Dissertations / Theses on the topic 'Office of University Partnerships'
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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 roleIl 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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Valli, Robert. "Building investment readiness for university spin-outs through partnerships & alliances." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611733.
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Morales, Arroyo Miguel Angel. "The Physiology of Collaboration: An Investigation of Library-Museum-University Partnerships." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20032/morales%5Farroyo%5Fmiguel/index.htm.
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Nailer, Sarah Eileen. "School-university partnerships in Australian teacher education in policy and practice." Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/ca8b6ac48b8fe39d937d9bcd7a17b4eef346f15041b9b840be7f213b3bb500b5/1583038/Nailer_2022_School_university_partnerships_in_Australian_teacher.pdf.
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This thesis is a study of School-University Partnerships in Australian teacher education. I have explored School-University Partnerships in policy and practice drawing on several key Foucauldian concepts. I show that School-University Partnerships have been an enduring feature of Australian teacher education and that in the past two decades, they have increased in prominence, particularly in initial teacher education. I present evidence that the discourses of School-University Partnerships produce them as everything and nothing. I also argue that in the area of initial teacher education, School-University Partnerships are circulating as a “regime of truth” (Foucault, 1977/1980b, p. 131). From these findings, I identify the limiting effects on teacher education and argue for the need for further critique.
This methodology utilised in this thesis is Foucauldian genealogy. I use Foucault’s notion of genealogy to construct a “history of the present” (1975/1991, p. 31) of School-University Partnership in Australian teacher education. The prominence of School-University Partnerships is identified as a problem of the present and genealogy is used to de-naturalize it. I engage in a form of poststructural policy analysis to identify the “problems” constructed in policy. I also conducted interviews with a purposive sample of thirteen participants in School-University Partnerships including teachers, teacher education academics, principals, and policy makers.
My main claims are that School-University Partnerships have been discursively constructed as everything and nothing across teacher education whilst at the same time circulating as a regime of truth in initial teacher education. I identify the circulation of School-University Partnerships as a regime of truth in initial teacher education as a productive effect of power with subjectification effects. I argue that the discourses of the “real” and “experience” that are dominant in School-University Partnerships in initial teacher education, together with a policy context that sets partnerships up as “formal” and “agreed in writing” (Australian Institute for Teaching and School Leadership, 2015) create the conditions for a model of learning to teach that sees the solution as mere time in schools.
This thesis contributes a theorisation of School-University Partnerships by identifying the discourses of partnership in policy and practice. I show that School-University Partnerships continue to function as an “empty signifier” and that attention is needed to an agreed and working definition in policy and practice. I identify the discourses of the “real” and experience as central to perpetuating School-University Partnerships as a regime of truth in initial teacher education. This thesis has contributed to knowledge of School-University Partnerships by identifying the way power circulates and showing the subjectification effects. This research shows that further critique of partnerships is needed and that a Foucauldian conception of power in partnerships offers theoretical tools for a productive future for School-University Partnerships.
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Eagle, Jean F. "Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.
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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.Title from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).
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Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.
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Forbes, Shelby. "Organizing Disability: Producing Knowledge in a University Accommodations Office." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5019.
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As it is generally conceived, knowledge belongs to the individual: we imagine how a lightbulb suddenly illuminates above the scientist's head, a muse whispers in the philosopher's ear, cogs slide into place as wheels turn in the thinker's mind, and, "Eureka!" an idea is born. As an individualistic experience, knowledge is secure in the repository of the mind, a "steel trap" as it is so often referred, which can only be breached by the most sophisticated and precise methods. From these popular representations of knowledge, one can extrapolate further to conclude that knowledge is not made, it is received. All of these metaphors of knowledge present a passive subject waiting for knowledge to be imparted from the Cosmos.
Much like knowledge, a disability and, reflexively, the knowledge of disability, is an individually sited matter; disability is something to be had, possessed, or owned, not shared. Similar to knowledge, disability is not actively produced, it just "is." And disability, too, is internally located, often being attributed as the outcome of physiological malfunction. It follows then, that because both knowledge and disability are separately regarded as individualistic phenomena, as located with(in) the individual, and as existing independently of him or her, that knowledge of disability would also share these characteristics. This study's objective, however, is to prove just the opposite: to position disability as a form of knowledge, and therefore, the knowledge of disability as the endpoint of an ongoing process of social interaction.
I use discourse analysis to analyze interviews conducted with staff members of a university office responsible for providing academic accommodations to students with disabilities, in conjunction with documents authored and disseminated by this organization. My study conceives discourse as language in action. By this I mean that discourse creates the very social structures it is presumed to describe. I also understand discourse as reflexive, meaning that embedded within discourse are larger social and moral norms. Believing that analyzing discourse allows for normative beliefs on knowledge and disability to be clearly displayed, I ask the following questions: By what assumptions do members organize disability in their daily practice? What role does communication play in these processes of social organization? What resources or forms of evidence are necessary to determine, to produce knowledge of, disability? And does everyone have equal access to these resources?
This study's findings hold broad implications for diverse stakeholders. For the field of Communication, this study affirms the need for revised ways of understanding communication, as it shows how antiquated ideations of communication as a linear exchange of information narrowly define what counts as knowledge. Additionally, this study also contributes to Disability Studies in that rather than arguing disability as a social artifact from an exclusively conceptual standpoint, it empirically makes a case for disability as the product of social interaction. For the organizational members consulted in this study, I offer recommendations for their praxis. The final, and arguably the most important, party that this study has implications for is the student with a disability. Because this study promotes a more inclusive approach to disability, and because it encourages a lesser burden of proof with respect to knowing disability, this study is of particular interest to the individuals who are classified as "disabled."
