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Relevant bibliographies by topics / Business Education Partnership Section

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Academic literature on the topic 'Business Education Partnership Section'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Business Education Partnership Section"

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Radsky, Vitaly, Aynur Nabiyeva, and Ulviyya Mikayilova. "Exploring Public-Private Partnership in Preschool Education Provision: Potential for Socio-Economic Development." Khazar Journal of Humanities and Social Sciences 16, no. 4 (December 2012): 5–25. http://dx.doi.org/10.5782/2223-2621.2013.16.4.5.

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This paper explores the role of public-private partnerships in expanding access to preschool education. The first part of the paper summarizes global findings on the importance of quality early childhood education (ECE) for child development, participation of parents in the labor market and overall human capital development of a society. The second section provides a brief overview of the current ECE situation in Azerbaijan. The final section presents a community-based preschool model that was piloted in the Shamkir region by the Center for Innovations in Education (CIE), a Baku-based nonprofit organization as a model for expansion of ECE education in Azerbaijan. Developed as a partnership between a nonprofit, local municipality and a private business, the model offers an opportunity to increase access to ECE nationwide, particularly in rural areas where availability of ECE services is a major issue. Given the multi-faceted benefits of early childhood education (ECE) and quality childcare, this paper suggests that introducing alternative models of preschool education on national level can contribute to socio-economic development in Azerbaijan.

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Bledowski, Krzysztof. "The Transatlantic Trade and Investment Partnership - A View from America's Trenches." International Journal of Management and Economics 42, no. 1 (November 20, 2014): 7–29. http://dx.doi.org/10.2478/ijme-2014-0040.

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Abstract Expectations run high about the cornucopia of riches which are supposed to fow from the Transatlantic Trade and Investment Partnership (TTIP). TTIP is a proposed free trade agreement between the United States and the European Union. It aims to build upon the already sweeping scope of the North American Free Trade Agreement concluded two decades earlier and the 2013 Comprehensive Economic and Trade Agreement (CETA), which removes 99 % of tariffs between the EU and Canada.1 Te TTIP negotiations were launched in July 2013 with an initial time frame of completion within two years. It is too early to pass judgment about the benefits of the deal simply because its scope is still being framed as of this writing. However, it's possible to shed light on the most likely sticking points during the negotiations, particularly those seen from the U.S. negotiating side. Likewise, it's not too early to draw up interests and concerns of U.S. business. Both are discussed in this paper. The first section takes stock of the likely scope of negotiations. The second section summarizes the view of business gleaned from a survey of corporate executives. The survey was conducted among members of the Manufacturers Alliance for Productivity and Innovation, an education forum for senior managers of large industrial companies.

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DMYTRYSHYN, Marta. "Features of public-private partnership in the field of higher education of Ukraine." Economics. Finances. Law, no. 11 (November 21, 2019): 15–18. http://dx.doi.org/10.37634/efp.2019.11.3.

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Introduction. The global financial crisis of the previous decade, the downturn of the economies of the leading developed countries of the world, the terrorist and military threat in different parts of our planet against the background of serious environmental problems and the depletion of natural resources make the need for comprehensive reforms in many countries of the world. Participation in social projects, stimulation and support of innovations, charity and charitable activity allows to protect vulnerable sections of the population and to promote welfare of the people as a whole. A state-business partnership is a simple and effective way to solve current problems. The purpose of the study is to outline the features of public-private partnerships in higher education. In order to achieve this goal, it is necessary to use methods of studying economic phenomena and processes, in particular: comparison, historical and logical methods, systematic approach. Results. Public-private partnership is defined as an agreement made by the government with a private service provider to obtain a service of a certain quality and quantity at a fixed price for a certain period of time. Public-private partnerships may also involve the creation of a joint venture, that is, a consortium, to carry out large-scale projects. The Law of Ukraine “On Higher Education”, passed in 2014, opens up such an opportunity for higher education institutions. Thus, in Article 27 of the enacted normative legal act, the right of a higher education institution to declare the right of a higher educational institution to be the founder (co-founder) of other legal entities that conduct their activity in accordance with the directions of the educational-scientific-production, innovative activity of a higher educational institution and / or ensure the fulfillment of its statutory tasks. Higher education institutions may also form educational, scientific and research facilities, scientific parks and be part of a consortium. All participants of the complex, the consortium maintain the status of legal entity and financial independence. Conclusion. Summarizing the above, we can conclude that public-private partnership between the state and the private sector is a promising way of implementing large-scale projects in the field of higher education, solving current problems and a way to achieve economic development and intellectual potential of our country. Current problems do not seem to be beyond their control. In the process of implementing new PPP projects, ways will be found to solve existing problems, because cognition is seen as development, and in development - cognition of new, unknown and perspective.

