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Corporations are now collaborating to meet complex global sustainability challenges, which, until recently, were considered beyond the mandate of business leaders. Multi-organizational consortia have formed, not as philanthropic efforts, but to find competitive advantage. To examine the dynamics of an early collaboration of this sort, with a view to suggesting how future inter-organizational projects might be fostered, we pursued an in-depth multi-method case study of “The Sustainability Consortium.” The Consortium has convened Fortune 50 senior managers since 1998. Our analysis uncovers the primacy of “Relational Space” – a rich context for aspirational trust and reflective learning across organizational boundaries, which is enabled by, and in turn gives rise to, collaborative projects. Within this space, an ecology of organizational leaders committed to sustainability can accomplish together what would be impossible in their individual organizations. We explain the viability of this collaboration.

How beneficial is interorganizational learning for research and development (R&D) consortium performance, and what factors drive the learning effectiveness? To answer these underexplored topics, this study aims to investigate the relationship between interorganizational learning and consortium performance and the moderating impact of social capital embedded in the consortia on the relationship.

Based on the literature review conducted, interorganizational learning is conceptualized as a multidimensional construct represented by exploitative and exploratory learning at the consortium level. R&D consortium performance is operationalized as a combination of technological and business performance, corresponding, respectively, to its collective outputs and individual outcomes. This study hypothesizes focusing on technological performance while analyzing business performance for the robustness check.

The hypotheses are tested in an original sample of 218 R&D consortium projects in which Korean ventures participated as focal partners. The results show that both exploitative and exploratory learnings are positively related to R&D consortium performance, and social capital accrued in the consortia leverages the advantages of exploratory learning for technological performance and exploitative learning for business performance.

This study adds new evidence to the literature, suggesting the performing-by-partnering mechanism of R&D consortia is contingent on the social capital that institutionalizes the common learning platform in which the partners interoperate. In practical respects, the combination of interorganizational learning and social capital deserves to be regarded as strategic elements for the value-cocreating consortia, requiring the true exchange of knowledge across partners.

This paper aims to focus on formation motivations and processes of R&D consortia to appreciate their differential innovative and learning capabilities.

The paper presents its argument in two separate steps. First, a two‐by‐two framework, comprising four consortium types, is developed based on two formation motivations (i.e. risk sharing and networking) and two formation processes (i.e. emergent and engineered). Four case vignettes are used to demonstrate the practical relevance of the two‐by‐two consortium typology framework. Second, the innovative and learning capabilities of each of these consortia are explored and eight propositions are advanced.

The paper introduces four types of consortia: community builders, gamblers, visible hands, and opportunists. It is argued that visible hands generate greater innovation than community builders and opportunists, and community builders and opportunists generate greater innovation than gamblers. It is also argued that government involvement moderates the relationship between consortia type and innovative capabilities in an inverted U shape. Lastly, relative appropriateness of frequency, outcome, and trait imitations to facilitate organization‐level learning among consortium members is explored.

The main contribution of this paper lies in its two‐by‐two typology of consortium formation contextual conditions. Instead of focusing on evolutionary cycles and performance issues of consortia, this paper draws research attention to contextual conditions surrounding consortia formation. Consortium formation contextual conditions are critically important because they predetermine the life cycle and performance trajectory of consortia. This paper also links innovation and learning dynamics in consortia.

The purpose of this paper is to explore conceptually the role of higher education consortia in facilitating the operational advancement of member institutions, and in enabling their development as learning organizations in a changing and competitive higher education environment.

This article synthesizes the literature on higher education consortia and organizational learning and develops propositions to support future inquiry.

While some institutions of higher education do indeed learn, the power that consortia hold to extend, expand, and exploit this learning may represent a vast, untapped resource. Through a better understanding of the role that consortium participation may play in organizational learning, a roadmap may be generated for higher education institutions to achieve the cultural and strategic shifts necessary to develop new directions for the delivery of educational content. This enhanced understanding also may help sustain the culture of, and innovative practices used by, learning organizations.

Consortia have the potential to offer a wide variety of benefits to institutions of higher education through innovative structure, operations, and delivery methods, generating tremendous potential for institutions of higher education to become more effective learning organizations.

As institutions of higher learning continue to form collaborative partnerships through higher education consortia, interesting questions arise about the potential unexplored value of these institutional networks. This article suggests that the interplay of diverse practices and sharing of related organizational knowledge across institutions may provide an opportunity for learning and adaptation within them.

Describes experiences of building a consortium alliance for learning among three partner providers to a single client – Volvo Car UK. Explores the events leading up to establishing a rationale for a consortium approach, proposes a hypothesis and explains how the process was built, focusing specifically on programme design and programme delivery. Notes the learning for client, participants and partner providers (consultants) and links it to programme outcomes. Highlights implications for the future. Generalizes learning from this specific client experience and pinpoints key issues of wider application. Explores the potential for different consortium approaches of single/several providers to single/several clients and identifies helping and hindering factors aimed at securing added value in consortium alliances.