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Garnett, Jonathan. "Work based learning partnerships and structural capital : the case of Middlesex University." Thesis, Middlesex University, 2002. http://eprints.mdx.ac.uk/6541/.
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The aim of the project is to enhance the value of work based learning to Middlesex University through the development of a critical understanding of the relationship between the Middlesex approach to work based learning and the concept of structural capital. The project considers the Middlesex approach to work based learning and identifies the salient features of the approach. Key to the distinctive nature of the Middlesex approach is the recognition by the University of Work Based Learning as a field of study. The central theme of the project is how the existing demonstrable value of work based learning could be further enhanced by understanding the Middlesex approach in relation to intellectual capital and knowledge management concepts. Intellectual capital is considered as being divided into human, structural and customer capital. The traditional area of expertise of the University has been the development of human capital. Consideration of knowledge management literature identified a range of factors generally seen as facilitating the enhancement of intellectual capital. These factors and the types of intellectual capital were used to examine three case studies of Middlesex work based learning partnerships with: • a leading international construction management company • a UK local authority • an overseas higher education institution. The case studies highlighted the importance of the structural capital of the University in the customised development, business focused operation and responsive evolution of the partnerships. The potential of the work based learning partnership to contribute to the structural capital of the partner and the University is highlighted by the case studies. The report identifies the nature and the significance of the Middlesex University approach to work based leaning as a structural capital asset and concludes with 17 recommendations covering curriculum development, consultancy, research, partnership design and operation and staff development which will inform the future development of Work Based Learning at Middlesex and lead to a range of publications.
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Jackson, Jael Patrice. "Revitalization using university community partnerships: a case study of Fort Valley, Georgia." Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/899.
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Palvetzian, Talene E. "Integrating Internet-facilitated international academic partnerships into local university environments : faculty perspectives." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98566.
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This study explores how to integrate faculty-initiated Internet-facilitated international academic partnerships into their local university environments. Recently some faculty have begun initiating international partnership activities which carryout their university's research, teaching, and service missions. These partnerships (including courses, projects, or entire programs) are considered by their initiators to benefit both faculty and student development. Faculty see the Internet as enabling them to construct interactive and collaborative virtual forums where disperse student and faculty bodies can co-engage in exciting international research, teaching, and learning opportunities. This study aims to encourage the development of Internet-facilitated international academic partnerships so that more faculty in all disciplines are supported by their local institutions to better integrate their partnerships. Presently, partnerships are not well integrated. Impart this is because the Internet as a communication tool is relatively new phenomenon. However, it is also due to the tendency for faculty level partnerships to be overlooked by higher levels of university administration. As a result, the value of Internet partnerships has not yet been explored in relation to their local institutional missions. This study therefore consults faculty with experience partnering online in order to garner faculty insights pertaining to partnership integration. The results help to determine (1) core characteristics of these faculty-level partnerships (2) faculty motivations for initiating them (3) university environments implicated by integration and (4) identify faculty support and development opportunities appropriate to support integration.
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Callan, Mary Jo. "An Examination Of Benefit And Equity In Community-University Service Learning Partnerships." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091967.
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Service learning is a widespread educational practice, which, at its foundation, deploys students into partnerships with community organizations toward mutual benefit. Thirty years into the practice, there is a substantial body of research pointing to benefits of service learning for students, with less examination on benefits for community partners with whom students are engaged in service. Further, there is a dearth of examination of equity in service learning partnerships between universities and community organizations. This mixed methods program evaluation examined benefits and equity in service learning partnerships brokered and supported by the Ginsberg Center at the University of Michigan. Through this study, we sought to increase our understanding of perceived benefits for community partners, as well as university faculty and staff partners. Additionally, the study was aimed at increasing our understanding of the extent to which equity was present in these partnerships. Quantitative and qualitative data were collected using partner interviews and extant partnership surveys. Findings point to important perceptions about benefit for both community and university partners and that overall benefits outweigh challenges for both partner groups. Findings also illuminate a relationship between perceptions about equity and benefits and point to the Ginsberg Center playing an important mediating role in fostering this relationship. Implementing recommendations to strengthen key infrastructural supports for these partnerships within Ginsberg Center and, more broadly, within the University of Michigan can mitigate challenges, ensure mutual benefit, maximize equity, and advance the mission of the Ginsberg Center to create positive social change for the public good.
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Brzoska, Patrick, Seval Akgün, Bassey E. Antia, K. R. Thankappan, Kesavan Rajasekharan Nayar, and Oliver Razum. "Enhancing an International Perspective in Public Health Teaching through Formalized University Partnerships." Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-224211.
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Teaching in the field of public health needs to employ a global perspective to account for the fact that public health problems and solutions have global determinants and implications as well. International university partnerships can promote such a perspective through the strengthening of cooperation, exchange, and communication between academic institutions across national boundaries. As an example for such an academic network in the field of public health, we introduce the International Public Health Partnership—a collaboration between a university in Germany and universities in India, Turkey, and Nigeria. Formed in 2005, it facilitated the exchange of information, fostered discussion about the transferability of public health concepts, contributed to the structural development of the universities involved, and promoted an intercultural dialog through a combination of local and distance learning activities. Although well accepted by students and staff, different obstacles were encountered; these included limited external funding, scarce own financial, time and personnel resources, and diverging regulations and structures of degree programs at the partnership sites. In the present article, we share several lessons that we learned during our joint collaboration and provide recommendations for other universities that are involved in partnerships with institutions of higher education or are interested to initiate such collaborations.
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Cele, Mlungisi B. Gabriel, and Johann Mouton. "The utility of university-industry partnerships : a case study of the University of Cape Town (UCT) and SASOL." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/4480.
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116 leaves single sided printed, preliminary pages i-viii and numbered pages 1-106. Includes bibliography.Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR).