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Kun, Karen E., John Zimmerman, Dale A. Rose, and Stephanie Rubel. "State, Territorial, and Local Health Departments’ Reporting of Partnership Strength Before and After the H1N1 Response." Prehospital and Disaster Medicine 28, no. 6 (November 7, 2013): 580–85. http://dx.doi.org/10.1017/s1049023x13009011.

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AbstractIntroductionResearch has shown that partnerships between public health agencies, service providers, and other key stakeholders can expand resources and facilitate focus on community health issues more effectively than can any agency or organization acting alone. There is, however, little empirical evidence drawn from actual public health emergency responses to support this claim. The US response to novel influenza A (H1N1) virus provided the Centers for Disease Control and Prevention (CDC) the opportunity to explore whether, and the extent to which, state, local and territorial health departments strengthened partnerships with key partner agencies and sectors.MethodsParticipants included the CDC Public Health Emergency Response (PHER) grantees comprised of 62 state, territorial and local health departments. PHER grantees completed an assessment instrument in May 2011, including questions asking them to rate their partnership strength (on a four-point ordinal scale) with six types of partners before and after the H1N1 response. Grantees additionally reported if and how PHER funding contributed to enhancing the strength of these partnerships.ResultsSixty-one PHER grantees (61/62, 98%) completed the assessment instrument's partnerships section. PHER grantees reported that their partnerships with retail pharmacies were most strengthened (mean increase = 1.11 (on a four-point ordinal scale), SD = .82). This was followed by schools (K-12) (mean increase = .90, SD = .58); private medical providers (mean increase = .81, SD = .68); immunization authorities (mean increase = .80, SD = .61); main education authorities (mean increase = .75, SD = .68); and businesses (mean increase = .74, SD = .61). Mean PHER grantee increases in the strength of each partner type were statistically significant for all partner types (P < .01). Grantees reported that PHER funding contributed to enhancing the strength of their partnerships with schools most frequently (46/46, 100%), and businesses least frequently (31/37, 83.8%).ConclusionsThis inquiry provides evidence that state, territorial, and local health department partnerships with key sectors, agencies, and programs were strengthened after the H1N1 response. It further demonstrates that the CDC's PHER funding contributed to the health departments’ reports of increased partnership strength.KunK, ZimmermanJ, RoseD, RubelS. State, territorial, and local health departments’ reporting of partnership strength before and after the H1N1 response. Prehosp Disaster Med. 2013;28(6):1-6.

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Pleśniarska, Aleksandra. "The Intensity of University-Business Collaboration in the EU." Acta Universitatis Lodziensis. Folia Oeconomica 6, no. 339 (February 13, 2019): 147–60. http://dx.doi.org/10.18778/0208-6018.339.09.

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It seems that collaboration between academia and the private sector represents one of important sources of knowledge transfer, which is a key element for creating the knowledge‑based economy. Moreover, knowledge transfer between universities and businesses is vital for innovation. The ability to create innovations is not only crucial for the development of enterprises but also for the development of a country’s economy. Business is interested in having access to the latest advances in science. On the other hand, activities of university are evolving from the basic functions of teaching and research to commercialisation of research results where the partnership with the private sector is one of the most important elements. Although there are numerous advantages of such collaboration, in reality, there are also constraints that hinder university‑business cooperation. The main purpose of the article is to present selected aspects of the intensity of university‑business collaboration in the Member States of the European Union (EU). In the first section of this article, advantages of and barriers to university‑business cooperation are discussed. In the second part, the discussion addresses the following factors: public‑private co‑publications per million population and the share of enterprises cooperating with academia. The ranking of the top universities that work with the most innovative firms is also presented in the article. The reflections will be based on the study of literature, European reports and documents. The main axis of investigation is a comparative analysis which draws its data from the Eurostat database. It is concluded that significant differences exist among the Member States – in countries such as Denmark, Sweden or Finland science‑business relations are at a good level. Furthermore, it seems that in the Member States of the EU large companies are more likely to engage in collaborations with higher education or public research institutions than small and medium‑sized enterprises (SMEs).

