and archives located in Birmingham, Alabama (USA) dedicated to preserving and presenting the history of Black radio. The BBRM fulfills this mission through educational programming, providing access to physical and digital materials and supporting emerging curatorial professionals. Through a reflective analysis of the BBRM, the authors discuss the relationship between preservation, public programming and professional outreach, the partnerships that enable these functions and how conceptions of community responsibility have informed the organization’s management strategy. The BBRM provides a context for isolating the factors which inform the emergence of community memory institutions, the challenges associated with managing decentralized information environments and considers how mentorship can operate as a form of capacity building. An examination of the BBRM provides a view of one institution’s approach to engaging community partners and audiences in achieving its primary goal of documentary preservation.

This analysis is informed by historical, case study and autoethnographic methods. Emphasis is placed on examining BBRM’s historical origins, primary functions and community mandates. Specific attention is given to examining operations, resources and strategies. Commentary and discussion are grounded by the professional experiences of BBRM staff and collaborators.

The operations of the BBRM, and the experiences reported by BBRM staff, are similar to those documented by findings in the community archives and museums literatures. Community mandates and institutional identify have strongly informed the BBRM’s mandates, strategies for engaging the public and establishment of strategic partnerships.

This reflective analysis documents the operations of one specific community memory institution. Though the experiences documented in this paper are common to many community archives and museums, this study contributes an additional data point, further contributing to the body of evidence necessary to support a more nuanced understanding of the role and function of community memory institutions and their management.

Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and more so the regionalisation practices and initiatives of higher educational institutions. In the Philippines, the emphasis on regionalisation has become even more pronounced with the Association of Southeast Asian Nations (ASEAN) Integration Vision. This vision of the ASEAN is geared towards enhancing regional collaboration and the creation of an ASEAN identity and puts education at the forefront, considering it as a strategic objective to achieve the region’s development agenda of economic, social and cultural growth. It becomes of paramount importance then to examine how regionalisation in education is understood by university constituents, its manifestations in terms of institutional activities and especially, how the ASEAN Integration shapes these initiatives and constructions of regionalisation. The paper aims to discuss these issues.

Using a multiple case study design that looked at three higher education institutions (HEIs) in the Philippines, this study found that regionalisation is associated and interchanged with internationalisation in terms of purpose, goal and activities, but is differentiated in dimensions of geographical location and orientation.

Institutional initiatives pertaining to regionalisation were largely functional and mostly open and soft collaborations. The ASEAN Integration creates an ASEAN-centric consciousness, and functions as an opportunity for expanding partnerships, institutional niches and programmatic initiatives; and for legitimising regionalisation and internationalisation goals.

These definitions and approaches to regionalisation have significant policy implications as HEIs strive to respond to the challenges of the Integration.