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Journal articles on the topic 'Academic Partnerships'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Chandanabhumma, P. Paul, Adena Gabrysiak, Barbara L. Brush, et al. "Cultivating an Ecosystem: A Qualitative Exploration of Sustainability in Long-Standing Community-Based Participatory Research Partnerships." Progress in Community Health Partnerships: Research, Education, and Action 17, no. 3 (2023): 393–404. http://dx.doi.org/10.1353/cpr.2023.a907970.

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Abstract: Background: While sustainability is crucial to the success of community-based participatory research (CBPR) partnerships, there is a lack of conceptual clarity on what defines sustainability and what characterizes sustainability-promoting practices in long-standing (in existence 6 years or longer) CBPR partnerships. Objectives: The aim of this article is to explore the definition of sustainability, as well as practices that influence sustainability from the perspectives of academic and community experts in long-standing CBPR partnerships. Methods: This qualitative analysis is part of

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Moch, Susan D., and Amanda Lonsdorf. "Academic partnerships." Nursing Management (Springhouse) 45, no. 6 (2014): 13–15. http://dx.doi.org/10.1097/01.numa.0000449767.29866.d5.

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3

Creech, Constance, Janet Paulson, Margaret Andrews, and Denise Cooper. "Academic Partnerships." Nursing Education Perspectives 39, no. 5 (2018): 324–26. http://dx.doi.org/10.1097/01.nep.0000000000000313.

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4

North, Sara Elizabeth, and Amanda Nicole Sharp. "Successful pilot application of multi-attribute utility analysis concepts in evaluating academic-clinical partnerships in the United States: a case report." Journal of Educational Evaluation for Health Professions 19 (August 19, 2022): 18. http://dx.doi.org/10.3352/jeehp.2022.19.18.

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Strong partnerships between academic health professions programs and clinical practice settings, termed academic-clinical partnerships, are essential in providing quality clinical training experiences. However, the literature does not operationalize a model by which an academic program may identify priority attributes and evaluate its partnerships. This study aimed to develop a values-based academic-clinical partnership evaluation approach, rooted in methodologies from the field of evaluation and implemented in the context of an academic Doctor of Physical Therapy clinical education program. T

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Logan, Barbara N., Leroy Davis, and Veronica G. Parker. "An Interinstitutional Academic Collaborative Partnership to End Health Disparities." Health Education & Behavior 37, no. 4 (2010): 580–92. http://dx.doi.org/10.1177/1090198110363378.

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Much has been published in the health care literature describing partnerships between academic institutions and community or health care agencies that are designed to improve health outcomes in medically underserved populations. However, little has been published regarding partnerships between minority- and majority-serving academic institutions with this same aim. Key principles of collaborative partnerships are used in a descriptive analysis of the development, functions, and benefits of such an interinstitutional academic partnership that was formed to reduce and ultimately eliminate health

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Gaber, Jessica, Dawn Elston, Njideka Sanya, Katherine E. McLeod, and Fiona G. Kouyoumdjian. "Applying Best Practices from CAPs to a Community–Academic–Corrections Partnership: Academic Partner Perspectives." Progress in Community Health Partnerships: Research, Education, and Action 18, no. 3 (2024): 437–45. http://dx.doi.org/10.1353/cpr.2024.a937404.

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Abstract: Background: While correctional systems often function separately from academic and community-based organizations, there is opportunity for mutually beneficial collaborative partnerships to strengthen services and relationships. Community–academic partnerships (CAPs) are a well-established model in implementation science and in scientific literature. Applying best practices for CAPs to a partnership that includes community, academic, and correctional partners could contribute to a stronger partnership with more capacity to improve population health of people who experience incarcerati

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Bettmann, Joanna E., and Moises Prospero. "A social partnership between Ghanaian and US academic institutions." International Social Work 57, no. 6 (2012): 605–17. http://dx.doi.org/10.1177/0020872812452174.

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This study explored a social partnership between Ghanaian and US universities. Through qualitative narratives, participants reported the partnership developed professional and social relationships, but cited problems in preparedness. Findings point to the importance of faculty perceptions in developing academic partnerships and the need for strong relationships in early phases of social partnerships.