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Lebrón, Mariana J., David Brannon, Douglas Sanford, and Lori Ellison. "Applying Theory to Practice: Implementing a Live Case Competition in a Capstone Strategic Management Course." Journal of Management Education 44, no. 1 (September 27, 2019): 66–100. http://dx.doi.org/10.1177/1052562919876006.

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When facilitating large-scale instructional change, leaders face stakeholder tensions that arise from different institutional pressures. Over the past 4 years, we have created an innovative live case competition in a strategic management course as our college’s signature undergraduate experiential learning opportunity. This case has integrated the Association to Advance Collegiate Schools of Business’ (AACSB) business knowledge and skill areas with grounded learning elements and course learning objectives. Each semester, over 350 students apply strategy concepts to analyze challenges provided by a local company. Course section winners present to executive judges in the final competition. We contribute to the literature by describing the live case competition created from a six-step collaborative process that managed stakeholder tensions as institutional pressures changed. Using distributed leadership and information-sharing approaches, our collaboration model helped us address different needs, share resources, adapt to institutional pressures and create sustainable experiential learning opportunities. With shared decision making and constructive dialogue, we developed high-quality student learning experiences that respected faculty autonomy, addressed resource limitations, and institutionalized business partnerships. We describe our motivation, context, and key stakeholders’ (faculty, students, executives, and administrators) challenges and solutions. We hope our collaborative model helps others successfully implement large-scale instructional change.

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Haptari, Vissia Dewi. "OPTIMALISASI PERENCANAAN PROGRAM PENDIDIKAN DAN PELATIHAN PADA PUSDIKLAT PAJAK Vissia Dewi Haptari." INFO ARTHA 5 (May 24, 2017): 127–54. http://dx.doi.org/10.31092/jia.v5i1.66.

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Education and training (training) is an integral part of human resource development is always oriented to the improvement of the quality and capabilities of human resources. The development of human resources through education and training is one of the media that are considered strategic, because training is a powerful tool to improve knowledge (knowledge), skills (skills) and attitude (attitude). In order to maintain the quality and validity of training, as well as to adjust the training program to the needs of the user unit as well as to accommodate external dynamics, always do the evaluation and improvement on the educational and training has collected, either a refinement of the guidelines of education and training, curriculum, and teaching materials, methods of evaluation , teaching methods, improving the quality of facilities and infrastructure, financing, teacher / instructor, and human resources training organizer itself. Technically, indicators of the success of the work plan of an organization can be found by doing a comparison between actual planned and conduct the development program on the potential possessed. Implementation of the program is called optimal if the compiled program can be realized both in the type of training, the amount of training, and the realization of the training participants, as well as to revise the minimum education and training program and all the potential has to be managed properly. The gap between the desire and the fact this is what will be formulated and ends with the identification of the problems with using the Force Field Analysis (FFA). In planning the optimization of the training program, it is necessary to identify the factors that encourage and inhibit both internally and externally that contribute directly or indirectly tehadap optimization of planning education and training programs. Factors driving and inhibiting obtained under observation in everyday work, discussions with actors training activities, and direct input / written from stakeholders. The driving factors that influence the optimization of the planning of training programs at the Training Center of Tax (a) HR Training Center Tax competent, (b) Requirement K / L & SOE's Tax Training, (c) Support Support Information Technology, (d) Changes in process DGT business, (e) availability of training program development forum, (f) diaplikasikannya e-learning program, (g) availability of training curriculum, and (h) Flexibility in applying the method of training. Inhibiting factors affecting the optimization of the planning of training programs at the Training Center of Tax (a) The lack of quality of the results Coordination, (b) Lack of pattern formation, (c) lack of Total Widyaiswara, (d) There are inadequate facilities and infrastructure, (e) Lack of flexibility Change Financing, (f) Delayed Dialing process Participant Training, (g) Limitation of Training time by User, and (h) Limitations of Standard Operating Procedures (SOP) Based on the results of a series of calculations / analyzes compiled force field diagram of each Total Weight Value (TNB) the drivers / inhibitors are, then formulated a strategy to maximize and minimize the factors driving and inhibiting the key as well as problem-solving strategies. The key factors and strategy developed with the expectation that future performance can be improved Tax Training Center. Translation of strategy into operational action plan includes activities such as planning, execution, and control. Factors driving the key is (a) Requirement K / L & SOE's Tax Training and (b) Changes in business processes DJP, the chosen strategy to maximize pedorong that key is (a) carry out the identification of K / L and state and create partnership offers training programs taxes and (b) implement a study forum 139 together with the Directorate KITSDA & human Resources Development Section, DGT and assignment to the trainers to conduct a study of business process changes DJP Factors key inhibitors are (a) the lack of quality of the results of coordination and (b) the restriction of time training by the user, the chosen strategy to minimize the key inhibitors are (a) proposed the concept / proposal MOU training program of tax to the DGT and (b) make the draft method training with e-learning. Be aware that no matter how well a strategy would have a weakness, then the recommendations are believed to support the smooth running of the strategy of bringing concepts / ideas MOU to the DGT tax training programs and make a training methods with the concept of e-learning.

