Thematische Bibliographien / Office of University Partnerships

Auswahl der wissenschaftlichen Literatur zum Thema „Office of University Partnerships“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Office of University Partnerships"

Benari, Colby. „University College London - Academic Careers Office“. Impact 2020, Nr. 7 (30.11.2020): 6–8. http://dx.doi.org/10.21820/23987073.2020.7.6.

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Help progress science and biomedical research discoveries along the development pathway to patient benefit. Offer academics assistance with: defining development and regulatory strategy; building and managing links to available resources; funder liaising and reporting requirements; managing risks and issues, follow-on funding and on-going project management and support. Bridge the gap between academia and the commercial healthcare sector by de-risking UCL's novel science a team of 24 highly experienced industrial translational scientists tasked with establishing the organisational culture, capability and processes necessary to deliver the UCL and BRC's mission of "Accelerating translation for health and wealth". The TRO supports the development of early stage research from across UCL and its partner hospitals, into projects attractive for translational funding or further development with partners and nurture access to complementary capacity, expertise and skills in translational science. The TRO achieves this through the integrated activities of three specialist groups a Drug Discovery Group (DDG) provides expert advice and practical support for small molecule drug discovery projects across UCL; a Translational Research Group who provide experienced project leaders to guide projects (gene, cell and regenerative medicine therapies, devices, diagnostics, small molecules) through their development; and an Industrial Partnerships Group who initiate and manage relationships with industry. The team have a proven track record of therapeutic delivery and work in partnership with academics and industry partners, enhancing projects to optimise the chances of long-term success and benefit to patients.

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Lovell, Michael R., Daniel Bergen, Maura Donovan und Rana Altenburg. „Strategically Connecting a University to a Community“. Metropolitan Universities 30, Nr. 4 (06.12.2019): 72–78. http://dx.doi.org/10.18060/23556.

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To further live our mission, Marquette has launched many new initiatives over the past five years that strategically connect our university to our community. In this paper, we will highlight three of these initiatives. The first relates to connecting the anchor institutions in our neighborhood through an effort called Near West Side Partners. The second discusses the creation of a centralized Office of Community Engagement that advances the development, support, and promotion of the research, teaching, and service partnerships between our campus and our community partners. The third initiative, our most recent enterprise, is our Office of Corporate Engagement and Partnerships. All three of these efforts follow through on Ignatius of Loyola’s vision to serve others and collectively make a difference.

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Feld, Marcia Marker. „One Invention-HUD's Office of University Partnerships-and One Pervasive Problem“. Journal of Planning Literature 11, Nr. 3 (Februar 1997): 323–26. http://dx.doi.org/10.1177/088541229701100303.

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Gautam, Ramraj, Karen Devereaux Melillo und Andrew Hostetler. „Age-Friendly University Inventory: Process and Outcome from UMass Lowell Campus“. Innovation in Aging 4, Supplement_1 (01.12.2020): 537. http://dx.doi.org/10.1093/geroni/igaa057.1741.

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Abstract The UMass Lowell Center for Gerontology Research and Partnerships (CGRP) has been on the Age-Friendly University (AFU) trajectory since April 2018. In April 2019, at the CGRP-sponsored 5th Annual Healthy Aging Living Well Forum, qualitative analysis of table-top discussions identified themes related to the AFU Principles: Accessibility, care, communication community education, flexibility, finances/money, recreation, inclusive society, technology and transportation. In September 2019, in collaboration with the UMass President’s Office and UMass Boston’s Gerontology Institute, we launched the AFU Climate Survey to faculty, staff, and students on the UML campus. This was followed by the AFU Inventory assessments of 12 key campus leaders and offices. Three CGRP members solicited input via email, follow-up telephone communication and information from the University website. The results presented will focus on how other educational institutions might consider proceeding with this process and how to adapt the Inventory to meet other unique campus characteristics.

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Henrich, Kristin. „Leveraging Strategic Institutional Partnerships: Creating a Phased Learning Commons at the University of Idaho Library“. Collaborative Librarianship 5, Nr. 4 (2013): 228–34. http://dx.doi.org/10.29087/2013.5.4.04.

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Following an energizing reorganization of the first floor, the University of Idaho Library sought additional strategies to support student learning and success. Building on previous successful collaborations with the Dean of Students Office, the Library and Tutoring Services created a model to offer peer-tutoring services in the library. Several philosophical and practical guidelines were considered, and implementation of the service, while challenging, was ultimately successful. Strategies for proposing, building, and maintaining similar partnerships with student services units are discussed, with best practices offered for other institutions seeking similar collaboration.

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Toprak, Metin, Yüksel Bayraktar, Armağan Erdoğan, Deniz Kolat und Mehmet Şengül. „Developing a Tool for Quality and Accreditation of a New Generation University in the Digitalized Society: The Case of a Thematic-Technical University“. ECONOMICS 7, Nr. 2 (01.12.2019): 69–89. http://dx.doi.org/10.2478/eoik-2019-0017.

