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Project ventures are an increasingly prevalent organizational form in many industries. The management literature has stressed their flexibility and adaptability advantages. This chapter focuses on the learning implications of the source of flexibility most essential to project ventures: the ability to switch partners during project formation and execution. This partnering flexibility creates opportunities to respond to new knowledge about characteristics of project tasks and project partners. Partnering flexibility, however, also creates learning challenges. The short-term nature of relationships between project partners and the disintegration of the project team after project completion challenges the accumulation and transfer of knowledge to future projects. Beyond the introduction of related learning opportunities and challenges, we identify potential contingency factors in the project context that shape when partner flexibility will have beneficial versus harmful effects. On the organizational level, we propose that project-governing permanent organizations can support project-venture learning. On the industry level, we highlight potential learning benefits of standardized partner roles and coordination practices. Thus, our chapter introduces a multilevel contingency framework for the evaluation of both learning opportunities and challenges of partnering flexibility in project-venture settings. We formulate testable propositions focused on partner-project fit and project performance.

Partner firms to the same joint venture experience sharply different stock price reactions. These differences cannot be explained by mechanical factors related to differences in firm size and ownership share in the project, nor are they attributable to different partner roles in the project or differences in investor anticipation of the announcement. We conclude that the stock price reactions reflect a revaluation of non-project assets that is different for each partner. Additionally, we find evidence indicating that investors infer information about agency problems (in the sense of Jensen, 1986) from the joint venture announcements and subsequently, revalue the whole firm – not just the marginal project being announced. Finally, we find that free cash flow is value-enhancing for one type of partner firm after we control for the extent of agency problems.

Partnerships for sustainability involve the cooperation of several direct and indirect stakeholders. Direct stakeholders are project partners who can include sponsoring brands, manufacturers or retailers; and sponsored sports clubs or social institutions, and indirect stakeholders relate to potential customers, the general public and government agencies. The knowledge and competencies of direct and indirect stakeholders are integrated to ensure common project-based sustainability and individual goals. This integration is essentially facilitated by image transfer and self-identification effects, which strengthen stakeholder commitment and trust, and ultimately contributing to a higher relationship quality. However, sustainability partnerships experience several challenges. The challenges lie in selecting suitable partners; formulating partner requirements; determining partner contributions; evaluating and controlling partner integration and, further, enhancing cooperation and relationship quality among selected partners. To attend to these challenges requires a holistic and systematic process for stakeholder integration in sustainability projects. In this chapter, a process model for stakeholder integration for sustainability projects is developed based on the relevant theoretical and empirical research on relationship and sustainability marketing. In particular, the possibilities of digital integration are taken into account in the process. The model can be used to manage co-creation partnerships for sustainability including the selection, evaluation and controlling of stakeholder relationships to derive strategies and measures to improve relationship quality.

The case study in this chapter is the Joint Community-based Project (code: JCP), a compulsory macro undergraduate course that is offered by the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria in South Africa. The course was introduced to teach students the soft skills they will need as graduates and make them aware of their social responsibility. More than 1,600 students register for the course annually. Generally, students work in 450 groups each year to help more than 250 community partners. The course, which has received recognition at institutional, national and international levels, requires students to work in a community for at least 40 hours, after which they reflect on their learning experience through a report, presentation and YouTube video. The identification and selection process of community partners is based on contextual criteria, while new cohorts of students can recommend new community partners each year. Community partners’ tasks include project coordination and student assessment based on the course’s assessment criteria. This chapter discusses how community partners are identified, coordinated and sustained within a macro community service course. It also provides a conceptual framework to highlight community partners’ roles and their impact on the students’ social development based on qualitative case study research.

Come, Madam But I don't have my shoes on. Come, Madam.

Portfolios of temporary organisations, particularly portfolios of R&D projects with different project partners, are a common yet understudied phenomenon. We know that these portfolios suffer from tensions inherent in project portfolio ambidexterity (e.g. portfolios balancing R&D projects with new and recurrent partners), yet our understanding of what might lessen these tensions remains limited. This study introduces the idea of project portfolio maturity and theorises how it can mitigate the negative effects of ambidextrous project portfolios. We test our hypotheses by combining proprietary survey and archival data on 136 R&D project portfolios in the German biotechnology industry covering project partnerships with both new and recurrent partners. Our results show that ambidextrous project portfolios hamper firm performance and that portfolio maturity mitigates these negative effects. By introducing a new perspective on project portfolios that accounts for overlooked temporal dimensions, this study provides a new contingency that has the potential to ease the tensions that result from projects with new and recurrent partners. We thereby add to the literatures on temporary organising, project portfolios, and ambidexterity.

This study examines the variety of cooperative strategies used to organize the international co-production of motion pictures. Motion picture production is a high-goal singularity, project-based industry in which the structure of relationships between companies involved in cooperative strategies is highly visible. Working from existing theories of co-production and drawing on the strategic joint ventures literature, I examine archival data, first for evidence of the strategies predicted by theory, and then for project participation strategies that theory does not account for. I identify four strategies on the basis of the ways that firms participate in international co-productions. A large number of relatively short-lived firms enact strategies of supplying resources and skills to the persistent firms dominate the industry. Two types of persistent firms cooperate with both direct competitors and complementors but pursue different markets, whereas a third type avoids cooperation with peers. The observed strategies constitute a hierarchy of strategic roles, and thus demonstrate the complexity of strategic behavior involved in project-based production.

The serendipitous beginning and organic evolvement of the Dragon Research Collaborative (DRC) allowed us the freedom to approach the learning environment differently than we had in prior, more traditional projects or courses. We embrace that freedom in the project’s structure. For us, dragons are the catalyst for construction of an educational environment that encompasses science, social science, the humanities, and the fine arts, but not solely within a school context. The partners that have joined with us, museums, businesses, and other higher education staff and faculty, are integral to establishing the real-world authenticity of the DRC. We share here the strategies and tools we have found useful in creating synergistic, multidisciplinary learning opportunities. The DRC model’s strength lies in several characteristics: a collaborative, caring environment, knowledge construction that is student-driven, and a robust partner network.