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Sackett, Kay, Christine Hendricks, and Rosemary Pope. "Collaboration: An innovative education/business partnership." Case Manager 11, no. 6 (November 2000): 40–44. http://dx.doi.org/10.1067/mcm.2000.111455.

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Sackett, Kay, Christine Hendricks, and Rosemary Pope. "Collaboration: An innovative education/business partnership." Case Manager 11, no. 6 (November 2000): 40–44. http://dx.doi.org/10.1067/mcm.2000.111456.

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Vinten, Gerald. "The education‐business partnership: an evaluation." International Journal of Educational Management 10, no. 2 (April 1996): 27–38. http://dx.doi.org/10.1108/09513549610105713.

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Dissertations / Theses on the topic "Business Education Partnership Section"

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Manteaw, Bob Offei. "Education for sustainable development an emergent discourse for multi-sector learning and action partnership /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/B_Manteaw_013008.pdf.

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Cicero, Jennesin Abraham. "Researching school-business and industry cooperation in an opportunity-deprived and less wealthy, disadvantaged sector of a specific community in the Western Cape : towards effective partnership : an exploratory study." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17449.

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Bibliography: pages 101-111.
This minor dissertation examines the nature of cooperation between schools and business/industry in an opportunity-deprived, less wealthy, disadvantaged sector of a specific community in the Western Cape. It will attempt to show that a community created by Apartheid and stripped of both political and economic power, can demonstrate the willingness and determination to work together and with business/industry towards forming, amongst others, sound, sustainable and effective school business/industry partnerships.

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Ferris-Adamek, Shari. "Examining organizational culture in a systemic business-education partnership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0031/NQ63822.pdf.

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Anunkor, Elizabeth Ijeoma Alozie. "School-business partnership : a study of the perspectives of secondary school principals and business executives in Nigeria /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1178961x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation Committee: Susan Otterbourg. Includes bibliographical references (leaves 169-175).

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Anthony, Marika E. "A case history of the New Horizons Project, school/business partnership, Richmond, Virginia." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134625/.

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Norman, Julie Marie. "The relationship between interorganizational collaboration and the perception of school-business partnership effectiveness in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2044.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 114 p. Vita. Includes abstract. Includes bibliographical references (p. 87-99).

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Hart, Rose Kleski. "Attitudes and achievement within a cooperative learning context in a large-section mathematics course for future business majors /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960166694.

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Gerlach, Jeanne Marcum 1946. "An Analysis of Business Partnerships in Higher Education." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332577/.

