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The purpose of this paper is to examine the reasons for businesses to partner with schools from the point of view of both stakeholders. Understanding the process by which schools and business entities collaborate with the goal of improving student achievement is important to ensure success and anticipate barriers. Pitfalls and keys to success are outlined. Recommendations for school and business leaders interested in forming partnerships based on lessons learned from the literature are provided.

The paper achieves this aim by reviewing the literature on school‐business partnership formation and assessment.

Characteristics of successful school‐business partnerships are discussed.

Both business and education leaders will be able to assess the value and scope of such partnership arrangements and be able to determine if their current or planned endeavours encompass the identified keys to success.

This paper concisely examines the major, practical issues involved for those interested in forming school‐business partnerships and synthesizes the research on program evaluations while placing the issue in the context of current trends in corporate social responsibility programs.

This paper aims to propose a framework to map partnerships as practiced in higher education institutions (HEIs) and trace the current mode of engagement between HEIs and their partners. This paper reflects on the alignment between current practices and what is understood in the literature as “true” partnerships. We are interested in the different modes of engagement that are labeled by the HEIs as partnerships and consider the plasticity of the term. The interest is in how the term is operationalized by HEIs and how variations in approach can be accounted for while still maintaining some stability and common understanding of the term partnership.

Drawing on extant literature in the field of cross-sector partnerships, a three-dimensional framework is proposed to map partnerships as practiced in HEIs. Furthermore, this paper draws on insights gained from the partnership stories of 13 leading principles of responsible management education (PRME) signatories to evidence examples of how this framework can help us to categorize the different types of engagement that the HEIs call partnerships. These case stories were gathered in the fall of 2019, based on a brief inquiry form sent to the 39 PRME signatories who were part of the PRME Champions Cycle 2018–2019.

This paper sees cases where faculty drive interaction on sustainable development goal-related issues with external stakeholders, but where the impact of these interactions seems to reside within the main business of the HEI (teaching and research). In contrast, much partnering work addresses broader social impacts. Of particular, interest in partnerships that seek to address a specific local issue, first and foremost and doing so in such a way as to apply the unique resources of the HEI working in multi-stakeholder networks. This paper also notes important variation between individual faculty-driven initiatives and initiatives where the school provides a strategic framework to support these efforts.

By focusing on the academic sector and its stakeholder partnerships, this paper contributes to the literature on cross-sector partnerships. In particular, the specifics of this context and the importance of, for example, academic freedom have been under-researched in this field. Furthermore, the framework presented is novel in that it helps us to grasp the nuances of external university partnerships that can form out of individual, programmatic and other institutional levels.

From a practice perspective, the framework offers a useable tool for HEI partnership managers to position themselves and their activities and reflect more on how they organize external partnerships. Further, this tool offers a more precise framework for the discussion on partnerships within the PRME to sharpen the partnership instrument and bring more clarity about what is meant by the partnership for the goals.

The paper offers a novel partnership portfolio framework that contributes both to theory and practice. The framework aids in mapping the locus of benefits/outcomes and the material and affective commitments made by the HEI to bring these collaborations about. In dimensionalizing partnerships in this way, this paper can conceptualize a balanced portfolio in an HEI’s partnerships for the goals.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

The purpose of this paper is to introduce the topic and review the contributions of the special issue papers on cross-sector dialogue for sustainability. The paper also presents avenues for further research.

The paper is based on a review of the current literature on cross-sector partnership and dialogue. It explores the current issues in cross-sector partnerships through a discussion of the papers accepted for the special issue, their focus, findings and key contributions.

It highlights three main key research themes and learnings from the special issue papers: a high level of “hybridity” of collaboration forms, which involve important tensions; a need to understand partnership in its context and the importance of the individual level in cross-sector collaboration.

The authors call for attention to be paid to two forms of myopia: a tendency to view partnerships primarily from a resource-based view (without much attempt to measure societal impact) and a reluctance to be explicitly critical (despite empirical evidence of some suboptimal aspects of partnerships).

The authors call for researchers to move away from a resource-based approach to one that is situated in exploring the value derived from partnerships in the broader societal context. The authors suggest some avenues for further research to move the discussion beyond the partnership imperative.

