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To discover the key elements of the use of the mechanism of public–private partnership for sustainable development, which are studied using the game approach.

Employed methods were as follows: trends method, regression analysis method, and game situation analysis method.

We discovered the key elements of the use of the mechanism of public–private partnership for sustainable development and determined the trends of the dependence of the sustainable development level on the mechanism of a public–private partnership at the level of countries that are leaders in this form of interaction (Denmark, Netherlands, Singapore, China, Switzerland and Finland). We reveal a positive dependence of the influence with China in 2017–2018 and with Finland in 2020–2021. The characteristics and strategies of implementing public–private partnerships are determined, and the spheres of influence of this form of interaction within the indicator of sustainable development are distinguished. We evaluate the perspectives of sustainable development under the influence of the public–private partnership mechanism. Based on the analysis results, it has been revealed that achievement of direct relation between the improved indicator of implementing the public–private partnership mechanisms and sustainable development could be realised within the orientation towards the effective strategic management of the interaction.

The scientific novelty of this research consists in the development of the theoretical and practical specifics of the use of the public–private partnership mechanism for sustainable development which determined using the game approach.

The purpose of this work is to present the modelling of the conditions of provision of growth of public–private partnership using digital technologies based on the game approach.

The methods of a systemic approach, linear programming and linear correlation, as well as statistical method, are used.

We performed the modelling of the conditions of provision of growth of public–private partnership using digital technologies based on the game approach. We also determined the level of development of public–private partnerships at the level of developed (United States, United Kingdom, Sweden and Denmark) and developing countries (Bulgaria, Venezuela and South Africa) and analysed the level of implementing digital technologies within the studied countries. We note a high level of public–private partnership in developed countries and a low level of this indicator in developing countries (except for Bulgaria, which has the positive dynamics of improvement). We also determine the main competitive advantages of implementing digital technologies, which have an impact on the improvement of the state of public–private partnerships at the level of the studied countries. Using the linear method of programming (game approach), we formulate the models of development of this type of interaction, within which the positive experience of developed countries is taken into account.

The originality and value of this research consist in the study of the specifics of the use of the game approach in the modelling of public–private partnership, which is based on the use of digital technologies.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

The purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the preparation of middle school teachers.

The article is a reflective paper in which the leaders of the school–university partnership discuss the benefits of establishing the initial school–university partnership and reflect on what has helped the partnership experience success in the partnership's first five years of existence.

While the authors describe their school-university partnership as emerging, both the school and the university have experienced successes. Upon reflection, the authors discuss four specific essential elements to their initial partnership success. Communication and collaboration among all stakeholders ensure all voices are heard and valued. Allowing the university to have a physical presence in the middle school encourages the building of trusting relationships. For partnerships to succeed, partners must allow time for the partnership to mature and grow. Finally, when the middle school hires graduates from the partnering university, this benefits both the school and university partners.

As teacher preparation moves further away from the university campus to engage more closely with schools, there are lessons to be learned. Reflection is an essential component of growth. The partners in this school–university partnership believe sharing the partners' experiences will enhance the effectiveness of the partners' own partnership and encourage others that choose to begin this journey.

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.

Developing economies often lack sufficient state regulation to encourage corporations to engage with environmental sustainability challenges. Environmental NGOs fill this vacuum but this relationship is fraught with challenges, linked to each party’s competing interests. This paper examines how an environmental NGO operating in a developing country manages such challenges.

A longitudinal case study, from 2017–2022, based on semi-structured interviews and documentary analysis, with the main periods of field work in 2017 and 2020.

We unravel nuanced dynamics of accountability within an NGOs collaborative ecosystem. Our findings reveal a web of interlinked obligations and expectations, strategically adopted to reconcile environmental and CSR logics fostering trustworthy partnerships with firms. Despite aiming for transformative change, the NGO made gradual initiatives, to meet the challenges of fostering systemic change in developing nations. Institutional logics of professionalism and development allowed NGO members avoid mission drift and realign upward accountability relations into lateral ones.

The study provides insight into successful NGO-corporate partnerships and illustrates how accountability is negotiated, upheld, and reconceptualized in such collaborations.

The external business environment of the organization is always changing at a rapid pace. For a firm to adapt to changing client requirements, it must implement the right business procedures and strategies. To improve competitive advantage, this study investigates the roles that supply chain partnerships, cross-functional integration, responsiveness and resilience play in achieving competitive advantages in Palestine.

Industrial institutions in Palestine constitute the study population. Data are collected by distributing surveys via Google Forms linked to manufacturers in industries such as the Leather and shoe Industry, metal industries, chemical industries, construction industries, textile industries, stone and marble industries, pharmaceutical industry, veterinary industry, food industry, plastic industry, paper industry, major advantages and disadvantages. The SEM-PLS approach is used to analyze the data.

The findings demonstrate that supply chain responsiveness, resilience and cooperation are all improved by cross-functional integration in inventory data integration and immediate operation. Supply chain partnerships improve the supply chain’s responsiveness, resilience and competitive advantage by involving partners in work teams and exchanging best practices. The enhancement of supply chain resilience and competitive advantage is influenced by the company’s capacity to act promptly in response to variations in demands.

This paper faces some limitations and it can be drawn as follows: To enhance supply chain risk management, the study continues to concentrate on manufacturing organizations that have internal integration. It also emphasizes the necessity of supply chain integration, which establishes direct connections with outside partners.

The findings of this study suggest some policy implications, as follows: To provide the manufacturing sector with a competitive edge, operations supervisors must be able to track and assess processes to ensure they are meeting demand. Firms that possess the ability to adjust to novel procedures or advancements in technology gain a competitive edge by guaranteeing consistent and high-quality delivery of products.

By implementing IT integration, this study theoretically and practically advances the understanding of the resource-based view of competitive advantages. This study focuses on providing insights into the nature of the relationship between supply chain partnership, cross-functional integration, responsiveness and flexibility and competitive advantages in the manufacturing sector in the Palestinian market.

The purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation Programs (EPP).

Data were collected through interviews with K-12 school leaders to obtain partners’ critical perspectives about school–EPP partnerships. The interviews were coded thematically and oriented around the central concept of working to represent the interplay of the participants and their collaborators’ perceptions of the nature and dimensions of school–EPP partnerships.

The analysis resulted in the construction of a mosaic of school leaders’ collective lived experiences using a statewide conceptual framework as a guide. Four themes emerged from our interviews with school partners: (a) the need for dynamic, responsive and synergistic partnerships; (b) the need to monitor and maintain the underlying structure and integrity of the partnership; (c) the culture of interns as colleagues or as visitors; and (d) the need to innovate.

Four themes emerged from our interviews with school partners: (1) the need for dynamic, responsive and synergistic partnerships; (2) the need to monitor and maintain the underlying structure and integrity of partnerships; (3) the culture of interns as colleagues or interns as visitors; and (4) the need to innovate.

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.