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Abstract In Turkey, digitalization of curricula, teachers, course materials, and educational technologies is relatively slower when compared with the ones in economic sectors and state services in general. In this study, we proposed a model for a new generation university in a digitalized society. The Council of Higher Education classifies universities in three categories (mission) to respond to technological and economic developments in the societal life: research, regional-development oriented and thematic universities. At national level, a digital transformation office acts as a coordination and orchestration body among governmental institutions in order to carry and transform public services into digital environment. The private sector naturally has to be digitalized by national and international severe competition. The tool developed in this study based on the model developed by Toprak et al. (2019). That model aims to compensate for coordination gaps in the traditional university hierarchical structure, which is designed as department, faculty board, university board and senate, from administration to governance. Five innovations can be mentioned in terms of organizational and functional configuration of a university model proposed there: (i) profile of graduate and mission of the new generation university in the fields of education, research and community services, (ii) policy development and implementation offices, (iii) university ecosystem consultation and steering committee and other committees and boards, (iv) concept courses and branded courses, (v) coop education and solution partnerships. The Rector’s Office acts as an executive committee to prevent coordination gap in the proposed model. A checklist has been developed for the processing of that model and hence it is made possible to measure the performance of an applied university and degree of compatibility with the model. Thus, the framework and content of the mechanism and tools traditionally used in quality assurance and accreditation will need to be updated in line with this model.

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Kek, Megan, Lindy Kimmins, Jill Lawrence, Lindy Abawi, Courtney Lindgren und Trent Stokes. „Students enabling students in a Student Partnership Project: A case study emerging from the OLT Transforming Practice Project on Student Partnerships“. Student Success 8, Nr. 2 (27.07.2017): 117–22. http://dx.doi.org/10.5204/ssj.v8i2.389.

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This emerging initiative stemmed from an Office for Learning and Teaching Project (OLT) project, Transforming Practice Programme 2016: Student Engagement: Students as Partners in Teaching and Learning. The initiative, trialed in semester two, 2016, involved the selection and training of two experienced students to be leaders of a Closed Facebook ‘students-only’ community which provided advice and triaged queries to appropriate channels. The evaluative processes comprised a participatory action research methodology. Two student leaders who facilitated the Closed Facebook and four academic staff of the project were the participants. The findings demonstrate that the Closed Facebook students-only site provided a safe space, outside the formal learning/classroom environment, where student participants were able to ask and share knowledge. The informal student-for-student learning community complemented the formal structure by facilitating the opportunity for students to become ‘experts’ as university students as they move-through their learning journey.

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Abbott, Wendy. „Libraries in Partnership—Queensland University Libraries Office of Cooperation“. Australian Academic & Research Libraries 24, Nr. 4 (Januar 1993): 284–88. http://dx.doi.org/10.1080/00048623.1993.10754858.

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Grando, Danilla, Catherine Pocknee, Bronwyn Clarke und Margaret Jollands. „What do Life Science employers look for in graduates?“ Microbiology Australia 37, Nr. 2 (2016): 60. http://dx.doi.org/10.1071/ma16021.

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As part of an Australian Government Office for Learning and Teaching (OLT) grant to develop graduate employability through partnerships with industry and professional associations1, RMIT University invited industry representatives from Life Science (microbiology focused) professions to a focus group to discuss their views on desirable graduate traits and attitudes. Subsequently current Life Science students at RMIT were also invited to focus groups. Using an expanded framework for graduate employability2, their responses were coded and analysed and compared with responses from similar focus groups from other RMIT programs.

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Ward, Sarah, David Butler, Rebecca J. Adams, Sophie O'Callaghan, Neil Warren, Mairi Wickett, Hugh Swire, Stephen de Mora und Chloe Uden. „Developing university–society partnerships with a focus on climate change impact research using the 'business assist' model“. Research for All 2, Nr. 1 (25.01.2018): 163–74. http://dx.doi.org/10.18546/rfa.02.1.14.

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This article explores the experiences generated through a programme of engaged research with university–society partnerships focused on businesses, climate change impacts and environmental technologies. The programme was co-created through research and development collaborations between a university, several large organizations, including the Met Office, Plymouth Marine Laboratory, Regen SW and IBM, and ten small to medium-sized enterprises (SMEs). Through a critically reflective narrative account and two case studies, which represent the perspectives of all involved, this article considers the processes of engagement, their effectiveness, the outcomes delivered and recommendations, as well as the context and influence of European policy – represented by the 'business assist' (BA) model – on creating engaged research. The co-creation of mutually beneficial space emerged as a key success factor, which challenged the short-term focus of the BA model.

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Dissertationen zum Thema "Office of University Partnerships"

Perkins, Mary J. „Models of partnership working : an exploration of English NHS and university research support offices“. Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547640.

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Clinical and applied health research is led by academics and often conducted in the National Health Service (NHS). Researchers work with Research Support Offices in both Universities and the NHS. The 2006 government health research strategy, Best Research for Best Health heralded dramatic changes for both the funding of, and support for, clinical and applied health research in England with the creation of new, quality driven, competitive funding streams and a new infrastructure to support research and researchers. One of the results of these changes was to drive NHS and University Research Support Offices closer together, with some institutions forming close partnerships, including joint offices to deliver support for clinical and applied health research. Little is known about the models of partnership working between the universities and the NHS and the factors that drove the decisions to create partnership Research Support Offices. Therefore it is important to map current arrangements and describe the factors that contribute to those arrangements. Firstly a survey of University Research Support Offices based in universities with a medical school was undertaken to provide a snapshot of the structures and functions of those Research Support Offices. Then semistructured interviews were undertaken with a sample of staff working in joint NHS/University and separate NHS and University Research Support Offices to gain a deeper understanding of why the Research Support Offices were structured and functioned in the ways that they did. The main findings from this work were: there are no common structures, functions, or systems and few common processes in place to support clinical and applied health researchers across England; advice and help for navigating the complex regulatory environment currently underpinning clinical and applied health research in England is fragmented; three models of working between NHS and university Research Support Offices were identified; joint offices, collaborative offices and separate offices. The drivers for joint working between NHS and University Research Support Offices are compelling. However, the barriers to working closely can be immense if not carefully considered. Those contemplating working in partnership need to ensure that they understand what the partnership aims to deliver and all partners need to commit to a shared vision. In addition, practical issues such as the systems to be used, the physical location of staff and employment issues need to be addressed in advance before meaningful joint working can occur.