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The major purpose of this study was to describe and analyze the business and higher education partnership program in one Texas community college. Secondary purposes were to describe and analyze (a) the premise of business and higher education partnerships; (b) the planning, organization, and administrative structure in a selected community college; (c) the educational benefits received by both businesses and their employees who are involved in cooperative partnerships in general and at this community college; (d) the future challenges and opportunities for partnerships at other levels of American higher education; and (e) the needed research to evaluate business and higher education partnerships. The five chapters comprising the study include an introduction, a review of literature, the methods and procedures, a presentation and analysis of data, and the summary, conclusions, interpretation, and recommendations of the study.

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Kim, HwiJung. "Making creative connections: A study on the relationship evolution and developing the Arts and Business Relationship Model in a changing cultural policy." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253543181.

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Stokes, Kimberly. "A Closer Look: Uncovering The Reasons Schools And Businesses Partner And How The Partnerships Shape Curriculum And Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228339564.

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Books on the topic "Business Education Partnership Section"

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Johnston, Marilyn Elaine. Building a community business/education partnership: A tool kit. Salem, OR: Oregon Student Retention Initiative, 1988.

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Theory and practice of triple helix model in developing countries: Issues and challenges. New York: Routledge, 2011.

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Sharp, Arthur G. The business - education partnership. Morrisville, PA: International Information Associates, 1992.

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Etzkowitz, Henry. The triple helix: University-industry-government innovation in action. New York: Routledge, 2008.

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Etzkowitz, Henry. The triple helix: University-industry-government innovation in action. New York: Routledge, 2008.

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Lambeth, (London England) Education. Lambeth Education Business Partnership business plan. London: London Borough of Lambeth, 2002.

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United States. Congress. House. Committee on Science. Subcommittee on Basic Research. Attracting a new generation to math and science: The role of public-private partnerships in education and H.R. 1265, the Mathematics and Science Proficiency Partnership Act : hearing before the Subcommittee on Basic Research of the Committee on Science, House of Representatives, One Hundred Sixth Congress, first session, July 29, 1999. Washington: U.S. G.P.O., 2000.

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Massachusetts. Bureau of Student, Community, and Adult Services. Industry-education partnership guidelines. Quincy, Mass: Massachusetts Dept. of Education, 1986.

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Lyytinen, Anu. Finnish polytechnics in the regional innovation system: Towards new ways of action. Tampere: Tampere University Press, 2011.

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Marsden, Chris. Education and business: A vision for partnership. Alton, Hants: BP Education Service, 1991.

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Book chapters on the topic "Business Education Partnership Section"

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Paterson, Richard. "Partnerships with a Purpose: Creating Cultural and Commercial Value in the UK Film Sector." In The Business Growth Benefits of Higher Education, 136–48. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137320704_11.

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McCartney, Christa. "Business Education as a Partnership for Sustainable Development." In Encyclopedia of the UN Sustainable Development Goals, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-71067-9_67-1.

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McCartney, Christa. "Business Education as a Partnership for Sustainable Development." In Encyclopedia of the UN Sustainable Development Goals, 101–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95963-4_67.

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Makarenko, Elena N., Nikolay T. Labyntsev, Elena A. Sharovatova, and Irina A. Omelchenko. "Strategic Partnership of Business and Education in Management Accounting: Global and Russian Trends." In The Challenge of Sustainability in Agricultural Systems, 389–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72110-7_41.

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"Introduction to Academy-Business Inter-Organizational Partnerships." In Partnership Motives and Ethics in Corporate Investment in Higher Education, 1–55. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4519-5.ch001.

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This chapter explores organizational theory including inter-organizational behavior and several pro-social concerns for both individuals and organizations. A wide range of organizational theories support academy-business inter-organizational partnership functionality. Such theories include rational, natural, and open systems; identity and pro-social behavior; institutional theory; resource dependence theory; social exchange theory; stakeholder theory; and academic capitalism. Inter-organizational behavior is supported by network functionality as well as cross-sectional involvement by the federal and state governments. Inter-organizational partnerships are complex. Little research has been a focus specifically between higher education and companies. The academy-business inter-organizational partnership typology is introduced as a framework for exploring these relationships including concerns of philanthropic, transactional, symbiotic, and synergistic partnership dimensions.

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Kettunen, Juha, Jouni Hautala, and Mauri Kantola. "Knowledge Management with Partners in a Dynamic Information Environment." In Encyclopedia of Information Communication Technology, 503–9. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch066.