Thesis (MPhil (Sociology)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: In South Africa few systematic studies have been done on university-industry partnerships. This research investigated the evolution of the University of Cape Town (UCT) and SASOL partnership involving heterogeneous catalysis. As part of this investigation, I analysed the driving force and sought to determine the motivations and benefits that UCT and SASOL have since accrued as a result of their partnership. I also analysed knowledge transmission or technology transfer processes such as the hiring of graduates, intellectual property etc. In light of all of these I sought to draw lessons that could be learnt from UCT-SASOL partnership for future purpose. I followed four themes or sections in order to situate the study. These were, (a) the socio-economic context (global and knowledge economy, innovation, knowledge society etc.), the changing modes of knowledge production ("Mode 2") and the changing ways of interactions among stakeholders industry, university and government (Triple Helix). The key argument here is that the university industry partnership cannot be seen as an independent development, but is interrelated or partly the consequence of changes in the socio-economic, science, technology and higher education fields, (b) The driving force behind the partnership, (c) motivations, benefits, and (d) knowledge or technology transfer/transmission processes. I used the case study research design. I conducted interviews with the UCT Chemical Engineering Department, UCT Centre for Research and Innovation and SASOL officials. I collected several documents related to the study and also visited the laboratories in which UCT-SASOL partnership research activities were happening. Some of the findings of the study include the following. The partnership demonstrates the significant role of an individual academic, who steered transformation in terms of research activities and culture in the Chemical Engineering Department. The legacy of the individual academic's strong personality and commitment to research is evident and continues to stimulate high levels of research interest and teamwork among staff members which is characteristic of this department. A strong link is maintained between the basic disciplinary "Mode 1" teaching and research on the one hand and the multidisciplinary "Mode 2" applied and strategic research and training on the other: This is evident in the strong emphasis on the solid undergraduate disciplinary education as a basis for a high quality multidisciplinary postgraduate education. All staff members are involved in both teaching and research. A strong link is maintained between academic, research and postgraduate activities: The department utilizes surpluses generated through industrial-oriented research to cross-subsidize the academic and postgraduate activities.
AFRIKAANSE OPSOMMING: Daar is weinig sistemiese studies in Suid-Afrika reeds uitgevoer oor universiteit-industrie samewerking. Hierdie studie ondersoek die ontwikkeling van 'n vennootskap tussen die Universiteit van Kaapstad (UK) en SASOL wat heterogene katalise insluit. Ek analiseer in hierdie studie die dryfkrag van die vennootskap, en probeer die motivering en voordele bepaal wat beide die UK en SASOL toegekom het as deel van hulle vennootskap. Ek analiseer ook die oordrag van kennis of oordrag van tegnologiese prosesse, die aanstelling van graduandi, intellektuele eiendom, ens. Ek probeer op grond hiervan lesse van die UK-SASOL vennootskap uitlig vir toekomstige doeleindes. Ek het vier temas of afdelings gebruik om hierdie studie te vestig. Dit is, (a) die sosio-ekonomiese konteks (globale en kennis ekonomie,innovasie, kennis samelewing ens.), die veranderende modus van kennis produksie ("Modus 2") en die veranderende wyses van interaksie tussen belanghebbendes - industrie, universiteit en regering (Triple Helix). Die sleutel argument hier is dat die universiteitindustrie vennootskap nie gesien kan word as 'n onafhanklike ontwikkeling, maar dat dit verband hou met of deel is van die gevolge van die veranderinge in die sosio-ekonomiese, wetenskap, tegnologie en hoer onderwys arenas; (b) die dryfkrag agter die vennootskap; (c) motivering en voordele; en (d) die oordrag van kennis of tegnologie/oordrag van prosesse. Ek gebruik die gevallestudie metodologie in hierdie studie. Ek het onderhoude gevoer met die UK Chemiese Ingenieurswese Departement, die UK Sentrum vir Navorsing en Innovasie, asook die SASOL betrokkenes. Ek het die projekdokumentasie versamel en het ook die laboratoriums besoek waarin die navorsingsaktiwiteite van die UK-SASOL vennootskap plaas vind. Die bevindinge van hierdie sluit dus die volgende in. Die vennootskap demonstreer die belangrike rol van 'n individuele akademikus wat transformasie bewerkstellig het in terme van navorsingsaktiwiteite en die kultuur in die Chemiese Ingenieurswese Departement. Die nalatenskap van die individuele akademikus se sterk persoonlikheid en toewyding tot navorsing is duidelik en stimuleer steeds hoe vlakke van belangstelling in die navorsing en spanwerk in die departement. Dit is ook een van die kenmerke van hierdie departement. Daar is 'n sterk skakel gehandhaaf tussen die basiese dissiplinere "Modus 1" onderrig en navorsing aan die een kant, en die multidissiplinere "Modus 2" toegepaste en strategiese navorsing en onderrig aan die ander kant. Dit is duidelik in die sterk kleim wat gele word op die stewige voorgraadse dissiplinere onderrig as 'n basis vir 'n hoe kwaliteit multidissiplinere nagraadse onderrig. Alle personeel is betrokke by beide onderrig en navorsing. 'n Sterk skakel is behou tussen akademiese, navorsings- en nagraadse aktiwiteite: die departement gebruik die oorskotte van industrieverwante navorsing om akademiese en nagraadse aktiwiteite te kruissubsideer.
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Birmingham, Beth A. "Value Creation and Value Capture in Non-Profit Partnerships." Antioch University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1140809392.
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Burrows, Andrea C. "Secondary Teacher and University Partnerships: Does Being in a Partnership Create Teacher Partners?" University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323122.
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Ciftci, Hatime. "Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5927.