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Mockler, Margaret. „Partnerships in conservation /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18720.pdf.

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Burg, Damon. „International university partnerships : a cost-benefit analysis“. Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417788/.

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This study’s purpose is to examine academic partnerships between universities in the United Kingdom and Korea. It aims to examine both partnership fundamentals and what leads to a mutually successful partnership. The fundamentals are the why, who and where. It aims to examine partnership formation and the relationships between partners, and the impacts of the partnership on the university. This study uses qualitative interviews mixed with a cost-benefit analysis. The interviews serve two main purposes. The first is to gain a fine-grained analysis of why universities create partnerships and how they go about it. The second is to understand the partnership factors that impact universities. These impact factors are then used to create cost-benefit analyses of three different UK-Korea university partnerships, differentiated by intensity of partnerships, to illustrate the partnerships’ impacts on the individual universities. Through thematic analysis, the qualitative results show that different types of partnerships are created in different parts of the university. The central offices create development co-operation and exchange partnerships, whereas the academic units create more exchange and commercial trade partnerships. However, in each of these partnerships, funding and international rankings are key motivations. The cost-benefit analysis shows that partnerships are beneficial to universities with commercial trade partnerships the most beneficial. The implications are that the academic units should work to create academic partnerships, with the central office helping in terms of standardisation and with the pastoral aspects of student services.

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Perrilliat, Gwendolyn Derbes. „Tulane University Office of Development“. ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/aa_rpts/11.

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Sosinska, Olga Halina. „School-university partnerships for math and science education“. Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-122252/.

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Wood, Daisy Bertha. „School-university partnerships: An exploration of the relationship“. W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618700.

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The purpose of this study was to investigate the accuracy of a particular model for collaboration when applied to a successful school-university partnership. A specific framework for establishing and maintaining successful school-university partnerships, proposed by Frank Wilbur of Syracuse University, was identified in the literature. Wilbur's model was selected as the conceptual framework for this study since it contains critical elements supported by at least four other researchers studying and writing on collaborative endeavors and was, in fact, the most comprehensive of any of the suggested conceptual frameworks. The answer to one overall research question was sought: to what extent does Wilbur's model for school-university partnerships fit when applied to a highly successful school-university partnership? Answers to questions pertaining to Wilbur's nine most important factors (e.g., leadership; economics; governance and communication) positively impacting interinstitutional alliances were explored in an existing school-university partnership known as the Center for Collaborative Advancement of the Teaching Profession.;Historical documents regarding the Center, including the initial grant proposal, interim and final reports, and published articles, were reviewed for content and consistency in answering the main and subsidiary research questions. Individual, paired, and focus group interviews were conducted with persons felt to be most knowledgeable of the Center's activities.;Evidence that particular elements of successful partnerships were considered and included in the design, implementation, and maintenance of the collaborative effort was sought to determine the extent to which Wilbur's model could be applied to this partnership. The nine factors included in Wilbur's conceptual framework for creating successful school-university partnerships were evident, in varying degrees, in the establishment and maintenance of the Center for the Collaborative Advancement of the Teaching Profession. However, the data indicated that the success of the Center may also be attributable to a tenth factor which Wilbur's model does not include.

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Lynch, Jill C. „Community as Difficult Labor: Building Sustainable School-University Partnerships“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392383645.

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Destro, Federica. „Academic Entrepreneurship: The University Technology Transfer Office“. Doctoral thesis, Università degli studi di Padova, 2012. http://hdl.handle.net/11577/3422538.

