A Stage Model for Academic-Corporate Partnerships

2011 ◽  
pp. 133-156
Author(s):  
James R. Coakley ◽  
Craig K. Tyran
Keyword(s):  
Information Systems ◽  
Critical Factor ◽  
Lessons Learned ◽  
Business Community ◽  
Advisory Council ◽  
State University ◽  
Corporate Partnership ◽  
Oregon State University ◽  
Corporate Partnerships ◽  
Partnership Program

A strong partnership with the business community can serve as a critical factor for an information systems program in higher education. The purpose of this chapter will be to draw on 10 years of experience to discuss our insights and lessons learned with regard to the Corporate Partnership Program for Information Systems at Oregon State University. The chapter begins with an overview of a “Stages of Partnership Growth” model that provides a framework for understanding and managing the evolutionary stages of growth for the academic-corporate partnership. The model will be illustrated by examining the evolution of the information systems program at Oregon State University. An advisory council comprised of representatives from the business community has played a key role in the development of the information systems program at Oregon State University. Suggestions regarding the creation and maintenance of an advisory council are discussed.

Developing a Virtual Undergraduate Research Symposium in Response to COVID-19 Disruptions: Building a Canvas-Based Shared Platform and Pondering Lessons Learned

2020 ◽  
Vol 4 (1) ◽  
pp. 75-75
Author(s):  
Sophie Pierszalowski ◽  
◽  
Greg Heinonen ◽  
Bethany Ulman ◽  
Daniel López-Cevallos ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Lessons Learned ◽  
Discussion Board ◽  
Discussion Boards ◽  
State University ◽  
College Level ◽  
Online Degree ◽  
Oregon State University

Oregon State University (OSU) partnered with OSU Ecampus, its online degree-granting unit, to develop a Canvas studio site to host a spring research symposium. Easy-to-navigate college-level pages with discussion boards for each student presenter were created. Students were asked to (1) pre-record a three-minute lightning talk by capturing a voice narrative over a PowerPoint slide deck and (2) upload their talks, along with a written narrative, into a pre-made discussion board.

scholarly journals Why Age Matters to Higher Education: Age-Friendly Tools and Techniques for Culture Change

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 551-551
Author(s):  
David Burdick ◽  
Karen Rose ◽  
Dana Bradley
Keyword(s):  
University Presidents ◽  
Steering Committee ◽  
State University ◽  
Community Members ◽  
University Leadership ◽  
Drexel University ◽  
College Of Nursing ◽  
Tools And Techniques ◽  
The University ◽  
Oregon State University

Abstract Momentum is growing for the Age-Friendly University Network as proponents, primarily gerontology educators, have successfully encouraged university presidents to sign nonbinding pledged to become more age-friendly in programs and policies, endorsing 10 Age-Friendly University Principles. While this trend is inspiring, more is needed to fully achieve benefits for universities, students, communities, and older adults. Four presentations discuss innovative ways of deepening university commitment, weaving the principles into the fabric of the university. The first paper describes thematic content analysis from five focus groups with admissions and career services staff at Washington University in St. Louis and the recommendations that emerged for the provision of programs and services for post-traditional students. The second paper describes efforts to utilize community-impact internships and community partnerships to build support for Age-Friendly University initiatives at Central Connecticut State University, particularly in the context of the university’s recent Carnegie Foundation Engaged Campus designation. The third paper describes how Drexel University became Philadelphia’s first Age-Friendly University and current efforts in the Drexel College of Nursing and Heatlh Care Profession’s AgeWell Collaboratory to convene university-wide leadership for an AFU Steering Committee working on four mission-driven efforts to ensure AFU sustainability. The fourth paper describes steps taken by AFU proponents at Western Oregon State University to gain endorsement from university leadership and community, including mapping the 10 AFU Principles to the university’s strategic plan, faculty senate endorsement, and survey/interview results of older community members’ use of the university, which collectively have enhanced deeper and broader campus buy-in of AFU.

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