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Fongwa, Samuel. "7 - Diaspora Collaboration and Knowledge Production in Africa: Reflections on Caveats and Opportunities." Journal of Higher Education in Africa 16, no. 1-2 (2022): 115–33. http://dx.doi.org/10.57054/jhea.v16i1-2.1475.

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Irrespective of its conceptualisation, diaspora contributes to the development of the homelands through diverse forms of collaboration. The increase in remittances and diaspora involvement in fostering democratic values are obvious examples. A new emphasis, however, is on developing the African academia through various forms of partnership and collaboration between diaspora-based and African-based academics. A number of initiatives, funding opportunities and research partnerships to this effect are emerging. Nevertheless, these partnerships are complex and do not always translate into win-win

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Wright, Kynna N., Pluscinda Williams, Shekinah Wright, Eli Lieber, Steven R. Carrasco, and Haik Gedjeyan. "Ties That Bind: Creating and sustaining community-academic partnerships." Gateways: International Journal of Community Research and Engagement 4 (November 22, 2011): 83–99. http://dx.doi.org/10.5130/ijcre.v4i0.1784.

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Growing interest among academics and health professionals in finding new ways to study and address complex health and social problems has manifested in recent years with increasing community demands for research and program implementation that is community-based, rather than merely community placed. In the United States, community-based participatory research (CBPR), with its emphasis on the creation and use of community-university or community-academic partnerships, is the prevailing paradigm to address these complex problems, especially those concerning racial/ethnic disparities in health an

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Beal, Judy A. "Academic-Service Partnerships in Nursing: An Integrative Review." Nursing Research and Practice 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/501564.

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This integrative review summarizes currently available evidence on academic-service partnerships in the profession of nursing. More than 300 articles, published primarily in refereed journals, were accessed. Articles (110) were included in this review as they presented detailed and substantive information about any aspect of a nursing academic-service partnership. The majority were anecdotal in nature. Topics clustered around the following categories:pre-requisites for successful partnerships, benefits of partnerships, types of partnerships, andworkforce developmentwith its themes ofacademic-p

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11

Coke, Lola A. "Academic Practice Partnerships." Clinical Nurse Specialist 36, no. 4 (2022): 223–24. http://dx.doi.org/10.1097/nur.0000000000000685.

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12

Beal, Judy A., and Deborah Zimmermann. "Academic-Practice Partnerships." JONA: The Journal of Nursing Administration 49, no. 12 (2019): 577–79. http://dx.doi.org/10.1097/nna.0000000000000817.

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13

Huggett, Brady. "Academic partnerships 2014." Nature Biotechnology 33, no. 4 (2015): 333. http://dx.doi.org/10.1038/nbt.3189.

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Huggett, Brady. "Academic partnerships 2015." Nature Biotechnology 34, no. 4 (2016): 372. http://dx.doi.org/10.1038/nbt.3522.

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Huggett, Brady. "Academic partnerships 2016." Nature Biotechnology 35, no. 5 (2017): 404–5. http://dx.doi.org/10.1038/nbt.3861.

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Bakewell-Sachs, Susan. "Academic-Practice Partnerships." Journal of Perinatal & Neonatal Nursing 30, no. 3 (2016): 184–86. http://dx.doi.org/10.1097/jpn.0000000000000196.

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Everett, Linda Q. "Academic-Practice Partnerships." Nursing Science Quarterly 29, no. 2 (2016): 168–72. http://dx.doi.org/10.1177/0894318416630106.

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Todero, Catherine M., Rebecca Long, and Carole Hair. "Academic-practice partnerships." Nursing Management (Springhouse) 46, no. 8 (2015): 44–50. http://dx.doi.org/10.1097/01.numa.0000469352.64319.e7.

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19

Carney, Jan K., Hendrika J. Maltby, Kathleen A. Mackin, and Martha E. Maksym. "Community–Academic Partnerships." American Journal of Preventive Medicine 41, no. 4 (2011): S206—S213. http://dx.doi.org/10.1016/j.amepre.2011.05.020.

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20

Lancaster, Amber L., and Dave Yeats. "Establishing Academic-Industry Partnerships." International Journal of Sociotechnology and Knowledge Development 8, no. 3 (2016): 29–45. http://dx.doi.org/10.4018/ijskd.2016070103.