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Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of participants’ contributions (e.g. turn-taking and turn length, verbosity or dominance, etc.); suggestion-response episodes; and successful and problematic aspects in office hour interactions. The study utilized the theoretical framework of relational work. Thirty-eight office hour interactions constituted the primary data source. The participants included 3 international instructors and their 34 Turkish EFL students. Post-interaction questionnaires and classroom observations served as secondary data sources in the study. The data analysis demonstrated that office hour interactions have various purposes and topics mostly related to the course content offered by the instructors, their expertise, and their experiences. Additionally, both parties co-constructed the discourse segments of equal and unequal contribution in which they achieved interactional and transactional goals using distinctive linguistic and discourse strategies. The co-constructed suggestion-response episodes included both instructor-initiated suggestions and students’ self-suggestory acts. The use of modals and semi-modals, imperatives, and interrogatives played a key role in instructor-initiated suggestions, whereas the students mostly relied on interrogatives. However, each party made their choices relying on the interactional goals they wished to accomplish through the use of suggestion forms. Finally, both the international instructors and their Turkish EFL students attended to different types of relational work that contributed to the successful and problematic aspects of office hour interactions, and that were mostly connected to suggestions.
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Wilcox, Lynette Flora. "The Role of Trust in University-Industry Research Partnership Performance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70927.
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Academia and industry both report benefits to forming and maintaining collaborative research partnerships. As organizations come together to participate in these partnerships, each brings their own set of operational norms and strategic goals. Some of these norms and goals are complementary, but others can be conflicting. University-industry research partnerships (UIRPs) in particular are susceptible to conflicts for at least four major reasons: 1) there are strategic differences in the purposes of industry and academia that can result in misalignment of goals and unrealistic expectations; 2) each organization has different operational norms and discord can arise from misunderstandings among participants; 3) many UIRPs function as virtual teams and are susceptible to miscommunication that arises when face-to-face communications are missing; and, 4) UIRPs are knowledge-based organizations meaning that their primary purpose is to translate research into applicable technology that is a largely intangible process and therefore, difficult to manage. The conflicts that can arise from these misalignments, misunderstandings, miscommunications, and mismanagement can deteriorate trust and can become detrimental to a partnership. Trust has been cited as being a factor in adequately addressing conflict and reducing the potentially detrimental effects of each characteristic. This makes the need to proactively cultivate trusting relationships in UIRPs critical. The purpose of this study was to empirically investigate the role of trust in university-industry research partnership performance. The study was designed as a convergent parallel mixed methods research design utilizing an online questionnaire administered to boundary role spanning academic and industry UIRP participants for the quantitative study and interviews of the academic-industry leadership teams for the qualitative study. Following independent analyses of each study, an integrative discussion of the results of both studies more holistically described the role of trust in UIRPs. The research results enhance our understanding of the role of trust in UIRPs and suggest empirically-based guidelines for managing trust and sustaining positive, long-term UIRP performance.Ph. D.
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Cuppett, Kevin S. "How Do Stakeholders Engaged in School-University Partnerships Create Value for their Own Organizations?" Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613386.
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The purpose of this study was to determine how stakeholders engaged in school-university partnerships, specifically in the work preparing future school administrators, created and captured value for their own organizations. These case studies examined three partnerships that involved three school systems who all partnered with the same college, which allowed for multi-site and within site analysis. The study used the voices of key stakeholders, partnership documents, and observations of key events within the partnerships as data sources to focus on what stakeholders took away from the partnerships for their own organizations.
The review of literature included research on the role of school-university partnerships in principal preparation reform, and the impact of such reform on leadership succession in schools. In addition, the literature on collaboration provided a clear context for identifying, analyzing and interpreting the actions of stakeholders in these partnerships. The partnerships were examined using negotiated order theory as a conceptual and theoretical framework. This framework proved valuable for determining the actions stakeholders in regard to the preconditions and processes of collaboration, with specific focus on value creation and capture as outcomes.
The findings showed that value creation and capture were specific and significant for all organizations, although there was variance across the partnerships as to what and how value was created and captured. Recommendations were offered for organizations interested in creating school-university partnerships. Recommendations could also be broadly applied to many types of organizations in the social sector that are interested in partnering as a means of creating and capturing value for their own organizations.
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Hollis-Turner, Shairn Lorena. "Educating for employability in office environments." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1991.
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Diversity and transformation demands on higher education require that all universities of technology revisit and redesign their qualifications and curricula in order to meet the challenges facing the higher education system in the 21st century, and to align with the Higher Education Qualifications Sub-Framework. The study focused on the knowledge bases of the current and new Diplomas in Office Management curricula, and how these were aligned with the broader aim of enhancing the employability of graduates.
The problem investigated was the contribution of higher education to the work readiness of graduates within a diploma curriculum at a university of technology. This thesis argues that employability is enhanced by the programme and its content. The National Diploma in Office Management is currently being phased out, and a new programme, the Diploma in Office Management, is being developed. These two qualifications are the main focus of this thesis. Knowledge is considered an important component of modern societies, and thus the knowledge bases of the Office Management curricula can play a vital role in fostering the employability of graduates.
