Education Commons^™

Collaborating With Employers: Tips For Successful Partnerships, Jaclyn Camden

All Institute for Community Inclusion Publications

While supporting students in getting a job is important, support doesn’t stop once the student gets a job. Once students are hired, it is necessary to provide on-the-job support through job coaches or staff that provide on the job support. In addition to supporting students, a key component of job coaching is supporting employers. This resource explains the various roles of job coaches and tips on how to build collaborative partnerships with employers.

Schooling With Racial Equity At The Center: A Case Study Exploration Of One Elementary School-Based Leadership Team, Michael L. Baulier

Graduate Doctoral Dissertations

Pre-K–12 schooling in the United States has historically and systemically promoted ideas of Black inferiority while safeguarding the characteristics of white supremacy culture embedded in all aspects of the education system. The notion of white dominance is evident throughout studies, policies, and reports from district, state, and federal officials who have been tasked with closing the achievement gap but instead have assigned blame to BIPOC (Black, Indigenous, and People of Color) students and families. An analysis of the history of U.S. public education reveals not a single achievement gap but multiple opportunity gaps that perpetuate the subjugation of Black students …

Pioneering Alternative Forms Of Collaboration, Rebecca J. Hogue, Jeffrey M. Keefer, Maha Bali, Keith Hamon, Apostolos Koutropoulos, Ron Leunissen, Lenandlar Singh

Current Issues in Emerging eLearning

One key experience of human work, life, and play is people working together on a common goal. Yet this aspect of working together does not have one primary recognizable instantiation of what it means to work together. Words like collaboration and cooperation are often used to describe such instances, but even words like ‘collaboration’ don’t always have a neat formula for working through a collaboration. In this article we examine and reflect on our own collaborative experiences as a research group. We do this through an examination of past experiences, and through a method of writing that developed in our …

Collaborative Leadership In Action, Maureen Scully, Katie Bates

Emerging Leaders Program Team Projects

The 46 fellows in the 2017 cohort of the UMass Boston Emerging Leaders Program worked with seven community partners on projects of strategic importance to these nonprofit and government organizations. The fellows contribute their professional skills and discover collaborative leadership through practice. The theme of our public symposium is “Collaborative Leadership in Action.” The fellows shared their insights about what collaborative leadership involves – its challenges and benefits – and what they take back to their workplaces.

Benchmarking, Brokering, And Branding: Resources For Success Across Sectors, Maureen Scully, Lisa Deangelis, Katie Bates

Emerging Leaders Program Team Projects

The fellows in the Center for Collaborative Leadership's Emerging Leaders Program practice collaborative leadership skills by working together in peer-led teams on projects that involve multiple stakeholders and have a civic impact. The theme that emerged for the 2016 projects was Benchmarking, Brokering, and Branding: Resources for Success Across Sectors - recognizing that the fellows' social capital and ability to step back and take a wide comparative view provided new resources for their partners.

Making The Invisible Challenges And Opportunities Visible, Maureen A. Scully, Lisa Deangelis, Katie Bates

Emerging Leaders Program Team Projects

The 41 fellows in the 2015 Emerging Leaders Program worked with community partners to generate the theme, “Making the Invisible Challenges and Opportunities Visible: Collaborative leadership for economic and social well-being."

The projects provide fellows an opportunity to practice elements of collaborative leadership in peer-led teams working with multiple stakeholders. The projects focus on civic engagement, building a leadership base for Greater Boston that is ready to tackle the big challenges that ensure the broader economic and social well-being of the region. The project sponsor with whom each team works is a nonprofit or governmental organization with big goals. Each …

Teamwork: Crucible For Learning About Collaborative Leadership, Lisa Deangelis, Sherry H. Penney, Maureen A. Scully

Center for Collaborative Leadership Publications

In teaching leadership development we have developed and revised a model of teamwork and collaboration, which has yielded innovative and positive results. Our study draws on insights from more than 90 project teams, gathered over twelve years of a mid-career executive education program designed specifically to teach collaborative leadership. The teams work on a strategic dilemma with a business association or community organization, highlighting the civic engagement aspect of collaborative leadership. Teams devise their own operating procedures, refine (not simply manage) the project, create working relationships with multiple stakeholders, and present a deliverable within the nine-month span of the program. …

Culturally Relevant Resources To Meet The Changing Priorities Of Tribal Communities, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

The mission of INENAS is to develop collaborative relationships, projects, and programs between Native American tribes of the New England region and all of the UMass campuses so that the tribes may participate in and benefit from university research, innovation, scholarship, and education. As the interests, needs, and demographics of Native New England shift, these changing priorities will be reflected in its programming, grant submissions, and outreach efforts.

Brief 13: The Critical Connection: Department Chairs' And Associate Deans' Strategies For Involving Faculty In Outcomes Assessment, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

Assessment, with a capital “A”, has become in the academy a politically loaded buzzword that closes many more doors than it opens. Assessment, with a small “a”, however, is a necessary part of any attempt to find the best path forward in environments that change. At meetings this spring, Members of NERCHE’s Departments Chairs Think Tank and Associate Academic Deans Think Tank discussed this controversial issue, focusing on ways to foster climates in which faculty and administrators are collaborative partners in assessment with the intention of strengthening teaching and learning.

Brief 10: Lessons On Supporting Change Through Multi-Institutional Projects, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

The New England Resource Center for Higher Education’s (NERCHE) Civic Engagement Cluster1 is a multi-institutional model for strengthening civic engagement in higher education across ten institutions simultaneously. Reflecting NERCHE’s mission to promote community, collaboration, and change in higher education, the Cluster is based on the premise that significant change can be accomplished most effectively through collaboration and communication across institutions. The purpose of this Brief is to pass on some key lessons learned in the pilot year of this project about laying the groundwork for collaboration and improving institutional practice.

Brief 5: For Funders Of Multi-Institutional Collaborations In Higher Education: Support Partnership Building, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

This brief was derived from the discussions of NERCHE’s think tank for coordinators of GEAR UP school-college partnerships. The insights of these coordinators point to the principle that it is the quality of the relationships among the partners that determines the effectiveness of multi-institutional collaborations. This means then that those who support and invest in multi-institutional collaborations should also focus on supporting the process of partnership building. But what does this mean in practical terms? It means being strategic right from the beginning in the design of grant structures, and throughout the relationship with the grantees. This brief provides examples …

The Public-Private Forum: Good Intentions Randomize Behavior, Robert Wood

New England Journal of Public Policy

Public and private institutions of higher learning coexist throughout the United States in a pattern of diversity that is unknown in any other postindustrial society — and Massachusetts is a prime example of U.S. pluralism in education. In an era of scarce resources and mounting costs, the contrary instincts for cooperation and competition are at work. This article is an account ofa voluntary attempt among private and public colleges and universities between 1973 and 1976 to forge a fragile partnership — the Massachusetts Public-Private Forum — which first flourished, then foundered. Tracing the course of its early successes and final …