The paper outlines the need to critically revisit the very essence of what real partnership means and whether dialogue is really taking place.

Corporations within the past decade have found themselves trapped in the worst of all possible worlds. By the middle 1970's, even though profits still seemed strong, productivity growth was slowing to a crawl. By the late 1970's, the competitiveness of American manufacturers, as measured by their shares of world markets, was sagging. The Federal Reserve Board pushed up interest rates to fight inflation, and the dollar soared. American corporationsfound themselves having to cope with higher credit costs while being priced out of markets overseas and surrendering big chunks of their domestic markets to cheaper and better imports.

This article explores the growing popularity and importance of client‐based management education. The article argues that an increasing number of UK organisations are seeking to develop partnerships with business schools to deliver and accredit their management development initiatives. The article describes a number of innovative developments in client‐based management education using case illustrations drawing upon the experience of Nottingham Business School’s Corporate Business Unit. The article concludes by providing guidance to organisations seeking to develop partnerships with higher education institutions.

The purpose of this paper is to examine principals’ experience and sensemaking of collaboration with private companies, focussing on leadership and school improvement.

This paper is set against the backdrop of a project where three public Swedish schools collaborated with private companies within their communities. Data were collected over three years and consisted of semi-structured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.

The study shows that important sensemaking for the principals in this collaboration between schools and private companies is related to the sense of collective responsibility and involvement, development of improvement culture and trust between key actors, and common improvement initiatives based on mutual interest. Challenges in the collaboration are related to principal changes, a lack of implementation of the collaboration, and that there was no clear vision of external collaboration in two out of three schools. In terms of possibilities, the collaboration was based on the needs of the school, a collaborative culture was developed, and the development/activities were undertaken between involved schools and private companies during the collaboration.

Inevitably, there are limitations that need to be identified and recognised in this study. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibility of generalising the findings. Second, the study was not independently selected, and the findings and analyses are linked to national and local contexts, which can be seen as a limitation and strength. Notwithstanding, this study contributes with in-depth information about how a beyond-school collaboration with private companies is practised as well as how involved principals made sense of the collaboration from the perspective of school improvement.

The originality is the collaboration between schools and private companies. The paper contributes with new knowledge about how principals experience and make sense of this collaboration as a vehicle for school improvement.

The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education.

The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education.

The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme.

It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.

Job training, as traditionally conceptualized, is intended to improve the employment and earnings of disadvantaged individuals. Both theory and practice have approached the problem by segmenting the roles and responsibilities of the key stakeholders: the individual, the employer, and civil society. Such segmentation is problematic because it removes stakeholders from their contexts, and ignores the holistic and complex nature of the underlying problems and their remedies. Reframed as a form of business and community development, job training can focus on capacity building, stakeholder involvement, and expanded notions of skill achievement and geographic scope, thereby addressing stakeholder interests in context. The three cases presented in this chapter describe such reframing: from increasing human capital to building human capacity; from a partnership or individual business focus to a multi-stakeholder approach; and from job and employer-specific skill development to that which is multi-phased and geographically dispersed. Complexity theory will be used to explain these developments.

This paper aims to consider the extent to which business school transition has created new opportunities in management development, knowledge transfer and knowledge creation.

The paper is a critical review of knowledge exchange in a business school context with a particular focus on the “translation or management practice gap”.

Change in the nature of research undertaken in business schools opens up new opportunities for collaboration between academia and practice. The paper points to the need for more innovative forms of research engagement encouraging academic‐practitioner collaboration and practice‐based management development initiatives.

The paper contributes to the debate on innovative forms of knowledge exchange and transfer and helps stimulate further studies examining potential approaches to fostering co‐learning and discovery and participatory forms of knowledge production.

Changes in business school environment and context offer opportunities for new modes of knowledge exchange both in management development and research. Practice based theory offers a new paradigm of management development.

Recent commentators refer to notions of academia and practice as “closed systems and self referential” and point to the requirement for greater attention on knowledge transfer, and to learn from knowledge transfer studies concerning practitioner/research communities of practice, networks and collaborations. The paper addresses this deficiency in the literature and points to key areas warranting further research.