The theoretical framework draws on three dimensions of Maton’s Legitimation Code Theory. These dimensions are Autonomy, Semantics and Specialisation, which allow for the analysis of the Office Management curriculum to enable the researcher to develop an understanding of the knowledge base of service and professional knowledge bases of the curriculum. The recontextualisation processes for professional curricula involve the recontextualisation of work practices into academic subjects as well as the recontextualisation of disciplinary knowledge into applied subject areas. This process involves a series of knowledge translations involving choices and struggles, for example, to determine which disciplines are essential in a National Diploma Office Management curriculum. These choices of what makes different categories of knowledge practices legitimate, and the purposes and interests they serve are conceptualised in Legitimation Code Theory. The use of Legitimation Code Theory determined the multi-method approach used to include the views of graduates, employers and academics, who were able to bring their own experiences, expectations, concerns and perspectives into the research process. The methods of data collection included Delphi surveys, documentary data from minutes of DACUM and curriculum workshops, curricular documents and course material, third-year student and alumni surveys, and interview documentation with academics from international and local institutions. These sources were used to secure triangulation of data gathering. The Autonomy dimension of Legitimation Code Theory was drawn on to analyse the documentary and curricular data to examine the history, origin and mission of the Office Management curricula to determine who decided on the knowledge bases of the curricula. The Delphi survey was designed to determine the knowledge areas which form the basis of the Office Management curricula, and to obtain additional content which had been omitted from the current curriculum to assist with the recurriculation of the new Diploma in Office Management. The data from the Delphi surveys, curricular and documentary data and interview data, were analysed by drawing on the Semantic dimension of Legitimation Code Theory to examine the content and knowledge areas which give the Office Management curricula meaning. The design of the Delphi survey also aimed to determine the attributes necessary for the role of the office administrator. The analysis of data produced from a variety of sources utilising the dimensions of the Legitimation Code Theory established that the knowledge base of office management work is that of professional service and support. The findings show that the Office Management curricula focus on technical and highly practical and contextual components with less emphasis given to the significant role of the linguistic knowledge base. Language, writing and oral communication skills are the foundation of the work of office administrators and office managers who are required to communicate at all levels of the organisation with employees and senior staff, and between the company and its stakeholders. The workplace demands of the field of information technology are continuously changing, and focusing on the “technology” without focusing on the communication knowledge principles that support this technology, gives evidence of what Maton calls knowledge blindness in the curriculum. This harks to when the focus on the mechanics of typing and shorthand caused the work of secretaries to become underrated as the focus was not on the multiple and complex literacies associated with this work. A solid disciplinary core of communication theory and a sound knowledge of business communication genres and technical communication are essential for graduates. This will provide graduates with the complex knowledge they will need to draw on to cope with the demands of the dynamic workplace, changing technology and society, and an unknown future.
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Turner, Kendra M. "Impact of Change Management on Employee Behavior in a University Administrative Office." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3547.
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This qualitative case study focused on the effect of a system implementation upgrade on employees' job performance within a central administration department of a major research university in the Southern United States. Review of literature revealed a lack of a specific model or process for system implementation upgrades and its impact on employees' performance in a university administrative office. Guided by Kotter's research on change management models, the research questions examined the attitudes and behaviors of employees involved with the business process project. Data collection was through purposeful sampling and face-to-face interviews with 11 employees. Data were analyzed through pattern-matching technique. The findings were that employees initially felt positive about being a part of the business process project. During the project, employees actually experienced (a) a lack of training, which employees advised to management was very important to a new process; (b) no definitive assistance and a lack of communication for individual concerns; (c) management's increased job duties and responsibilities without increased income; and (d) feeling unvalued in employee meetings. The implications for social change include the potential for positive employee behavior in colleges and universities when management is considering a change model or process involving employees in a system implementation during organizational change.
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Craycraft, Erica Gail. "University-community partnerships a assessment of Shawnee State University's role in the economic development of downtown Portsmouth, Ohio /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212171382.
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Thesis (Master of Community Planning)--University of Cincinnati, 2008.Advisors: Mahyar Arefi PhD (Committee Chair), William Meyers PhD (Committee Member) Title from electronic thesis title page (viewed Sept. 7, 2008). Includes abstract. Keywords: Portsmouth, Ohio; university community partnerships Includes bibliographical references.
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Ball, Jessica. ""A generative curriculum model of Child and Youth Care Training through First Nations - University partnerships"." School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/434.
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This article describes an initiative involving over 50 First Nations communities in Canada to strengthen their capacities to meet the developmental needs of children and families. Working through their respective tribal or band councils, these communities initiated partnerships with the School of Child and Youth Care at the University of Victoria in order to co-deliver university-accredited, career-laddered, community-based training that has enabled them to introduce and operate new programs for children and families.
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Dillabaugh, Jacob. "Wedding Gown and the Town: The Culture of Inter-Organizational Collaboration in University-Community Partnerships." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108396.
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Thesis advisor: Gustavo MorelloIncreasingly, Universities and Community Organizations are engaging in dynamic partnerships built on ideals of reciprocity and mutual benefit. When initiating such partnerships, organizations face the difficult task of merging distinct organizational cultures and missions; integrating different missions and organizational processes without overtaking them. This merging of organizational ideologies generates a “partnership culture” that exists outside of the individual organizations; the successful creation and maintenance of which can lead to eventual partnership success and longevity. Past research typically views these partnerships as relationships at the organizational level, between university A and organization B. However, little consideration is given to the ways in which individuals within the organizations actively create and maintain these partnerships through their personal relationships. I argue that the creation and maintenance of successful inter-organizational partnerships between universities and their community partner organizations (CPOs) hinges on the formal and informal processes between individuals as representatives of their organization. Using an in-depth qualitative methodology, grounded in concern for community voice and agency, this paper highlights university-community partnerships in the context of service-based programs at a medium-sized, faith-based university in New England (Northeast College). Through interviews with university program directors and CPO directors and volunteer coordinators responsible for these partnerships, I investigate the processes of establishing relationships and mechanisms for continued success and partnership longevity. This study shows that the formation and identification of a “partnership culture” based on perceived mission alignment, trust, respect, and mutual investment has led to the cultivation of long-standing partnerships between Northeast College and its CPOs. Additionally, through the development of personal relationships built on open communication and viewing each party as “co-educators,” it presents specific mechanisms that contribute to the successful cultivation of such a culture. By specifically highlighting the perspectives of the CPOs, this study seeks to contribute directly to the growing concern in the area for community impact, and the development of CPO agency and feedback in the partnership creation process
Thesis (MA) — Boston College, 2018
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.
