Search results

Corporate involvement in higher education remains highly visible and controversial. While best practices can be found, many gray areas exist in the actions motivating both parties. This organizational analysis examines corporate citizenship through the inter-organizational relationships of a public US doctoral university and six US corporate partners as framed through Cone’s (2010) corporate citizenship spectrum between 2006 and 2010. The literature has shown that little research exists regarding the behavior aspects of these inter-organizational relationships. Triangulation of data is provided by 36 interviews, 12,609 pages of documents and audio-visual materials, and a campus observation of 407 photographs. The research indicates three themes as to why higher education desires involvement with companies: viable resources, student enrichment, and real-world connectivity. Further, there are four themes explaining what motives and ROI expectations companies have to be involved with higher education and include: workforce development, community enrichment, brand development, and research. Finally, three themes emerged regarding ethical considerations between these inter-organizational relationships with higher education and companies. First, generally no ethical dilemmas were found. Second, several general ethics discussion topics created five clusters of interest: public relations, solicitation, policies and stewardship, accountability and transparency, and leadership behavior. Third, five ethical concerns were shared.

This chapter considers how higher education has enticed and interacted with corporations. This chapter explores how higher education behaves, in the aggregate, with a set of external partners, including businesses. It concludes with a discussion of how higher education should behave, given its external partners, in the modern context in which it finds itself. Discussion topics in this chapter include expectations of external partners; tactics to attract and retain business engagement and support; and internal organization by higher education to address corporate relations, ethics, and effective strategic planning. The Network of Academic Corporate Relations Officers' (NACRO) ideas and models are discussed. A set of guiding principles focused on Strategic Corporate Alliances by the American Association of University Professors (AAUP) is highlighted.

This interorganizational discussion covers Astley and van de Ven's (1983) Organizational Analysis Matrix and key information to understand a broader, macro discussion including the purpose of organizations in society as well as overview the interorganizational relationships between the for-profit sector (i.e., businesses and corporations) and the specific sector of higher education. A consideration of motives, return on investment expectations, and interorganizational behavior is explored. This chapter highlights the complex nature of higher education and the for-profit realm, including inconsistent third-party support and intermingling from the government. Highlights from Sethi's (1975) seminal article serves as the basis for measurement and future expectations in a three-state schema for classifying corporate behavior.

This chapter reviews The Bruntland Report (United Nations, 1987) and World Economic Forum's (2002) views and broader concerns for people, profit, and planet. Cone's (2010a) corporate citizenship spectrum is explained and discussed. This more modern concept focuses on more sophisticated behaviors of companies including employee engagement, modern measurements of impact and outcomes, and consideration of signature programming.

Like other public and nonprofit leaders, academic librarians face multiple challenges (McGregor, 2000) such as tight and declining budgets, technology-savvy users, higher performance expectations from clients and overseers, complex production networks, rapid technological change, and increased competition (Stoffle, Allen, Morden, & Maloney, 2003). These challenges require new leadership roles, skill sets, and techniques for academic librarians, as well as restructuring the library organization. A discussion of their changed roles and organizations contextualizes the discussion of how academic librarians should meet the challenges of a changed service environment (Stoffle et al., 2003). However, a void in the discussion is the failure to suggest a leadership role best suited to governing complex academic libraries, as well as the lack of a coherent strategic framework to guide academic librarians in formulating, implementing, and assessing strategy to create additional value (Gilreath, 2003).

This chapter examines the considerations weighed by armed actors in responding to civilian demands in three Colombian peace territories, where residents have engaged in civil resistance against armed violence and negotiated with armed actors to reduce such violence. It does so mainly on the basis of data from fieldwork, including interviews with former or current members of armed groups who operated in the areas under study, and other actors. We find that armed actors weighed political, security, economic and normative considerations when faced with civilian demands and that the armed actors’ relative dependence on civilians regarding these four aspects influenced these actors’ responses.

The aim of this chapter is to investigate the meaning of terrorism, with a view to highlighting the main hurdles in the way of creating a working definition, as well as the necessity of developing definitions and classifications of this phenomenon.

This chapter provides an overview of the literature on terrorism as a social/political phenomenon. It is therefore based on secondary sources.

While most literature on the topic finds it pointless or impossible to define terrorism, here we argue just the opposite. Common critiques of current definitions may be overcome by using multiple definitions and classifications.

The chapter provides the methodological foundations for a comprehensive theoretical analysis of terrorism.

The chapter applies insights from methodology of social sciences to the problem of defining terrorism.