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Emphasizing a transdisciplinary research model for distributed usability testing, this article offers a case study for establishing successful academic-industry partnerships. The authors describe the collaboration process between the co-investigators in this partnership: the UX researchers, the user participants, and the stakeholders at the industry company. The authors explain how they used the transdisciplinary research model to write a winning proposal for collaboration and then highlight how the benefits of a transdisciplinary research model were realized in practice. The implications of t

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Chen, Qirong, Xirongguli Halili, Wenjun Chen, et al. "Academic and Clinical Nurses’ Perceptions and Experiences on Academic-Practice Partnership in Evidence-Based Practice: An Interpretive Description." Journal of Nursing Management 2023 (September 19, 2023): 1–12. http://dx.doi.org/10.1155/2023/2955731.

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Aim. To explore academic and clinical nurses’ perceptions and experiences on academic-practice partnership in evidence-based practice. Background. Academic-practice partnership could promote evidence-based practice which is crucial for high-quality care. Academic and clinical nurses are the foundation of the partnerships; however, there is little knowledge of their perceptions and experiences on academic-practice partnership in evidence-based practice. Methods. This is an interpretive description study. Twenty-two eligible participants were interviewed through face-to-face or online videoconfe

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Dunbar, Ghada B., Diane Breckenridge, Nicole M. Ferrer, and Lina Najib Kawar. "Academic–Practice Partnership: Benefits of Collaboration Between Service and Academia." International Journal for Human Caring 27, no. 4 (2023): 243–49. http://dx.doi.org/10.20467/ijhc-2022-0003.

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Academic–practice partnerships are fundamental to advance nursing excellence and human caring, and improve safety and quality outcomes. Collaborative strategies were formed between two organizations in Southern California. In alignment with both organization’s mission of diversity, equity, and inclusion, this joint effort benefits the community at large including elevating clinical experiences, leadership opportunities, shared programming, and professional development. This mutual partnership interprofessional investment led to the formation of several faculty/service nursing development conso

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Woolford, Susan J., Ayse G. Buyuktur, Patricia Piechowski, Aalap Doshi, and Erica E. Marsh. "3573 Critical Barriers to Effective Community-Academic Research Partnerships and Potential Solutions." Journal of Clinical and Translational Science 3, s1 (2019): 86–87. http://dx.doi.org/10.1017/cts.2019.199.

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OBJECTIVES/SPECIFIC AIMS: Background: The importance of engaging community in research and fostering community-academic research partnerships is increasingly acknowledged by Clinical and Translational Science Award (CTSA) institutes. However, forming and maintaining such collaborations is often hampered by numerous challenges. It is critical to investigate the barriers to effective community-academic partnerships and to develop novel approaches to overcome these barriers. Objective: To explore community and academic perspectives of the challenges faced by community-academic research partnershi

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Coombe, Chris M., Amy J. Schulz, Lello Guluma, et al. "Enhancing Capacity of Community–Academic Partnerships to Achieve Health Equity: Results From the CBPR Partnership Academy." Health Promotion Practice 21, no. 4 (2018): 552–63. http://dx.doi.org/10.1177/1524839918818830.

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Community-based participatory research (CBPR) is an equitable partnership approach that links academic researchers, community organizations, and public health practitioners to work together to understand and address health inequities. Although numerous educational materials on CBPR exist, few training programs develop the skills and knowledge needed to establish effective, equitable partnerships. Furthermore, there are few professional development opportunities for academic researchers, practitioners, and community members to obtain these competencies in an experiential co-learning process. In

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25

Hasabnis, Gayatri. "Research Partnership Between Academic Institutions and Corporate sector." Journal of Global Economy 16, no. 2 (2020): 18–30. http://dx.doi.org/10.1956/jge.v16i2.652.

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As the industry is growing and at the same time educational institutions and organisations or Universities are also emerging. So, the needs are inevitably coming into the picture. Needs of what? So, the answer is the needs of companies and the need for education. As per the report from World Economic Forum, the Educational needs and Corporate needs are bouncing in a cycle. As the educational needs provide the corporates fulfilments and corporate needs provide educational fulfilments. Since there are many reports and discussions talking about the needs of each of the sectors not only private or

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26

Hailes, Helen, Courtney Colgan, Lisa Goodman, and Kristie Thomas. "Sustaining Long-term Community-Academic Partnerships: Negotiating Power and Presence." Journal for Social Action in Counseling & Psychology 14, no. 2 (2023): 81–95. http://dx.doi.org/10.33043/jsacp.14.2.81-95.

