Professional Documents
Culture Documents
Robert Gailey
~~For Private Use Only~~
No Unauthorized Distribution of Publication without permission of the author
Collaborations across Campus and across Town: Preparing College Students to Engage in
Social Innovation Careers
Paper to be presented at
International Social Innovation Research Conference 2010:
Partnerships, Hybrids and Networks
Säid Business School, University of Oxford
13-15 September, 2010
1
Abstract
Collaboration, especially at the university level, is not easy. It requires good planning, proper
execution, and careful follow-up. It also requires significant resources—in time and money—to
be successful and, perhaps more importantly, useful to students in their career development. This
paper explores some of the challenges, benefits, and opportunities of collaborations, across
campus and across town, which have helped to nurture student interest in careers in the social
innovation sector. Two case-study–like examples are described. The first example is an intra-
sector in San Diego, California, USA. The conclusion offers four short, biographical samples of
students involved in the social innovation sector who have participated in at least one of the
Introduction
choices and tastes are increasingly driven by specific interests and particular demands. This has
led many jobs, indeed whole careers, to become more specialized. Educational institutions have
mirrored this specialization (Clark, 1987). In response to this increase in demand for
professionals with specific skills and knowledge, some academic disciplines are drifting further
toward a silo mentality (Kezar, 2005). Academics in these fields believe that in order to ensure
their graduates remain competitive in the global marketplace, their programs must dominate
discipline-specific courses comes at the expense of offering a broader scope of courses to fulfill
degree requirements or allowing an eclectic breadth of electives. While there are signs that more
2
universities and academic programs appreciate the value of an inter-disciplinary, broad liberal
arts education, there are many schools that still hold firm to course requirements that are
This uni-discipline focus has consequences at the macro level. Within the competitive
explore opportunities for collaboration and partnerships across disciplines in one university, let
alone partner with other, similar universities. There are faculty who believe the competitive
nature permeating much of today’s higher education is an important nurturing mechanism to help
students develop the skills necessary to jump into a career in the for-profit world of corporate
finance or marketing. Such a drift toward specialization, however, does not bode well for
students interested in careers in the social innovation sector, a sector that requires a diverse set of
The 21st century has ushered in an increasingly sophisticated, dynamic, and complex
global society. Many citizens, particularly those in the younger generation, are interested in
tackling historically stubborn social problems with renewed vigor and creativity. While the lines
between nonprofit and for-profit functions continue to blur, it is clear that a multi-disciplinary
This paper first explores sound principles and proposed benefits for helpful
collaborations found in the literature. The paper then focuses on two cases of collaboration—one
intra-university and one inter-university—in which the author has been involved during his
teaching tenure. Based on verbal feedback from students and alumni, some of which is featured
in this paper, these collaborations appear to have had a positive influence on the career
3
development of students graduating from the author’s university (a private Christian, liberal arts
In their often-cited paper on collaboration, Powell, Koput, and Smith-Doerr (1996) argue that in
complex, diverse, and expanding industries, networks of learning are more conducive to
generating innovation than individual organizations are. While these authors focused their
research and analysis on the rapid changes in the technological and for-profit sectors, an
argument can be made that today’s social innovation sector mirrors much of what was happening
in the technology sector 15 years ago. The number of conferences, journal articles, new
organizational structures, and emerging funding mechanisms indicate that a sea change of rapid
innovation is taking place in the social entrepreneurship sector throughout the world. It is also
clear that this sector is gaining increased media and public policy attention. Nambisan (2009)
suggests that networks and collaborations offer a “wider range of ideas, better use of resources,
One of the best examples of educational collaboration in the social innovation sector is
the collaboration between Stanford University and Harvard University. This inter-university
collaboration, described in detail by Gordon Bloom in Nicholls (2006), is called the Social
Entrepreneurship Collaboratory (SE Lab). The SE Lab leverages the reputation and resources of
each university to facilitate intellectual creativity in launching new social enterprises. Bloom
describes how the SE Lab “provides students with an opportunity to discover and focus their
intelligence, energy, and passion on identifying and confronting social problems of their choice;
provides them with curriculum that integrates theory and practice; introduces them to a broad set
of resources supportive of social entrepreneurship within and outside the university; and invites
4
them to co-create a collaborative environment that mentors them in designing and developing
solutions and the social change organizations to implement them” (p. 273). The SE Lab
facilitates a multiplier effect on both research and practice. For instance, Jones, Wuchty, and
Uzzi (2008) found that collaboration among Tier 1 academic universities not only increases the
volume of research, but that such collaborations lead to a greater number of citations, one sign of
intellectual innovation, than what occurs in intra-university and solo publications. Their research,
in fact, indicates that collaboration between Tier 1 universities and lower-level schools are of
What Are Some Principles for Good Collaboration in the Social Innovation Sector?
