Exploration Of A Contextual Management Framework For Strategic Learning Alliances

Exploration Of A Contextual Management Framework For Strategic Learning Alliances2018-07-13T13:58:15+00:00

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Examining Factors Shaping Best Practice in Management of Strategic Alliances

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exploration of a contextual management framework

by Richard Dealtry

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Purpose

This article takes a further step forward in examining those important business factors that will shape the future of best practice in the quality management of internal and external strategic alliances. Design/methodology/approach.

It presents a speculative scenario on the future of strategic alliances in education, training, development and business inspired learning by applying information and data from well established professional alliance management sources as the underpinning context for its guidelines

Findings

There have been, and still are, many different attempts being made by business and academic institutions to set-up working relationships that are intended to work well for both parties. These relationships travel under various tiles with the term Partnership being the most common.

Problems of sustainability and/or quality of outcomes are prevalent as a result of the alliance management perspective being taken on a limited understanding of the total relationship dynamics for success; a too narrow a perspective on what dynamics have to be managed. Models for success are, however, readily available.

Research limitations/implications

In the broader context there is a wealth of research, best practice and practical experience in the field of strategic alliance management. iPCo current research is therefore focused on how this professional resource and experience can be adopted to provide a quality framework of management practice that will enable business management to ensure that they make the right choices in the selection and construction of their strategic learning relationships both internally and externally

Originality/value

The need for major innovations in the management of lifelong training and learning is now well established. Trying to achieve the successful implementation of these developments on a piecemeal basis has, however, proved to be an unrewarding process for many managers. The inertia of large institutional bodies and the ‘not invented here’ syndrome has proved to slow-down or side-line major innovations.

Knowing the size of the problem in each situation and how to deal with it effectively and efficiently at the right level is now one of the main strategic imperatives for corporate university managers.

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