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The purpose of this paper is to identify the key drivers and challenges to supply chain collaboration in the humanitarian sector; to appraise the relationships between international non-governmental organizations (INGOs) and local non-governmental organizations (LNGOs) during disaster relief; and to explore the humanitarian context in regard to supply chain collaboration.

Literature from both the commercial and humanitarian sectors is discussed in the context of vertical partnerships. A Jordanian study spanning a network of 26 international and LNGOs is explored via semi-structured interviews.

The research provides valuable insights on the challenges facing LNGOs and INGOs when developing partnerships. Contextual factors, including host governmental policies and the social-economic setting of a disaster directly affect the motivations for supply chain collaboration between LNGOs and INGOs.

The research is built on interviewees with 30 humanitarian professionals working in one country during an extended crisis. The majority of the empirical data are only from one actor’s perspective, thus further research into dyadic and network relationships is required. Approaches to addressing the diverse cultural and decision-making perspectives of LNGOs and INGOs warrant further investigation.

Recognizing the motives and challenges to vertical partnerships between LNGOs and INGOs will assist the managers, both at the strategic and operational levels, to find solutions and evolve strategies to build effective partnerships. Compromise and consideration for partner’s drivers and cultural views are essential for effective joint humanitarian relief initiatives.

This paper extends supply chain collaboration to a humanitarian context. Overcoming the challenges facing collaborative efforts and complementary nature of the drivers provide a means to achieve effective partnerships. Despite the uniqueness of the humanitarian context, such as the secondary nature of cost and dynamic demand, the core principles of collaboration still hold.

Community-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that can enhance students' experiences in science, technology, engineering and mathematics (STEM) education. Texas Tech University (TTU) and Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM learning and interest among local middle grade students. Each summer, teams of (three to four) students from ten LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduate mentors and their teachers, structured by the Engineering Design Process (EDP).

Quantitative (survey) and qualitative (open-ended responses) data from two years of student glider and hovercraft projects offer insight into how 66 students developed STEM knowledge and leveraged 21^st-century skills to accomplish a shared aim (design challenge).

Findings suggest growth in students' 21^st-century skills, most among underrepresented (racial, ethnic and gender minority) groups. Data from year one (2018) informed year two (2019) in both programming and the research, including enhanced training for mentors and a deeper exploration of students' experiences during each stage of the EDP during the STEM challenge.

Significant and salient findings are discussed along with recommendations for both programmatic and methodological improvements for year three (2020). This study provides insight into how to structure similar community-engaged partnerships in enhancing the community STEM ecosystem through collaborative STEM experiences for diverse, younger learners.