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Community based participatory research (CBPR) partnerships simultaneously increase knowledge and community well-being. Despite the growing number of long-term (as opposed to project-specific) CBPR partnerships, research has yet to sufficiently explore factors that contribute to their success and sustainability over time. This study investigated this question by exploring the perceived benefits, barriers, and facilitators of participation in one long-term CBPR partnership, with particular attention to the role of power. Fifteen members and non-members of a CBPR partnership were interviewed, and

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27

Jones-Schenk, Jan. "Value-Based Academic Partnerships." Journal of Continuing Education in Nursing 49, no. 6 (2018): 248–50. http://dx.doi.org/10.3928/00220124-20180517-03.

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28

Huggett, Brady. "Academic-industry partnerships 2013." Nature Biotechnology 32, no. 4 (2014): 313. http://dx.doi.org/10.1038/nbt.2861.

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29

Acosta, Tatiana, Samantha Meltzer-Brody, and Sue Tolleson-Rinehart. "Academic and Community Partnerships." Obstetrics & Gynecology 129 (May 2017): 49S—50S. http://dx.doi.org/10.1097/01.aog.0000514376.22234.00.

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30

Hale, Janet Fraser, Heather-Lyn Haley, Judy L. Jones, Allyson Brennan, and Arthur Brewer. "Academic–Correctional Health Partnerships." Journal of Correctional Health Care 21, no. 1 (2015): 70–81. http://dx.doi.org/10.1177/1078345814558057.

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Huggett, Brady. "Academic-industry partnerships 2012." Nature Biotechnology 31, no. 5 (2013): 383. http://dx.doi.org/10.1038/nbt0513-383.

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32

Morse, Stephen S. "Building Academic–Practice Partnerships." Journal of Public Health Management and Practice 9, no. 5 (2003): 427–32. http://dx.doi.org/10.1097/00124784-200309000-00014.

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33

Kapu, April N., and Danielle McCamey. "Health System-Academic Partnerships." JONA: The Journal of Nursing Administration 53, no. 9 (2023): 434–35. http://dx.doi.org/10.1097/nna.0000000000001320.

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34

English, Anthony M. "Partnerships with Academic Departments." New Directions for Adult and Continuing Education 2013, no. 140 (2013): 27–37. http://dx.doi.org/10.1002/ace.20071.

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35

Mayo-Gamble, Tilicia L., Priscilla A. Barnes, Catherine M. Sherwood-Laughlin, et al. "Exploring Proxy Measures of Mutuality for Strategic Partnership Development: A Case Study." Health Promotion Practice 18, no. 4 (2017): 598–606. http://dx.doi.org/10.1177/1524839917704211.

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Partnerships between academic and clinical-based health organizations are becoming increasingly important in improving health outcomes. Mutuality is recognized as a vital component of these partnerships. If partnerships are to achieve mutuality, there is a need to define what it means to partnering organizations. Few studies have described the elements contributing to mutuality, particularly in new relationships between academic and clinical partners. This study seeks to identify how mutuality is expressed and to explore potential proxy measures of mutuality for an alliance consisting of a hos

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Liechty, Toni, Mina Woo, Laura A. Rice, et al. "Community Partners' Perspectives on Partnering With an Academic Research Team to Promote Disability-inclusive Fitness Programming." Progress in Community Health Partnerships: Research, Education, and Action 17, no. 3 (2023): 429–37. http://dx.doi.org/10.1353/cpr.2023.a907973.

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Abstract: Background: Community-based fitness programs can support public health by providing access to physical activity opportunities for a vulnerable population with significant barriers. Unfortunately, programs specifically designed for people with disabilities (PWD) and staff training to promote inclusion for PWD in general population programs is limited. The current study aimed to review an on-going partnership that had formed to address this need. Objectives: The purpose of this study was to assess community partners' experiences with a community–academic partnership designed to impleme

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Dotson-Blake, Kylie P. "Learning from Each Other: A Portrait of Family-School-Community Partnerships in the United States and Mexico." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400110.