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The first chapter analyzes the subject of the technology transfer process with the perspective of the institutional theory. The scope of the paper is to delineate the formal and informal institutional elements that changed in the academic entrepreneurship paradigm through a review of the literature. In particular, I use the Aoki’s theoretical point of view that unifies institutional theory and game theory, and defines the institutional context as the political exchange domain with dynamic institutional complementarities. The emergence of the university entrepreneurship paradigm has been a incremental change, recalling the theoretical idea that institutional evolution involves transitions among three aspects of institutions, which Scott (1995) called pillars: the regulative, normative, and cognitive, together shaping the creation of a new common approach. One aspect may be dominant at any given time, but the three coexist and are interconnected (Hirsch, 1997). The scope of this paper is to delineate a picture of the institutional elements that changed in the academic entrepreneurship field through an analysis of the literature contributions of the formal and informal institutions acting in the technology transfer process, applying the theory on institutional change developed by Aoki (2001). Formal and informal institutions in the university technology transfer process, in a unified perspective, suggest that the process of institutional change may not necessarily be hierarchically ordered in terms of causation, but it needs a coordination between the different institutions and domains. The second chapter analyzes the relations between the main stakeholders involved in the transfer process of scientific knowledge to society, proposing a innovative perspective on the funding gap problem, widely described in the literature regarding technological and scientific new ventures. The aim of this study it’s to appraise the influence of the commercialization funds provided through the university TTO on the probability to receive venture capital follow-on funding through the database of all the spinoffs created to exploit University of Michigan-assigned inventions from 1999 to 2010 and controlling for other important drivers of VC investments’ decisions, i.e. the spinoff’s technological endowment, the founders’ human capital and network’s resources. In line with theoretical contributions proposing a signaling role of public funding in reducing the information asymmetry faced by private investors (Chan, 1983; Takalo & Tanayama, 2010; Lerner, 1999) and suggesting a further enriched role for TTOs, the findings point out that venture capitalists perceive the gap funds as a signal about the quality and credibility of the new businesses, and use the information to identify the best spinoffs to finance. The contribution to the literature are mainly two, with important policy implications in the academic entrepreneurship environment: (i) a study of the effects of the TTO gap funding support, a practice that has become widespread in the universities’ policies, but received little attention in the academic researches; (ii) a new interpretation of the relations between scientists, technology transfer offices and venture capitalists, the main stakeholders involved in the transfer process of scientific knowledge to society. The third chapter is an extension of the second one, investigating if the provision of TTO gap funding to spinoff companies at the embryonic phase has an influence in their consequent sales growth and an impact on spinoffs development. With this scope, I analyze how the funding support provided through the University of Michigan’s technology transfer office influences spinoffs’ sales growth. To the U-M Tech Transfer’s database, are added the information regarding the spinoff’s sales through the Orbis database, in particular the absolute growth in the period 2007-2010. The methods used are descriptive, distributional and quantitative analysis. The analysis of the distribution of the spinoffs that receive (i) no economic support, (ii) only the university commercialization funds and (iii) both TTO gap funds and venture capital evidences a clear difference between the three groups of spinoffs, supporting the hypothesis of a moderate impact of TTO gap fund, and a high influence on sales growth of venture capital investments. We test the distributions equivalence and reject the null hypothesis of the equality of the distributions with the Wilcoxon-Mann-Whitney test. The regressions provide support also to the analysis of the second chapter, sustaining the presence of a mediating variable through the Baron and Kenney’s test. The results show that the sales growth was not uniform, and superior performances couldn’t be justified only by the provision of TTO gap funds. We test the indirect influence of TTO gap funding on spinoffs’ sales growth, and we find that TTO gap funding has an indirect positive effect, mediated by the VC financing, on the performance of spinoff companies. Although, TTO gap funds alone seem not sufficient to drive consistent economic performances in the spinoffs, but it substantially improves the spinoffs position the investment markets playing a certification role
Il primo capitolo analizza il tema del trasferimento tecnologico attraverso la prospettiva della teoria istituzionale. Lo scopo dell’elaborato è di delineare gli elementi istituzionali formali e informali che sono cambiati nel paradigma dell’imprenditorialità accademica nel contesto americano ed europeo attraverso un’analisi della letteratura. In particolare viene usata la specificazione di Aoki, che unisce la teoria istituzionale e la teoria dei giochi, e consente di definire il contesto istituzionale come il dominio di scambio politico con complementarietà istituzionali dinamiche. Seguendo la categorizzazione di istituzioni formali e informali fornita da North, e basata sui tre pilastri delle istituzioni definite da Scott (regolativo, normatico e culturale-cognitivo), l’elaborato prosegue raccogliendo i contributi teorici della letteratura sul tema dell’imprenditorialità accademica. Il contributo teorico si compone principalmente di due aspetti: da una parte una nuova configurazione istituzionale dell’imprenditorialità accademica utilizzando le definizioni teoriche proposte da Aoki, dall’altra una categorizzazione della letteratura per gli impatti forniti dalle varie istituzioni formali ed informali al trasferimento tecnologico universitario suggerendo che il processo di cambiamento istituzionale possa non avere un ordine gerarchico in termini di casualità ma necessiti soprattutto di coordinamento. Il secondo capitolo analizza le relazioni tra i principali stakeholders coinvolti nel processo di creazione di uno spinoff accademico, proponendo una lettura innovativa del problema del funding gap ampiamente decritto dalla letteratura quando parla di nuove aziende innovative, scientifiche o tecnologiche. Analizzando il database degli spinoffs fondati dall’University of Michigan attraverso metodologiche statistiche sofisticate e controllando per fattori importanti come le caratteristiche del brevetto dato in licenza, le caratteristiche del capitale umano e le risorse fornite dai network professionali, lo studio scopre una relazione molto stretta tra i fondi di commercializzazione forniti dall’ufficio di trasferimento tecnologico e la probabilità di ricevere poi finanziamenti privati da venture capitalists. La spiegazione fornita per spiegare questo fenomeno viene dalla teoria dei giochi, dove in caso di asimmetrie informative (Akerlof, 1970) l’uso di segnali aiuta nel differenziare le migliori aziende da tutte le altre presenti nel mercato. In particolare, il segnale fornito dai sussidi pubblici alle nuove aziende innovative era stato studiato in maniera teorica da Chan (1983), Lerner (1999), e Takalo e Tanayama (2010). I contributi innovativi della ricerca quindi sono prevalentemente due: (i) un primo studio empirico degli effetti dei fondi di commercializzazione forniti dall’ufficio di trasferimento tecnologico, nel contesto di uno stato federale nella media e quindi al di fuori degli ecosistemi altamente specializzati e difficilmente comparabili della Silicon Valley (Stanford University) e della Route 128 (MIT); (ii) un’interpretazione molto interessante del fenomeno e delle relazioni tra l’ufficio di trasferimento tecnologico e la comunità degli investori privati venture capital, dimostratasi in diversi studi essenziale per la sopravvivenza, lo sviluppo e la crescita delle nuove aziende tecnologiche, sia per le loro capacità di finanziamento che per le loro attività di supporto e coach. Il terzo capitolo si pone come un’estensione del secondo, dove la domanda di ricerca è se i fondi di commercializzazione forniti dall’ufficio di trasferimento tecnologico abbiano anche un effetto sulle performance a lungo termine degli spinoffs analizzati in precedenza. Per fare ciò, al database precedente vengono aggiunte le informazioni relative alle vendite degli spinoffs, e in particolare la crescita assoluta nel triennio 2007-2010. I metodi applicati sono analisi descrittive e analisi della distribuzione, oltre alle analisi quantitative regressive. Le analisi delle distribuzioni dei gruppi di spinoffs che non hanno ricevuto nessun supporto economico, che hanno ricevuto solo i fondi di commercializzazione e che hanno ricevuto entrambi i finanziamenti evidenzia che questi tre gruppi sono completamente diversi tra loro (Wilcoxon-Mann-Whitney test), evidenziando quindi che sia i fondi di commercializzazione che i fondi di venture capital hanno un effetto determinante nella crescita degli spinoffs. Le regressioni a loro volta mostrano il comportamento tipico evidenziato da Baron e Kenny in caso di variabile mediatrice. Vengono quindi ulteriormente rinforzati i risultati del secondo capitolo, mentre solo le analisi delle distribuzioni permettono di affermare un impatto positivo dei fondi di commercializzazione sulla crescita degli spinoffs indipendentemente dalla presenza di venture capital, perché nelle analisi regressive impatto delle aziende finanziate da venture capital oscura invece i modesti risultati di quelle finanziate solamente dai fondi di commerciliazzazione

