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Work-based learning (WBL) has long been recognized and lauded for its transformative capabilities, enriching the knowledge and organizational and cultural impact of its learners. Students deepen understanding of their sector as well as professional interdisciplinarity on work-based academic programs, and in focusing on real-world scenarios in a scholarly way, open up opportunities for improvement and change. However, one of the key challenges in sustaining or continually improving provision for work-based learners in this context is in evidencing impact of enhancement-based, in-program learning and teaching activities. This chapter will examine some of the ways in which WBL values influence academic support delivery at one United Kingdom (UK) Higher Education Institution (HEI) and present examples of the operationalization of some WBL-driving principles in practice. In so doing, this chapter aims to share some of the tenets underpinning WBL practices in the UK in exploring its potential role and contribution as a socially responsible endeavor.

This paper aims to explore graduate training through SME‐based project work. The views and behaviours of graduates are examined along with the perceptions of the SMEs and academic partner institutions charged with training graduates.

The data are largely qualitative and derived from the experiences of graduates, company supervisors and University of Ulster staff involved in projects during 2001‐2007 when 140 FUSION projects were undertaken across the island of Ireland.

More job opportunities, changing job values and work ethic impact upon the uptake and success of FUSION projects. Employers, especially within growing SMEs, have adopted a learner‐centred approach in order to maximise the benefits of the project for both the graduate and the company. Graduate development programmes continue to strengthen university‐to‐business links, which in turn ensures graduate output meets the needs of industry.

Data collected throughout the term of FUSION projects are reported; further analyses of stakeholder views post‐project completion would provide further insight into the longer‐term effects of graduate training upon career progression.

This analysis proffers graduate reflections on “work‐based learning”. It serves key reminders for evaluating satisfaction with graduate development programmes presenting two key implications, pathways for better preparing graduates/SMEs and routes for enhancing the benefits of such projects.

The paper focuses on research that seeks to enhance graduate training and placement experiences within SMEs.

There has been growing concern among international agencies and the corporate world regarding the question of sustainability and how long we can preserve our planet and ensure just and balanced development for all. Non-governmental organizations, labor leaders, faith-based organizations, religious leaders, and other civil society representatives play a crucial and diverse set of roles in societal development. At the same time, institutions imparting higher education are engaging in debates and quality research work to gauge the need of our current generation with a vision to meet the need of the future generation. Such lofty dreams can only be achieved if we respect the natural systems and the international standards designed to protect the core social and environmental values. Sustainability education is becoming crucial, mainly for students so that they are aware of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns (Sengupta, Blessinger, & Yamin, 2019). In this context, the role of higher education along with civil society is critical. Being a part of society, they need to contribute by addressing the common problems so that they make our younger generations aware of the issues and help them create and flourish in an environment and ecosystem which is healthy. There has been a growing appetite among the educational institutions to receive information, examples, and case studies mainly from the environmental and economic perspective which could help the faculty to impart knowledge to the students. The purpose of this book is to explore different angles from sustainability corporate social responsibility and the role of civil society in the context of education. The chapters in this book gives us an insight into the prevalent literature as well talk about interventions and case studies that have contributed toward the growth of this genre. This book will help in reorienting curriculum, develop programs and modules, implement innovative teaching methods, and integrate such topics in their educational programs.

The purpose of this paper is to provide a better understanding of what Open Innovation means within university context. Focus is also put on the role universities believe they should play in Open Innovation, as well as the changes that might have arisen as a consequence of universities’ greater awareness of this concept.

The research methodology used is an exploratory study based on in-depth semi-structured interviews of Pro-Vice-Chancellors (or equivalent level) of a variety of British universities. The study was designed around five main research themes: discourse, change, strategy, management, Open Innovation success.

In addition to the traditional teaching, research and knowledge transfer roles of university, this study has uncovered a new role of universities: trusted intermediary (or “Open Innovation Hub”). Another key finding of this study is that it highlights the diversity that prevails in the UK with regard to Open Innovation.

The number of the interviews conducted for this study is probably not large enough to allow a solid generalisation. Data saturation, however, was achieved in this study. The insight provided by this study is particularly significant as interviewees were amongst the highest-ranking executives in their respective universities. Hence the views reported in this study are what “drives” Open Innovation policies in the universities that participated in this study.

This new role of a trusted intermediary played by universities is very likely to change the existing Open Innovation landscape and re-shape policies.

The changing role of universities within Open Innovation context may potentially change the respective role of other stakeholders in the Open Innovation ecosystem.

This is the first study aimed at investigating how British universities understand Open Innovation and what opportunities and challenges they associate with this process.

The purpose of this paper is to empirically examine organizational cross-culture differences in public-private research-oriented relationships. More precisely, it focusses on the analysis university-industry collaborations partnering for research agreements with the aim of fostering the transfer of knowledge and innovation. It analyzes the key organizational cross-cultural differences that could hinder the successful performance of these agreements from a relationship marketing (RM) perspective.

Based on a comprehensive literature review of organizational culture and RM, a quantitative study was carried out and a structural equation model was proposed and tested.

Cross-cultural organizational differences in private-public sectors are proved to negatively influence relationship performance. Market orientation difference appears as the most significant barrier to relationship performance, followed by time orientation difference and to a lesser extent flexibility difference.

By integrating organizational culture and RM literatures, the main contribution of this paper is the cross-cultural analysis of private-public relationships (in this case university-industry relationships) from the perspective of RM. Hence, this research will inform management seeking to develop successful public-private collaborations by enhancing their understanding of cross-cultural factors underlying relationship success and failure.

Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.