Recent decades have shown a great increase in online and blended learning and teaching practices in higher education. The purpose of this book chapter is to explore and assess the existing literature on best practices in online and hybrid teaching and learning in the field of health education/promotion. Additionally, emerging practices Post-COVID-19 related to online and hybrid teaching as applicable to the field of health education/promotion were also explored.

In order to collect the materials for the study, a Boolean search of CINAHL, MEDLINE, and ERIC, Education Research Complete databases was carried out using the terms and headings such as “online teaching,” “hybrid teaching,” “health education,” “health promotion,” and “public health” for the time period 2010–2020. The criteria for inclusion of the studies were: (1) publication in English language, (2) full-text peer-reviewed publications between 2010 and 2020, and (3) location of studies anywhere in the world Exclusion criteria were publications in languages other than English and studies published prior to 2010. Using the key terms “online teaching” and “public health” yielded 10 results and “online teaching” and “health education” yielded 19 results. This review highlighted the scant published literature (as gauged by studies published in the last decade) on efficacy and application of online and hybrid teaching and learning in the field of health education/promotion.

We encourage health education professionals to conduct experimental and quasi-experimental studies for assessing efficacy of online and hybrid teaching and learning particularly using evidence-based frameworks such as Quality Matters (QM) or Online Learning Consortium (OLC) quality scorecard as mentioned earlier.

The purpose of this paper is to describe the development of a one‐stop shop to deliver blended learning for crew, volunteers and staff of the Royal National Lifeboat Institution.

The paper discusses the reasons for developing the new system, the form it takes and the results it has achieved.

The paper explains that resources are now classified by RNLI competencies, with key ones linked to personal‐development plans. Staff can add performance goals and link these to relevant courses. Crew can see their training‐assessment status and service history. And other volunteers have development plans guiding them to recommended courses and resources.

The paper reveals that, in the first ten weeks alone, more than 1,000 people used the new system, compared with the previous annual average of 300.

The paper highlights the role of the Charity Learning Consortium in bringing together more than 100 charities, housing associations and not‐for‐profit organizations to make e‐learning more affordable and effective.

The paper provides eight tips for e‐learning success.

Agile is the umbrella term for a family of management practices, which include Scrum, Kanban, and Lean. To investigate Agile management as it was being practiced in large firms, in 2015 Scrum Alliance, whose mission is “to transform the world of work,” launched a Learning Consortium for the Creative Economy (LC), composed of a group of firms that included Microsoft, Ericsson, Magna International, Riot Games and others.

The group conducted site visits to learn from each other’s experiences with Agile. The questions to be explored included: To what extent are Agile management practices in fact occurring at scale in old and new firms? How effective are these management practices? Is it possible for the whole firm, particularly older firms with entrenched bureaucratic cultures, to become Agile?

The LC found that Agile management is already taking hold in large-scale implementations in both new and old firms. The LC observed that some firms were implementing Agile for large-scale, complex business challenges in areas beyond software, including operations where reliability is an issue.

Agile was seen as a different way of understanding and acting in the world. The successful firms were “being Agile,” not merely “doing Agile” within their existing management framework.

In the world of Agile management, delivering value to customers is the goal of every individual in the organization. Profits are seen as the result, not the goal. The Learning consortium sites visit offer managers an opportunity to study this philosophy in practice.

An integrated Web engine (IWE) has been developed by the Internetworking program at Dalhousie University, Halifax, Canada to deliver remote learning experience to geographically remote Master's students. The University intends to increase its student base through online education, retaining the same quality of interactions as the onsite program. To this end, the IWE accommodates three technology‐enabled learning environments that correlate with the three pedagogical approaches and types of onsite interaction. Discusses the e‐learning metrics, pedagogical and technical considerations that influence the design and implementation of the IWE environment. The IWE uses de facto networking standards, commercial and broadband Internet connectivity to ensure real‐time secure interaction with equipment and deliver lectures respectively. A four‐tier role architecture, consisting of faculty, local, remote facilitators, and students, has been determined to be appropriate and adapted to maintain academic integrity and offer the same quality of interaction as the onsite program.

Because too many firms are stuck on the treadmill of producing quarterly returns, often to be achieved through financial engineering, a new management mindset is needed set them to exploring new opportunities through innovation.

A new kind of management is emerging–called the Agile model– in which firms emphasize searching out opportunities, finding solutions through rapid experimentation, and achieving agility through decisiveness.

In organizations that have implemented the Agile model Agile, the distinction between exploration and exploitation tends to blur and even dissolve. Those involved in exploitation are also continuously looking for ways to improve performance. Those involved in exploration and development are continuously seeking ways to deliver value to customers sooner

Agile managements are learning to shift from scalable efficiency to scalable learning, where everyone is driven by the need to learn faster and accelerate performance improvement

This overview of how explains how all members of a organization–from the CEO to the front-line worker–will need to be involved in the implementation of the Agile model.