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Hunter, Katherine V. „Cause-related marketing for breast cancer investigating tools for partnerships /“. Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181668187/.

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Hutchins, Karen Kelly. „Strengthening the development of community-university partnerships in sustainability science research“. Thesis, The University of Maine, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575452.

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In light of the increasingly complex sustainability problems facing local and global communities, and the need to improve the scientific basis for decision making, sustainability science elevates the role of research collaborations and communication among scientists and stakeholders in developing solutions. Although many universities are heeding the calls for collaborative research and are making progress on bringing diverse groups together to address sustainability issues, disconnections between the production of knowledge and its actual use in society persist. These persistent divisions indicate that we still have a great deal to learn about how to develop university-stakeholder partnerships that facilitate collaboration between the various actors in society.

Building successful, enduring research partnerships is essential for improving links between knowledge and action. The overarching question addressed in this dissertation is: "In the quest to develop sustainable solutions, what factors may strengthen or hinder the development of robust stakeholder-university research partnerships?" In answering this question, I interrogate the role of communication in partnership development, the influence of communication practices on stakeholder and researcher interactions, and ways that we can use interdisciplinary forms of and approaches to research to improve communication with partners. The goal of this research is to improve university and community capacity for collaborative, problem-focused research to address pressing societal problems.

Using quantitative and qualitative survey data from the Maine Municipal Official Survey and the Collaboration and Stakeholder Engagement Survey, each chapter addresses the overarching research question in different ways. In the first and second chapters, I develop theoretically and empirically supported statistical models to identify a set of factors influencing officials' reported interest in developing a community-university research partnership and factors influencing officials' participation preferences in community-university research partnerships, respectively. The models strengthen the capacity for co-learning by providing data on interest and preference alignment between potential project partners, and they provide data on stakeholder preferences and experiences that may improve communication between partners and inform partnership interactions. The third chapter bridges interdisciplinary theories from social psychology and communication to deepen the conversation about justice in community-university research partnerships. The dissertation concludes with lessons learned about developing community-university research partnerships.

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Bücher zum Thema "Office of University Partnerships"

Liou, Nina. Historically black colleges and universities: Three case studies of experiences in community development. Washington, D.C: United States Department of Housing and Urban Development, Office of Policy Development & Research, 2007.

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APO, Symposium on Collaboration between Industry Academia and Government for Technology Development (2000 Ulaanbaatar Mongolia). Government, industry, university partnerships. Tokyo: Asian Productivity Organization, 2001.

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Nath, Janice L., Irma N. Guadarrama und John Ramsy. Investigating university-school partnerships. Charlotte, N.C: Information Age Pub., 2011.

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Ofsted, Hrsg. University of Leicester: Primary initial teacher training partnership based on University of Leicester, 21 University Road, Leicester LE1 7RH : initial training of primary school teachers to teach number and reading : a report from the Office of Her Majesty's Chief Inspector of Schools. [London]: Office for Standards in Education, 1998.

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Partnerships, United States Dept of Housing and Urban Development Office of University. University-community partnerships: Current practices. Rockville, MD: U.S. Dept. of Housing and Urban Development, Office of Policy Development and Research, Office of University Partnerships, 1995.