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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.
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Waechter, James B. "The Cooperative Extension Office at your service." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/491461.
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The purpose of this creative project was to develop a program on video tape that would briefly explain the local Cooperative Extension Office, the programs and the assistance available. Audio-visual material available prior to this consisted of one slide tape set approximately 10 years old. In the new video tape a short history of Extension, and an overview of each area of the local Extension Office are explained, using examples of how the local Extension Agents provide assistance to the community. The disciplines include 4-H, Agriculture, Family and Consumer Sciences and Community Development.Development of the video tape included planning, script writing, filming, editing and documentation of the project. The major task was to present the best, most informative material explaining the role of Extension with-out being long and boring. By showing preliminary tapes to control groups and making changes as suggested. A final format was established that should most effectively explain the Extension Office and its services.
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CRAYCRAFT, ERICA GAIL. "University-Community Partnerships: A assessment of Shawnee State University's role in the economic development of downtown Portsmouth, Ohio." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171382.
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Pereira, Joana Maria Leitão. "The partnership between Carnegie Mellon University and Portugal : a case study in the international partnerships program." Master's thesis, Instituto Superior de Economia e Gestão, 2020. http://hdl.handle.net/10400.5/20975.
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Mestrado em Gestão e Estratégia IndustrialEm 2006 foi estabelecido o Programa de Parcerias Internacionais, entre o Governo Português e três universidades Norte Americanas de prestígio, nomeadamente, Massachusetts Institute of Technology (MIT), Carnegie Mellon University (CMU) e University of Texas at Austin (UTA). Este programa foi uma das medidas integradas no Plano Tecnológico (PT), com o objetivo de impactar positivamente o desenvolvimento de Portugal, no campo da Ciência, Tecnologia e Inovação (CT&I) através de Investigação e Desenvolvimento (I&D). Este ensaio tem como finalidade contribuir como uma análise exploratória tendo como caso de estudo a parceria Carnegie Mellon University ? Portugal (CMU-PT) em formato de Grau Dual. Através de oito entrevistas conduzidas a Diretores do programa, Equipa de Coordenação e Alumni, o estudo empenha-se em responder a questões vitais acerca das repercussões reconhecidas, o que é necessário para estabelecer um programa de Grau Dual entre parceiros estrangeiros, e se consegue atingir os objetivos propostos, as metas nacionais e expectativas estabelecidas por instituições de referência, como a Organização para a Cooperação e Desenvolvimento Económico (OCDE). Como verificado, são necessários múltiplos fatores para atingir uma estrutura eficiente entre todos os atores, que permita atingir os resultados necessários para o desenvolvimento económico de Portugal, construindo uma base de CT&I forte através do Ensino Superior, Investigação e Inovação (ESII).
In 2006 the International Partnerships Program was first established between the Portuguese Government and three prestigious North American Universities, namely, Massachusetts Institute of Technology (MIT), Carnegie Mellon University (CMU) and University of Texas at Austin (UTA). This program was one of the measures of the Technological Plan (TP), aiming to positively impact the development of Portugal in the field of Science, Technology and Innovation (ST&I) through Research and Development (R&D). This thesis aims to contribute as a complementary exploratory analysis of the Carnegie Mellon University ? Portugal (CMU-PT) partnership in the format of Dual Degrees, as a case study. Through eight interviews conducted to Program Directors, Coordinating Team and Alumni, it strives to answer vital questions as to the known repercussions of what it takes to establish a Dual Degree between two foreign partners, and if this particular case met its proposed targets, as well as national goals and expectations set by other institutions of reference, such as the Organization for Economic Cooperation and Development (OECD). As it happens, it takes a multitude of factors in order to achieve an efficient structure between all players, one which allows the much-needed results for the economic development of Portugal, building a strong ST&I basis through Higher Education, Research and Innovation (HERI).
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Spaan, Mathew. "The Role and Structure of Mediating Entities in University-Community Partnerships: An Examination of Urban Routes." ScholarWorks@UNO, 2004. http://louisdl.louislibraries.org/u?/NOD,160.
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Thesis (M.P.A.)--University of New Orleans, 2004.Title from electronic submission form. "A thesis ... in partial fulfillment of the requirements for the degree of Master of Public Administration."--Thesis t.p. Vita. Includes bibliographical references.
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Millican, Juliet. "The role of Community University Partnerships in the development of citizenship and transformational learning in Mostar." Thesis, University of Brighton, 2009. https://research.brighton.ac.uk/en/studentTheses/5b5f9fda-550e-4d48-be8c-f85eee939dff.
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This study aims to ascertain the potential of this way of working in transforming the attitudes and identities of students growing up in a post conflict context, in terms of reaffirming their sense of citizenship and belonging beyond the ethnic divisions caused by the conflicts in their parents’ generation. It also looks at the transferability of different models of student community engagement and at those that might be relevant both to BiH and to other societies in transition.
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French-Hodson, Ruth Anne. "The paradox of the American state : public-private partnerships in American state-building." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:b6729fb6-4d5e-4e90-abe9-4b384f9f2402.
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From its formation, the American federal government partnered with private organizations to accomplish state goals. With little formal organizational capacity, the American state relied on the resources and credibility of private organizations. This thesis investigates the success of public-private partnerships in American state-building. By looking at alternative enforcement mechanisms, this thesis adds to theories of state-building and private power. The American experience helps us conceive a more nuanced perspective on state formation that recognizes the state’s varying tools rather than focusing solely on the development of formal organizational capacity. The questions driving this thesis are: How can public-private partnerships expand state capacity? Are there systematic differences in the outcomes and purposes of partnerships based on the branch of government – whether legislative, presidential, bureaucratic, or judicial – that mediates the partnership? My case studies examine the use of partnerships in the early state’s interactions with American Indian tribes. The cases put these general questions into more focus by examining if these partnerships expanded state capacity to dictate the terms of engagement and the content of racial orders. When these partnerships expand capacity, I explore the ways in which this state goal is accomplished. However, I remain acutely aware of the potential for partnerships to both fail to build capacity or become merely means to service a private interest.