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Family-school-community partnerships are critically important for the academic success of all students. Unfortunately, in the face of specific barriers, Mexican immigrants struggle to engage in partnership efforts. In the hopes of promoting the engagement of Mexican immigrant families in partnerships, this article presents the findings of a transnational ethnography, exploring family-school-community partnership experiences of Mexican nationalists in Veracruz and Mexican immigrants in North Carolina. A portrait of partnerships in Mexico is contrasted with a portrait of partnerships in the Unit

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Brush, Barbara L., Graciela Mentz, Megan Jensen, et al. "Success in Long-Standing Community-Based Participatory Research (CBPR) Partnerships: A Scoping Literature Review." Health Education & Behavior 47, no. 4 (2019): 556–68. http://dx.doi.org/10.1177/1090198119882989.

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Background. Community-based participatory research (CBPR) is increasingly used by community and academic partners to examine health inequities and promote health equity in communities. Despite increasing numbers of CBPR partnerships, there is a lack of consensus in the field regarding what defines partnership success and how to measure factors contributing to success in long-standing CBPR partnerships. Aims. To identify indicators and measures of success in long-standing CBPR partnerships as part of a larger study whose aim is to develop and validate an instrument measuring success across CBPR

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Penman, Joy, and Kerre Willsher. "Academic Partnerships at a Regional University Campus." Australian and International Journal of Rural Education 17, no. 2 (2007): 55–65. http://dx.doi.org/10.47381/aijre.v17i2.543.

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Early in 2005, Joy Penman and Kerre Willsher, lecturers in nursing at a regional university campus, initiated a mentoring programme aimed at assisting Kerre's smooth transition into a university academic role. Kerre is an experienced clinician but without experience in teaching at tertiary level, while Joy is an experienced academic both locally and abroad. The mentee-mentor relationship quickly developed into an academic partnership, where both of us were profiting from the relationship personally and professionally. The horizontal, one-on-one, and personally-driven relationship that eventuat

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Calderon, MD, Jose L., Keith C. Norris, MD, PhD, Patrick C. Hardigan, PhD, Lorrin A. Calderon, BS, and Ron D. Hays, PhD. "Case Study of an Unsustainable Community-Academic Partnership: Toward Core Standards for the Structure of Emerging Participatory Research." Ethnicity & Disease 25, no. 3 (2015): 363. http://dx.doi.org/10.18865/ed.25.3.363.

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<p>This report retrospectively examines the structure of an emerging community-academic participatory research (PR) partnership that was not sustainable, despite attempts to adhere to PR principles and demonstrable success in research outcomes. The influence of community and academic parent organizations on the PR process and outcomes is presented in the context of the Donabedian Model. We dissected the structural elements contributed by parent organizations to forming the structure of the PR partnership (memorandum of understanding, policy environment, human resources and effort, com

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Morrissey, Joanna L., Joseph A. Beckett, Ross Sherman, and Lisa J. Leininger. "Establishing Partnerships for Effective Academic Programs." Kinesiology Review 6, no. 4 (2017): 384–90. http://dx.doi.org/10.1123/kr.2017-0040.

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As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be

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Trahar, Sheila. "Editorial." Learning and Teaching 8, no. 1 (2015): 1–4. http://dx.doi.org/10.3167/latiss.2015.080101.

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Transnational higher education (TNHE) is a term used for a range of international activities but most commonly it describes programmes where students are located in a different country from the degree-awarding institution. Partnership models include distance learning, dual degrees, franchising and ‘flying faculty’, where academics from the degree-awarding institution fly to another country to teach a programme there. TNHE partnerships are established between institutions for several reasons, not least because of the increase in marketisation of higher education together with the reduction in p

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Benjamin, Ellen, and Karen K. Giuliano. "Empowerment Through Academia." AJN, American Journal of Nursing 124, no. 2 (2024): 61–63. http://dx.doi.org/10.1097/01.naj.0001006728.04373.b7.

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This is the sixth article in a series on nurse innovators, which focuses on nurse–engineer partnerships and outlines working, replicable models of collaboration between the two disciplines. In this installment, we describe the role of academia in building the next generation of nurse–engineers, highlighting three novel academic programs that have reimagined nursing and engineering education to promote interdisciplinary partnership and innovation.