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Ferrara, JoAnne. Creating visions for university-school partnerships. Charlotte, NC: Information Age Publishing, 2014.

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1954-, Rolheiser Carol, und Ontario Institute for Studies in Education of the University of Toronto. Teacher Education Program., Hrsg. School/university partnerships: Research into practice. Toronto, ON: Teacher Education Program, OISE/UT, 2004.

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Acquaro, Daniela, und Ondine Jayne Bradbury, Hrsg. International Perspectives on School-University Partnerships. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3.

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1945-, Dotolo Lawrence George, und Noftsinger John Boyd, Hrsg. Leveraging resources through partnerships. San Francisco: Jossey-Bass, 2002.

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University of the West Indies (Saint Augustine, Trinidad and Tobago). Partnerships and possibilities. Trinidad and Tobago, West Indies: University of the West Indies, St. Augustine Campus, 2003.

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Mehr Quellen

Buchteile zum Thema "Office of University Partnerships"

Humada-LudekeCarlos, Amalia. „University-District Partnerships“. In The Creation of a Professional Learning Community for School Leaders, 27–41. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-320-1_3.

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Hashimoto, Kayoko, und Samantha Disbray. „University-School Partnerships“. In Language Policy, 3–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_1.

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Ilieva-Trichkova, Petya. „University-Business Quality Partnerships“. In Collaboration, Communities and Competition, 31–49. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-122-3_3.

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Dumova, Tatyana. „Building University-Community Partnerships“. In Community Engagement in Higher Education, 73–88. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-007-9_5.

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Strong, Ned. „US-Chilean University Partnerships“. In Global Opportunities and Challenges for Higher Education Leaders, 235–38. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_51.

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Burrington, J. D. „University—Industry Research Partnerships“. In ACS Symposium Series, 87–94. Washington, DC: American Chemical Society, 1992. http://dx.doi.org/10.1021/bk-1992-0478.ch009.

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Jones, Mellita, und Gail Chittleborough. „Growing University–School Partnerships“. In School-based Partnerships in Teacher Education, 99–122. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1795-8_6.

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Glomb, Nancy, und Lee L. Mason. „Strengthening university/school district partnerships“. In Redesigning special education teacher preparation, 173–93. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-11.

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Hatlevik, Ida K. Riksaasen, Tone Malmstedt Eriksen, Tove Seiness Hunskaar, Annfrid Rosøy Steele, Astrid Unhjem und Gørill Warvik Vedeler. „Transformative partnerships with university schools“. In Transforming University-based Teacher Education through Innovation, 155–69. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032693798-14.

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Guarasci, Richard. „Models of University-Neighborhood Partnerships“. In Neighborhood Democracy, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446132-6.

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Konferenzberichte zum Thema "Office of University Partnerships"

Ho Schar, Cathi. „Design in Government“. In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.16.

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Today, governments must address the demand for solutions to complex and multi-dimensional urban and regional problems, greater citizen engagement, participatory democracy, innovative leadership practices, and organizational change. According to the Observatory for Public Sector Innovation’s (OPSI) global review, “Governments and their partners are undergoing transformation to overcome unprecedented challenges and seize vast opportunities”. This need for change has opened up a new space for design and innovation in government also fueled by the “growing interest in evidence-based policy making and the application of “design thinking” to policy-making”. However most of this integration of design-thinking and design has focused a round service and information design rather than environmental design, which forces the question: What is the role of the environmental design disciplines in this transformation? This paper explores various past and emerging models of design and government partnerships to provide a context for envisioning this future role, including a new hybrid model for university and government alignment presented by the newly established University of Hawai’i Community Design Center. Finally, this paper will end with a summary of the interactive session held at the 2019 ASCA Less Talk More Action conference that asked attendees to apply this inquiry to the design of an Office of Design within their academic or governmental institutions.

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Avila, Sandy, Buenaventura Basco und Sarah A. Norris. „Falling Down the Rabbit Hole: Exploring the Unique Partnership between Subject Librarians and Scholarly Communication“. In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317194.

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Subject librarians are uniquely poised to facilitate conversations and assistance about scholarly communication topics to faculty and students -- helping make the connections between scholarly communication and discipline-specific research. The University of Central Florida (UCF) Libraries offers a unique intersection between scholarly communication and subject librarians by implementing a robust subject librarian model that includes activities related to scholarly communication and partnering with UCF’s Office of Scholarly Communication to provide support on a variety of topics to the campus community. In particular, this model has been particularly effective with STEM disciplines. The subject librarians in these respective disciplines have actively partnered with the Office of Scholarly Communication to provide a series of workshops targeted to STEM faculty on topics such as predatory publishing. These conversations have prompted invitations to speak at college and department meetings and to provide additional assistance and support on these scholarly communication topics. It has also led to a research project conducted by the science, engineering and computer science librarians and the Scholarly Communication Librarian on the open access publishing practices and trends of UCF STEM faculty to help better inform conversations and research support to these faculty. This article will explore the various ways in which this unique model aids UCF Libraries in providing scholarly communication support to faculty and students in an effective way and will share specific strategies and examples that readers can practically implement at their respective institutions.

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Mohler, James L. „University and industry partnerships“. In ACM SIGGRAPH 98 Conference abstracts and applications. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/280953.280956.