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Holt, Michael Lee. "Successful practices in teacher recruitment, preparation and retention as perceived by the Texas A&M University System Regents' Initiative project directors." Diss., Texas A&M University, 2006. http://hdl.handle.net/1969.1/4246.
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The purpose of the study is to identify the perceived successful practices that led to improved teacher recruitment, preparation and retention efforts within the nine universities of The Texas A&M University System brought about by the Regents' Initiative for Excellence in Education. The data for this study, gathered through interviews, document reviews and observation, revealed that the Regents' Initiative was considered by project directors to be a challenging but rewarding educational reform initiative. The lessons learned through the experience reflect the general findings common to the research literature on school-university partnerships. Research findings of this study revealed that the successful implementation of the Regents' Initiative involved strategies to overcome challenges and develop processes for recruiting, improving teacher preparation and teacher retention. Selecting the right person as the teacher recruiter was paramount to the successful attainment of A&M System university teacher recruitment goals. Operationalizing teacher recruiting included developing recruiting targets, organizing data management, tracking student recruits in the teacher preparation pipeline and periodically reporting progress to stakeholders. Quality improvement of teacher preparation involved recruiting higher achieving high school and community college students, setting higher standards for teacher candidate performance and aligning course curriculum within the college of education and with community college partners to the state standards. Institutional leadership was required to promote and build meaningful partnerships combining efforts to recruit, prepare and retain quality teachers in the profession. A&M System institutions developed a communications campaign to build legislative, institutional and public awareness and support of the Initiative. Institutional involvement was broadened by providing opportunities for interaction between arts and sciences faculty and college of education faculty through collaborative research grants, presentation conferences and symposia. Finally, the successes were celebrated with all stakeholders, and rewards were provided to those who made significant contributions to the effort.
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Paré, François-Xavier. "Personal information management among office support staff in a university environment: an exploratory study." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104610.
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Since the late 1960s, several studies have investigated personal information management (PIM) in the workplace. However, very few studies have focused on the behaviour of office support staff in a work environment. The purpose of this exploratory study was to examine the document management behaviour of office support staff in a large Canadian university. The methodological approach used for this study was grounded theory. Fifteen in-depth interviews were conducted in participants' offices, and visual observations of their document structures were made. A pre-interview survey was also administered in order to gather additional information. Participants were chosen according to the principles of theoretical sampling, and simultaneous data collection and analysis continued until theoretical saturation was reached. Transcribed interviews were coded, after which abstract concepts were derived and grouped into categories, using the constant comparison method. A substantive theory was then developed. The findings suggest the existence of several distinct document spaces within workers' document landscape: a main folder, secondary folders, the operating system desktop, e-mail, paper documents and shared environments. Behaviour pertaining to the handling of orphan files and multiple versions, the naming of files and folders as well as searching and browsing were described. Overall, despite several elements in common, significant variation was noted among participants. In order to explain the variation observed, a model of the factors that are likely to influence PIM behaviour was developed. It comprises seven main categories of factors: job content, job status, existing documents, relationship with the superior, worker characteristics, organizational context and document attributes. Several of the factors identified had never been mentioned in the PIM literature, while in other cases, the evidence presented helped confirm previous findings. The proposed model also highlights the inherent complexity of PIM, and the importance of adopting an all-encompassing view when analyzing PIM behaviour.Depuis la fin des années 1960, plusieurs études ont porté sur la gestion personnelle de l'information (GPI) en milieu de travail. Néanmoins, très peu d'études se sont penchées sur les comportements des employés de soutien tels que les commis de bureau ou les assistantes administratives. L'objectif de cette étude exploratoire était d'examiner les comportements de gestion documentaire d'employés de soutien dans une grande université canadienne. L'approche méthodologique utilisée est celle de la théorisation ancrée. Quinze entrevues en profondeur ont été menées dans le bureau des participantes, et des observations visuelles de leurs structures de documents ont été effectuées. Un questionnaire pré-entrevue a également permis de recueillir des informations additionnelles. Les participants ont été sélectionnés selon un principe d'échantillonnage théorique, et la collecte et l'analyse des données, menées en parallèle, se sont poursuivies jusqu'au point de saturation théorique. Les entrevues transcrites ont été codées, à la suite de quoi des concepts ont été dérivés et groupés en catégories, selon la méthode de la comparaison constante. Une théorie substantive a ensuite été développée.Les résultats suggèrent que le paysage documentaire de ces employés est composé de plusieurs espaces documentaires distincts: un répertoire principal, des répertoires secondaires, le bureau du système d'exploitation, le courriel, les documents papiers ainsi que les environnements partagés. Les habitudes des participants face à la gestion des fichiers orphelins, des versions multiples, au nommage des fichiers et répertoires ainsi qu'à la recherche et la navigation ont été décrites. En somme, malgré certains éléments en commun, des variations significatives ont pu être observées parmi les participants.Afin d'expliquer la variation observée, un modèle des facteurs pouvant influencer la GPI a été développé. Il comprend sept catégories de facteurs: nature de l'emploi, statut de l'emploi, documents existants, relation avec le ou la supérieur(e), caractéristiques de l'employé, contexte organisationnel et caractéristiques des documents. Plusieurs des facteurs identifiés dans cette étude n'avaient jamais été mentionnés dans la littérature sur la GPI, alors que dans d'autres cas les éléments présentés ici viennent confirmer les résultats d'études précédentes. Le modèle proposé met également en lumière la complexité inhérente à la GPI, et l'importance d'adopter une approche holistique dans l'analyse des comportements de GPI.