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Cox, Jessica G., Bruno D. González Cervera, Amer Al Fayadh, and Harriet Okatch. "Lessons Learned and Possibilities Recognized: An Academic-Community Partnership to Engage Multicultural Populations During a Pandemic." Journal of Community Engagement and Scholarship 16, no. 1 (2023): 10. http://dx.doi.org/10.54656/jces.v16i1.532.

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The COVID-19 pandemic exposed multiple disparities; racial and ethnic minority groups experienced higher proportions of cases, hospitalizations, and deaths. However, racial and ethnic minority populations are often underrepresented in traditional survey research. In a survey of the social and economic impacts of COVID-19 in a local area, we developed three distinct academic-community partnerships. We report these partnerships with particular focus on the partnership that promoted the inclusion of racially and ethnically minoritized multicultural populations in the survey. We describe each stag

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Duane, Sinead, and Christine Domegan. "Social marketing partnerships: Evolution, scope and substance." Marketing Theory 19, no. 2 (2018): 169–93. http://dx.doi.org/10.1177/1470593118799810.

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The popularity and benefits of social marketing partnerships accord partnerships as the 5th ‘P’ of the social marketing mix and an essential element of interventions. Yet the scope and substance of partnerships within social marketing remains ambiguous and is an underutilized marketing mix tool. This article critically examines over 50 years of social marketing academic literature to uncover and unpack the full potential of social marketing partnerships and the various forms taken. Periodization is applied as a lens and method for modelling partnership evolution over time. Three dominant eras

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Soltani, Suzan Neda, Kristie Kannaley, Weizhou Tang, et al. "Evaluating Community–Academic Partnerships of the South Carolina Healthy Brain Research Network." Health Promotion Practice 18, no. 4 (2017): 607–14. http://dx.doi.org/10.1177/1524839917700086.

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Community–academic partnerships have a long history of support from public health researchers and practitioners as an effective way to advance research and solutions to issues that are of concern to communities and their citizens. Data on the development and evaluation of partnerships focused on healthy aging and cognitive health were limited. The purpose of this article is to examine how community partners view the benefits and barriers of a community–academic partner group established to support activities of the South Carolina Healthy Brain Research Network (SC-HBRN). The SC-HBRN is part of

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47

Powell, Martin, and Bernard Dowling. "New Labour's Partnerships: Comparing Conceptual Models with Existing Forms." Social Policy and Society 5, no. 2 (2006): 305–14. http://dx.doi.org/10.1017/s1474746405002940.

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The establishment of partnerships has been a central feature of British social welfare policy since 1997 when the New Labour government came to power. Although the academic attention given to partnership working since then has grown considerably, there have been few attempts to link conceptual models of partnerships with existing forms. This paper addresses this gap and finds that, while there are links between actual and model partnerships, there is little evidence that actual partnerships have been designed or structured to meet their particular tasks.

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48

Mathie, Virginia Andreoli. "Building academic partnerships in psychology: The Psychology Partnerships Project." American Psychologist 57, no. 11 (2002): 915–26. http://dx.doi.org/10.1037/0003-066x.57.11.915.

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49

Maruatona, Rorisang, and Nonhlanhla Desiree Maseko. "Family-School Partnerships in Improving Academic Performance of Grade 10 Learners in a Rural Public School." Central European Journal of Educational Research 6, no. 2 (2025): 42–51. https://doi.org/10.37441/cejer/2024/6/2/15187.

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Family-school partnerships address academic difficulties and ensure the performance of learners, thus, they are crucial for the improvement of learners. However, these collaborative partnerships can occasionally be hampered by problems including inadequate communication, and limited parental involvement. Research acknowledges the significance of these partnerships, but their successful implementation is hampered by a variety of institutional and socioeconomic barriers, which lessens their impact on learner academic performance. This study examined how essential forming family-school partnershi

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Coke, Lola A. "Healthcare Transformation: Academic-Practice Partnerships." Clinical Nurse Specialist 36, no. 5 (2022): 278–79. http://dx.doi.org/10.1097/nur.0000000000000690.

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