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The purpose of this article is to analyse the interaction between the dynamic information environment (IE) and the operational environment to promote the cooperation of the higher education institution with business life and enhance the external impact of the institution on its environment. The dynamic IEs are analysed to manage the information systems and internal processes in an educational institution and their cooperating partners. This article is organised as follows: The article introduces the approach of IEs and operational environments. Then the concept of a dynamic IE is used to analyse the information systems used in the core internal processes of the higher education institution. The study also describes the partnership in a dynamic IE. Thereafter, a short case study is presented about partnership using the electronic Optima platform at the Turku University of Applied Sciences (TUAS). Finally, the results of the study are summarised in the concluding section.

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Slorach, J. Scott, and Jason Ellis. "2. Partnership management and finance." In Business Law, 7–14. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780192844316.003.0002.

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This chapter first discusses the legal relationship between the partners under section 24 of the Partnership Act 1890. It then explains the duty of good faith; the partnership’s finances; the distinction between a partner and a lender; division of profits and sharing of losses between partners; payment of interest; and partnership property.

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Curatolo, Courtney, and Valerie C. Bryan. "Public-Private Partnerships (P3s) between Businesses and Adult Education Providers." In Handbook of Research on Technologies for Improving the 21st Century Workforce, 192–209. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2181-7.ch013.

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This chapter defines and examines public private partnerships, often referred to as P3s, between the business sector and education sector. In particular, the focus is on economic and workforce development benefits that ensure the successful connection of these partnerships and the added incentives that aid adult learners in developing new talent and provide opportunities for different career paths. Best practices are discussed through a literature review and information from partnerships that have taken place throughout the United States. Recommendations for future trends and future research are offered.

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Slorach, J. Scott, and Jason Ellis. "2. Partnership management and finance." In Business Law 2020-2021, 7–14. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198858393.003.0002.

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This chapter first discusses the legal relationship between the partners under section 24 of the Partnership Act 1890. It then explains the duty of good faith; the partnership’s finances; the distinction between a partner and a lender; division of profits and sharing of losses between partners; payment of interest; and partnership property.

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Slorach, J. Scott, and Jason Ellis. "2. Partnership management and finance." In Business Law 2019-2020, 7–14. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198838579.003.0002.

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This chapter first discusses the legal relationship between the partners under section 24 of the Partnership Act 1890. It then explains the duty of good faith; the partnership’s finances; the distinction between a partner and a lender; division of profits and sharing of losses between partners; payment of interest; and partnership property.

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Conference papers on the topic "Business Education Partnership Section"

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Onojaefe, Darlington, and Marcus Leaning. "The Importance of Partnerships: The Relationship between Small Businesses ICT and Local Communities." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3169.

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The deployment of new technologies such as the Internet is often understood to positively change the way that business works. However it is important to realise that success is not automatic and a number of other factors must also be considered. In this paper it is argued that a wider range of skills is needed than just technical skills, and a wider vision is needed than just the vision of one business. Small businesses, widely considered a suitable vehicle for sustainable development, must be seen in the context of their communities, for their relationship with public sector agencies and other supporting and regulatory bodies, and as partners to much larger businesses. This paper is based on small-scale qualitative fieldwork conducted with small businesses that make extensive use of ICT located in Cape Town, South Africa and Swansea in South Wales, a deprived region of the UK. It was found that for businesses to succeed a range of competencies are by business managers needed that facilitate relationships and partnerships, these are in addition to the skills needed for simple internal operational issues. Moreover as the nature of partnerships change the mix of required competencies vary from one circumstance to another. A model is presented that shows some of the critical relationships between the Internet (on the one hand) and the stakeholders of a business and the relationships with them (on the other).

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Skok, Walter, and Rachel Wardley. "A partnership approach in undergraduate business education." In the 1998 ACM SIGCPR conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/279179.279201.

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Cox, D., and A. Schonning. "Florida’s First Coast Manufacturing Innovation Partnership Between Industry and Academia." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81736.

