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A partnership model is necessary for palm oil plantations’ sustainability. The developed model does not identify the optimal technique for smallholder palm oil because it faces complex challenges. This study aims to determine a partnership model for sustainable palm oil plantation business in Indonesia.

Qualitative research methods were used, and data analysis was performed using NVivo 12 Plus software, which helps improve the accuracy of qualitative studies and provides implications for evidence-based studies. All respondents, whether through surveys, interviews or focus group discussions, understood their contributions to this research and provided consent.

The results indicate that the core–plasma partnership pattern implemented by companies needs to be considered a relevant model for partnerships in the Indonesian palm oil industry. Social networks play a role in implementing this partnership pattern, which is influenced by the diversity of the actors involved. However, complexity arises from the dynamics of power and position among these actors, which demands increased interaction and mutual trust. Therefore, various dimensions must be considered, including plantation management, product marketing, cultivation techniques and sustainable development.

The research results have limitations, particularly regarding access to information for company policymakers, because there remains complexity related to the position and dominance of power between actors, which influences the achievement of common goals. A more complex analysis is needed to produce complete research. Further studies are required to provide a more comprehensive explanation of the humanist approach in the context of palm plantations.

This study provides an important theoretical implementation: a more humane approach through a partnership model that adds value and is based on aspects of morality in implementing partnerships in the palm oil plantation sector. It also provides new and substantial insights regarding practical implementation for policymakers and practitioners who want to improve partnership practices in sustainable palm oil businesses by implementing value-added and morality-based partnership models in Indonesia as well as other developing countries.

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Because of the chosen research approach, the research results may lack generalizability.

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

This article examines how hope for an effective partnership approach to policing is maintained in everyday policing.

Data collection involved 22 qualitative interviews, and observations with police officers and municipal employees in Stockholm, Sweden. It also includes an analysis of their documents.

Using the concept of mechanisms of hope (Brunsson, 2006, 2009), this article explores how police officers and other actors in the security landscape maintain hope in partnership policing despite having compelling reasons to be cynical and sceptical. The findings indicate that mechanism of hope is an important element in the way police handle uncertainty and maintain institutional pressures in their everyday policing practices.

By demonstrating how actors responsible for implementing a partnership approach to policing maintain hope in partnership policing, this article advances our understanding of myths in policing, as well as the institutional settings in which policing is conducted (Crank, 2003). Moreover, this article provides insight into the opportunities and challenges embedded in the social configuration of hope.

The paper investigates English National Health Service (NHS) organisations partnering with private companies, a form commonly known as a Public-Private Partnership (PPP). Successive governments have promoted PPPs as a way of improving the delivery of health care, making the best of the different skills/experience which both sectors bring. However, the task of making these relationships work on the ground often falls to individual leaders/practitioners (“boundary spanners”) whose role has been under-researched in this type of partnership.

The paper opted for a comparative three case study approach, including 13 semi-structured interviews and questionnaires with employees representing middle and senior management involved in managing the partnerships. The data were complemented by documentary analysis, including minutes, descriptions of internal processes and press releases.

The paper provides conceptual and empirical insights by creating a framework called the “boundary wall” that indicates the ways in which different elements of the boundaries between organisations influence the role and activities of boundary spanners (managers of the partnership).

This is an initial framework in an under-researched area, so will need further testing and application to other case study sites in future research.

The paper includes implications for both practice and policy.

While we know an increasing amount about the role of boundary spanners in public partnerships, the paper makes a unique contribution by exploring these concepts in the context of relationships between the public and private sectors.

This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade.

The research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers.

The results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives.

This study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.

This study identifies benefits and challenges of PL partnerships, and recommendations to improve the PL partnership process.

Qualitative data was collected via semi-structured interviews (n = 8) with Irish PL retail buyers (n = 4) and producers (n = 4). Data was coded and thematically analysed.

Three key themes were identified. Theme 1 provides an overview of the benefits of PL partnerships for producers (e.g. volume driven orders, increased efficiencies) and for retailers (e.g. unique products, meeting consumer demand). Theme 2 presents challenges of PL partnerships specific to small and large producers (e.g. small producers may need significant investment to upgrade facilities, while larger producers may require significant volume to justify adaptation of production lines). Challenges common to both (e.g. risks related to short-term contracts, concerns about brand identity) are also discussed. Theme 3 summarised recommendations for successful PL partnerships generally (e.g. setting clear expectations and goals, building rapport and trust), and recommendations specific to producers and buyers specifically (e.g. producers should diversify customers to reduce risk, and retailers should communicate needs and direction).

There is currently limited research on PL partnerships between producers and retailers. This study addresses this gap by identifying key aspects for producers to consider when entering PL partnerships and key aspects for retailers to be aware of to help improve the attractiveness and success of these partnerships.

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

This study aims to help understand individual donors’ preferences over different designs of humanitarian–business partnerships in managing humanitarian operations and to help understand if donors’ preferences align with their actual donation behavior.

Choice-based conjoint analysis was used to understand donation preferences for partnership designs, and a donation experiment was performed using real money to understand the alignment of donors’ preferences with actual donation behavior.

The results show that partnering with the business sector can be a valuable asset for humanitarian organizations in attracting individual donors if these partnerships are managed well in terms of partnership strategy, partnership history and partnership report and disclosure. In particular, the study finds that the donation of services and products from businesses corporations to humanitarian organizations are preferable to individual donors, rather than cash. Furthermore, donors’ preferences are not necessarily aligned with actual donation behavior.

The results highlight the importance of presenting objective data on projects to individual donors. The results also show that donors value the provision of services and products by business corporations to humanitarian operations.

Partnerships between humanitarian organizations and business corporations are important for the success of humanitarian operations. However, little is known about which partnership designs are most preferable to individual donors and have the biggest chance of being supported financially.

The study conceptualises universities as “cities of flows” to examine the East-West University Partnership (EWUP) in China, which is a pioneering initiative of cross-regional university collaboration linking over 220 institutions across China since 2001. The study explores the strategic enhancement of connective and collaborative capacity of universities to facilitate diverse flows of talent, knowledge and other resources within the broader context of China's sustainable development in higher education.

The study employs a qualitative single-case study design to investigate the EWUP within its real-life context using participant observation and documentary research. As an analogical inquiry, the study merges the insider and outsider perspectives of the researchers to identify patterns between theoretical constructs and empirical evidence.

The EWUP as a policy entrepreneurship has significantly contributes to coordinated, inclusive and sustainable development. Its spatial dynamics consists of structural, temporal and collaborative dynamics. They are characterised by centrality, connectivity and adaptability which are generated through the interplay among the nodes, linkages and fields of influence within the EWUP network. These dynamics showcase EWUP as a novel approach to managing long-term university partnerships between more and less developed regions.

The study reimagines universities and higher education systems through vivid analogies of cities and transportation networks and elucidates connectivity as a pivotal dimension of sustainability. It advocates for reexamining spatial theories in higher education, deepens insights into the dynamics of cross-regional university partnerships in coordinating educational and territorial development, and enriches discussions on Higher Education for Sustainable Development (HESD).