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Stewart-Ambo, Theresa. „Fostering Tribal-University Partnerships“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576129.

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Gregory, Alexis. „University-Community Partnerships: Managing Expectations and Leadership“. In 106th ACSA Annual Meeting. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.am.106.5.

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Craig, Kevin, und Jon Jensen. „K-12 - University - Industry STEM Educational Partnerships“. In 2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments. IEEE, 2010. http://dx.doi.org/10.1109/tee.2010.5508883.

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Betser, Sagit, Colin Dixon, Lee Martin, Richard P. Durán, Jasmine K. McBeath, David J. Sañosa, Barbara Drucker et al. „University-Community Partnerships and Equity in Making“. In FabLearn '16: Conference on Creativity and Fabrication in Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3003397.3003413.

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Barber, Wendy, Roland Van Oostveen, Elizabeth Childs, Dawn McGuckin und Shelley Vohra. „DEVELOPING ONLINE COURSES THROUGH UNIVERSITY PROFESSIONAL PARTNERSHIPS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0243.

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Martin, William R. „Optics MODIL - Industrial Partnerships and University Interactions“. In Optical Fabrication and Testing. Washington, D.C.: Optica Publishing Group, 1992. http://dx.doi.org/10.1364/oft.1992.tua1.

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MODIL, an acronym for Manufacturing Operations Development, & Integration Laboratory is a methodology being pursued to mitigate risks and reduce costs of SDIO systems using industry, federal labs, and universities to solve producibility issues that are in many cases common to multiple systems.

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Karle, David, Lindsey Bahe und Yong Gyun Noh. „Inclusive Mindset: Remote Professional Summer Experience“. In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.61.

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In response to the realities of the COVID-19 pandemic, a new pilot program at the University of Nebraska-Lincoln, College of Architecture was established in partnership with local design professionals by identifying opportunities to engage a diverse student population inclusively. Due to the reduction in internships, the pilot program provided an equitable edu¬cational experience to all students regardless of academic level, academic performance, previous work experience, financial ability, or geographic location while allowing them to maintain their academic paths to graduation. The partner¬ship provided students a three-week remote professional summer experience through a series of three one-credit sessions, including eleven sub-themes. The pilot program was established for two student groups. The first is upper-level students who are required to obtain internship experience before graduation but could not get these internships due to COVID-19. Another target group was students early in their educational careers who were interested in getting a firsthand look into practice by engag-ing with a multi-disciplinary professional design office. The course structure employs inclusive strategies for stu¬dents at various academic levels and physical locations to participate in the class and with professionals remotely. Because of this the developmental team believes the course experienced rapid interest and enrollment within a brief timeframe, suggesting strong student interest in having access to and engagement with professionals they previously lacked. This emerging professional participation model for accessible learning in diverse student groups cultivated inclusive excellence, providing impactful learning experiences about design practice with professional design communities to student populations who would otherwise have limited engagement opportunities and access to these communities.

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Berichte der Organisationen zum Thema "Office of University Partnerships"

Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg und Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).

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Buick, Fiona, Miriam Glennie, Helen Dickinson, Deborah Blackman, Sue Williamson, Vindhya Weeratunga und Massimiliano Tani. Flexible working in the Australian Capital Territory (ACTPS). Australia and New Zealand School of Government, September 2022. http://dx.doi.org/10.54810/gwen3105.

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This report, undertaken by the University of NSW’s Wales’s Public Service Research Group and funded by ANZSOG in partnership with the ACTPS, examines the impact of flexible working on productivity, wellbeing and effectiveness, and identifies factors that can lead to more effective flexible working. The report contains detailed insights for any agency trying to develop optimal ways of managing a flexible workforce. It finds there are four essential elements needed for effective flexible working: an outcomes-oriented approach to working, a purposeful approach to working from the office, a team-based approach to working, and improved managerial support and development.

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Kim, Ozano, Sophie Witter, Jo Keatinge, Beth Scott und Nicola Wardrop. What Works for Health Systems Strengthening: An Overview of the Evidence – Resource Toolkit. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.102.

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This resource toolkit has been produced by K4D in partnership with the Health Systems Team in the Foreign, Commonwealth & Development Office (FCDO) Human Development Department and renowned global health systems expert Prof. Sophie Witter (Queen Margaret University, Edinburgh). The toolkit is aimed at FCDO’s network of health advisors, and policy and programme managers based in country offices and central teams. The purpose of this toolkit is to summarise and present key messages from the latest evidence on ‘what works’ for health systems strengthening (HSS) to help embed a stronger HSS approach into all of our work on health as outlined in FCDO’s position paper Health Systems Strengthening for Global Health Security and Universal Health Coverage (FCDO 2021). The toolkit draws extensively on more detailed pieces of work analysing the evidence in more depth, which were disseminated through the health network in FCDO (and previously the Department for International Development) between 2019 and 2022 titled Evidence Review of What Works for Health Systems Strengthening, Where and When? (Witter et al. 2021). This toolkit also links back to a multitude of resources and recorded sessions collected as part of K4Ds previous learning journey on HSS.

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Bochenek, Grace M. TARDEC - University Partnerships for Technical Excellence. Fort Belvoir, VA: Defense Technical Information Center, September 2007. http://dx.doi.org/10.21236/ada473222.

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McInroy, Debra, und Katherine Bridgewater. External Assignments Office within the Partnerships & Pipeline Office. Office of Scientific and Technical Information (OSTI), Januar 2021. http://dx.doi.org/10.2172/1760546.