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King, Alvin D. "Needs assessment of the Multicultural Students Services Office at the University of Wisconsin-Stout." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kinga.pdf.
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Priestly, Jacqueline Rita. "Growing stronger together : cross-cultural nutrition partnerships in the Northern Territory 1974-2000 /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031219.105829/index.html.
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Donati, Letizia. "Novel trajectories of universities engagement: from local economic development to social innovation practices." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/299593.
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The objective of this study is threefold. The first objective is to provide an integrated perspective towards the territorial engagement of universities and their related models and strategies. The second objective is to verify whether tendencies pointing to an integrated strategy of university engagement are emerging in real settings, while the third objective is to deepen the understanding of the university’s potential contribution to social innovation practices. The first part of the work is devoted to review the literature on the institutionalization of university third mission and its relation to university territorial engagement and it presents an analysis of the different university models and strategies adopted by the academic system to reach engagement goals in the last decades. In this context, the System-based University is introduced as a university model which encompasses an integrated approach to university territorial engagement. Such model is built upon contributions on Civic and Developmental universities and their role in local socio-economic dynamics. It presents itself as an integrated model that includes but goes beyond the focus on technology transfer featuring third mission activities embodied at the beginning of the 21st century by the so-called Entrepreneurial university. The System-based model is represented by three main factors: i) synergy between the core missions of teaching and research and the third mission, ii) alignment between the needs expressed by the territory and the knowledge produced by the university, and iii) a balanced approach to research excellence. The second part of the work proposes an empirical analysis aimed at identifying tendencies towards system-based models of university, in particular within the Italian academic system. This part makes use of multivariate statistical techniques. Eventually, the third part aims at deepening the role of universities in the social innovation realm, drawing on the few contributions on this topic and on a recent stream of research that connects social innovation to quadruple helix model of interaction between government, industry, universities and civil society. Namely, this last part investigates how and why universities may engage in quadruple helix partnerships, applying an exploratory case study methodology on data stemming from the Urban Innovative Actions, a novel European programme in the context of social innovation in urban areas.
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Donati, Letizia. "Novel trajectories of universities engagement: from local economic development to social innovation practices." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/299593.
Full textAbstract:
The objective of this study is threefold. The first objective is to provide an integrated perspective towards the territorial engagement of universities and their related models and strategies. The second objective is to verify whether tendencies pointing to an integrated strategy of university engagement are emerging in real settings, while the third objective is to deepen the understanding of the university’s potential contribution to social innovation practices. The first part of the work is devoted to review the literature on the institutionalization of university third mission and its relation to university territorial engagement and it presents an analysis of the different university models and strategies adopted by the academic system to reach engagement goals in the last decades. In this context, the System-based University is introduced as a university model which encompasses an integrated approach to university territorial engagement. Such model is built upon contributions on Civic and Developmental universities and their role in local socio-economic dynamics. It presents itself as an integrated model that includes but goes beyond the focus on technology transfer featuring third mission activities embodied at the beginning of the 21st century by the so-called Entrepreneurial university. The System-based model is represented by three main factors: i) synergy between the core missions of teaching and research and the third mission, ii) alignment between the needs expressed by the territory and the knowledge produced by the university, and iii) a balanced approach to research excellence. The second part of the work proposes an empirical analysis aimed at identifying tendencies towards system-based models of university, in particular within the Italian academic system. This part makes use of multivariate statistical techniques. Eventually, the third part aims at deepening the role of universities in the social innovation realm, drawing on the few contributions on this topic and on a recent stream of research that connects social innovation to quadruple helix model of interaction between government, industry, universities and civil society. Namely, this last part investigates how and why universities may engage in quadruple helix partnerships, applying an exploratory case study methodology on data stemming from the Urban Innovative Actions, a novel European programme in the context of social innovation in urban areas.
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McNamara, Michael. "Policy formulation and the limits of plausability : a case study of policy formulation in a revenue office /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030410.164044/index.html.
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Thesis (M.Com. (Hons.)) -- University of Western Sydney, 2001."A thesis presented to the School of Management, College of Law and Business, University of Western Sydney for the degree of Master of Commerce (Honours)" Bibliography : leaves 178-192.
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Hopkins, Sylvia E. "The role of families in children's schooling : "hard-to-reach" parents and the significance of home-school partnerships /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0034/MQ47424.pdf.
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Putnam, Robin Irene Abell Ellen Elizabeth. "Social support and the quality of child care practices among participants in the Family Child Care Partnerships program." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/PUTNAM_ROBIN_48.pdf.
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Zeno, Mark Andrew. "Housing Partnerships: Understanding Organizational Culture Elements and Building and Maintenance Strategies Between University Professionals and Private Corporate Developers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594816412126803.
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Carley, Stephen. "Valuing additive involvement in university-industry partnerships: do government collaborators engage at scales that optimize their value-added?" Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/50274.
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Collaboration between academic and corporate entities has increased in recent years. On many occasions Government actors (e.g. federal laboratories) will participate in these collaborations, especially when advanced technologies are involved. The following inquiry considers the degree to which the federal entities add (scientific) value to University-Industry partnerships and how this value is spatially mediated. Quantifying degrees of the value that Government actors induce across the spectrum of University-Industry collaborative arrangements is useful for identifying scales at which intervention by federal agents is more effective and/or justified. It is anticipated that the value-added by federal agents in University-Industry collaboration is not spatially uniform but will exhibit greater profitability across specific scales of interaction. Comparing these against actual scales of interaction provides room for discussion on whether Government actors engage Universities and Industry at scales that optimize the value they introduce to these partnerships.