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Joint industry-academia projects with regional industry have influenced creation of Florida’s First Coast Manufacturing Innovation Partnership (MIP). The development of MIP has the primary goals of project-centered innovations for technology transfer, training the regional workforce with relevance to industry, and sustainability of technology transfer through creation of high-technology jobs. The region known as Florida’s First Coast is one of the fastest growing in the nation and has received recent acclaim as a top location for new and emerging businesses and industries to relocate or expand. The importance of manufacturing to the economy is crucial. Every individual and industry depends on manufactured goods. This sector continues to account for 14% of US GDP and 11% of total US employment. One way to help expand the regional industrial base is to develop a shared resource support facility in the fields of manufacturing engineering and design. The first objective of MIP is to stimulate transformation of knowledge in design and manufacturing occurring in the academic domain to applied research and development in industry. This is accomplished with project-centered innovations developed using a shared manufacturing and design resource. The second objective of MIP is to develop partnerships with additional academic institutions with the common goal of producing students whose education satisfies the needs of the regional workforce with scientific and technological training with relevance to industry. This also includes a mentorship facet to attract and retain engineering students for the future. The third objective is to implement MIP for long-term sustainability of technology transfer and creation of high-technology jobs in the manufacturing engineering and design professions. Technology tools for innovation in advanced manufacturing, for example, robotics and automation, modular robotics, advanced manufacturing process development, manufacturing systems modeling, and simulation; and advanced design, for example, computer aided engineering including finite element modeling, design analysis, and rapid prototyping are used in support of projects in partnership with regional industrial companies. Joint industry-academic projects require the integration of research and the technical need of the partnering company. A critical level of innovation is accomplished with the outcomes of projects while providing a distinguishing educational background for the engineering graduates. Several partnership projects have been initiated under the auspices of MIP. These projects with local industry are outlined and serve as a platform for new and emerging projects for joint mutually beneficial collaboration between industry and academia.

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Zvyagin, L. S. "Key aspects of modern partnership of business and education organizations." In 2017 IEEE VI Forum on Strategic Partnership of Universities and Enterprises of Hi-Tech Branches - Science, Education, Innovations (SPUE). IEEE, 2017. http://dx.doi.org/10.1109/ivforum.2017.8246067.

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Olga, Luskatova, and Mishin Andrey. "Study on the Academic and Business Partnership in Economists Training." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.166.

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Ren, Xiang-min, and Xue-yan Zhou. "Research and Practice on Cultivation of IT talents in appied undergraduate education through Business- Education Partnership." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228566.

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Corejova, Tatiana, Maria Rostasova, Lucia Mozuchova, and Alexandra Valicova. "REMARKS TO THE PARTNERSHIP AS THE PART OF UNIVERSITY´S BUSINESS MODEL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1301.

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Xue-yan, Zhou, and Ren Xiang-min. "Research and practice on teaching mode of “Introduction to Computer Science” in Business-Education Partnership." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593536.

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Zvyagin, L. S. "Innovative activity as a basis for successful partnership of business and education spheres." In 2017 IEEE VI Forum on Strategic Partnership of Universities and Enterprises of Hi-Tech Branches - Science, Education, Innovations (SPUE). IEEE, 2017. http://dx.doi.org/10.1109/ivforum.2017.8246066.

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Alvelos, Heitor, Susana Barreto, and Fátima São Simão. "The reciprocal value of Doctoral Design Research when housed within a Creative Business Center: a case study in Porto, Portugal." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5580.

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This paper presents the case study of a pilot partnership between a Doctoral Program in Design and a Science and Technology Park located in Porto, Portugal. The partnership has been in effect since 2013; the Doctoral Program has resided within the premises of the Science and Technology Park, as an immersive research environment, in order to foster knowledge transfer and collaborations through gradual, mutual and informal recognition of reciprocal assets. We contextualise the premises and stakeholders in this partnership, outline the empirical methodologies employed, and provide examples of selected projects that illustrate the implementation of these methodologies. Furthermore, we provide an inventory of challenges detected throughout the development of the partnership, as well as information on how these challenges are being overcome. We conclude by summarising the main accomplishments of this partnership, as well as outlining validation by various external agents and opening up prospects for future development. These will include thorough materials that may be of use for implementation in other academic, scientific and entrepreneurial environments. Keywords: Design research; entrepreneurship; knowledge transfer; creative industries.

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