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Sauer, Nancy Nellie. UC engagement through the Partnerships and Pipeline Office. Office of Scientific and Technical Information (OSTI), September 2019. http://dx.doi.org/10.2172/1565819.

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Voss, David, Kelly Cole, Amanda Pietruszewski, Lyon B. King, Philip Hohnstadt, Kelly Feirstine, John Crassidis, Michael D'Angelo und Richard Linares. Space Surveillance Tech Area Benefits from University Partnerships (Postprint). Fort Belvoir, VA: Defense Technical Information Center, Dezember 2013. http://dx.doi.org/10.21236/ada597343.

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Law, Siew Fang, Joann Cattlin und William Locke. Understanding University Engagement: The impact of COVID-19 on collaborations and partnerships. University of Melbourne, 2021. http://dx.doi.org/10.46580/124365.

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In preparing for post-COVID-19 environment, this study sets out to explore the key barriers and challenges facing university staff and external stakeholders in sustaining engagement, and proposes ways to improve university external engagement. A total of 25 in-depth interviews were conducted during the pandemic disruptions with university staff across disciplines, levels and portfolios at the University of Melbourne, aiming to explore the different meanings, purposes, barriers and future outlooks on the ways in which universities engage with our society.

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Greenberg, Jane, Samantha Grabus, Florence Hudson, Tim Kraska, Samuel Madden, René Bastón und Katie Naum. The Northeast Big Data Innovation Hub: "Enabling Seamless Data Sharing in Industry and Academia" Workshop Report. Drexel University, März 2017. http://dx.doi.org/10.17918/d8159v.

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Increasingly, both industry and academia, in fields ranging from biology and social sciences to computing and engineering, are driven by data (Provost & Fawcett, 2013; Wixom, et al, 2014); and both commercial success and academic impact are dependent on having access to data. Many organizations collecting data lack the expertise required to process it (Hazen, et al, 2014), and, thus, pursue data sharing with researchers who can extract more value from data they own. For example, a biosciences company may benefit from a specific analysis technique a researcher has developed. At the same time, researchers are always on the search for real-world data sets to demonstrate the effectiveness of their methods. Unfortunately, many data sharing attempts fail, for reasons ranging from legal restrictions on how data can be used—to privacy policies, different cultural norms, and technological barriers. In fact, many data sharing partnerships that are vital to addressing pressing societal challenges in cities, health, energy, and the environment are not being pursued due to such obstacles. Addressing these data sharing challenges requires open, supportive dialogue across many sectors, including technology, policy, industry, and academia. Further, there is a crucial need for well-defined agreements that can be shared among key stakeholders, including researchers, technologists, legal representatives, and technology transfer officers. The Northeast Big Data Innovation Hub (NEBDIH) took an important step in this area with the recent "Enabling Seamless Data Sharing in Industry and Academia" workshop, held at Drexel University September 29-30, 2016. The workshop brought together representatives from these critical stakeholder communities to launch a national dialogue on challenges and opportunities in this complex space.

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Ali, Ibraheem, Thea Atwood, Renata Curty, Jimmy Ghaphery, Tim McGeary, Jennifer Muilenburg und Judy Ruttenberg. Research Data Services: Partnerships. Association of Research Libraries and Canadian Association of Research Libraries, Januar 2022. http://dx.doi.org/10.29242/report.rdspartnerships2022.

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The Association of Research Libraries (ARL)/Canadian Association of Research Libraries (CARL) Joint Task Force on Research Data Services (RDS) formed in 2020 with a two-fold purpose: (1) to demonstrate and commit to the roles research libraries have in stewarding research data and as part of institution-wide research support services and (2) to guide the development of resources for the ARL and CARL memberships in advancing their organizations as collaborative partners with respect to research data services in the context of FAIR (findable, accessible, interoperable, and reusable) data principles and the US National Academies’ Open Science by Design framework. Research libraries will be successful in meeting these objectives if they act collectively and are deeply engaged with disciplinary communities. The task force formed three working groups of data practitioners, representing a wealth of expertise, to research the institutional landscape and policy environment in both the US and Canada. This report of the ARL/CARL RDS task force’s working group on partnerships highlights library RDS programs’ work with partners and stakeholders. The report provides a set of tools for libraries to use when assessing their RDS partnerships, including assessing partnerships using a partnership life cycle, defining the continuum of possible partnerships, and creating a catalog. Not all partnerships will last the entirety of a librarian’s career, and having clear parameters for when to continue or sunset a partnership can reduce ambiguity and free up resources. Recognizing the continuum of possible partnerships can provide the framework by which librarians can understand the nature of each group. From cyclical to seasonal to sporadic, understanding the needs of a type of partnership can help libraries frame their understanding and meet a group where they are. Finally, creating a catalog of partnerships can help libraries see the landscape of the organization, as well as areas for growth. This approach also aligns with OCLC’s 2020 report on Social Interoperability in Research Support: Cross-Campus Partnerships and the University Research Enterprise, which highlights the necessity of building and stewarding partnerships. Developing and providing services in a decentralized organization relies on the ability to build trusted relationships. These tools will help libraries achieve sustainable growth that is in concert with their partners, generating robust, clearly aligned initiatives that benefit all parties, their campuses, and their communities.

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