Elliot Maxwell (2010) recently declared, “Collaboration is not new to colleges and universities—
it is in their DNA” (p. 159). While it is true that collaboration is foundational to the academy,
market pressures and technological transformations related to how people learn and acquire
information are impacting collegiality in ways that suggest some disciplines will struggle with
these changes more than others. Consider some of the sciences. As more research schools partner
with commercial interests to develop medical or biological patents, researchers will have less
time and energy (indeed permission) to devote to cross-university research partnerships. One
sector that has proven well adapted to encouraging collaboration, however, is the social
innovation sector. No doubt this is due, in part, to the multi-disciplinary nature of this growing
field. Already there are at least two examples of established academic research networks: The
Social Enterprise Knowledge Network (SEKN) and the EMES group in Europe (Nicholls, 2006,
p. 8).
While there are good collaborations already taking place in the social innovation sector,
Anderson and Dees (2006) argue that the social entrepreneurship field must embrace researchers
5
from various perspectives and disciplines: “The mix should reflect the diversity of social issues,
the range of strategies for social change, the various organizational structures that could be used,
and the multiple stakeholders involved” (p. 158). The authors advocate an expansion of
management research by pairing business faculty with researchers in the social sectors.
Another important strategy for establishing collaboration in the social innovation sector,
Gordon Bloom (2006) outlines the work at both Stanford and Harvard related to student
organizations and conferences and how these events and activities help connect students to
practical applications of the theories they are learning at the university. As students engage in
experiential learning of theoretical ideas, they develop skills that are relevant to organizations
operating in the real world of, say, poverty alleviation or environmental protection.
Collaborations geared toward knowledge creation can take on various forms. Examples include
partnerships between universities and nonprofits (Cohen, Phillips, Chierchio, 2001), between
corporations and nonprofits (Dahan, et. al. 2010), between corporations and universities (Godin
and Gingras, 2000; Dunowski, Schultz, et al., 2010), and among research universities (Nicholls,
2006; Cummings and Kiesler, 2007; Jones, et al., 2008). Yet, some authors suggest, more than
fifty percent of collaborations fail (Kezar, 2005). What, then, makes a collaboration likely to
succeed?
Kezar (2005) outlines three steps for successful collaboration: First, build commitment:
through external pressure, establishing values, fostering learning and establishing networks.
Second, commit: There must be a sense of priority, firming up a mission, and building networks.
Third, sustain: through integrating structures, offering rewards, and continuing to expand
6
networks. Bloom (2006) outlines what he believes made the SE Lab collaboration successful at
Stanford: “[T]ap into people’s passions, fieldwork, action research, peer support and learning,
and the participation of domain experts and social entrepreneurship practitioners with
society—a group of people, not just individuals. As Thekaekara and Thekaekara (2010) note:
For this author, and in relation to the title of this paper, one important measure of success
regarding collaboration is how many students are influenced to consider careers in the social
perspective of what is possible. Exposure to different fields of research and different programs
while building connections to a cadre of good people who can serve as a support network for
future endeavors. Again, the tie-back is to social relationships, and the value those relationships
The next section details two examples from the author’s university that have, according to
students’ responses, helped shape student interest in social innovation careers. Of course, there
are other important activities and events happening at the university that play a role in
influencing student career interest in the social innovation sector. It is important to briefly
7
mention these before presenting the detailed examples so readers can better understand the
broader context.
For one, the university has a long history in encouraging and facilitating student
involvement in study abroad programs. For its size, the university is nationally ranked in the top
10 for having students participate in study abroad programs. In addition, there is a student
microfinance club that is very active in the community. Each semester, the club hosts Kiva
lending nights to allow students to participate in lending money to borrowers around the world.
For the past two years, the student club has hosted a $2 Challenge, encouraging students to sign
up to live on less than $2 a day for several days, sleeping outside and limiting their use of water
and electricity. While students attempt to get a small “taste” of what living in poverty is like,
they also raise money for microfinance initiatives around the world. In 2010, the students raised
The university also hosts summer service trips for students. Each year, roughly 6 to 7
percent of the student body travels on trips to one of 8 to 10 different countries. Most of the
countries visited are countries where a significant portion of the population lives in economic
poverty. For three weeks, the groups perform various activities in the local community, often
under the direction of local leaders. Many students indicate that these trips are transformational
in their lives and career choices. In addition, the university supports an international
development studies major and minor as well as a nonprofit minor, all under the school of
business. The school also supports a Center for International Development, which provides
student and faculty scholarships to participate in social innovation conferences and helps
8
facilitate student internships and job opportunities related to careers in the social innovation
sector. 1
Numerous factors work together to shape college students’ lives in terms of what careers
they choose to pursue. Arnett (2004) argues that emerging adulthood is a time when many young
people solidify a worldview that will impact the kind of person they become as adults. In many
cases, a continuum, or series, of events engage students in ways that shape them into people
lured by the potential of how the social innovation sector can radically transform the lives of
poor people around the world. While the examples that follow focus on collaboration, it is
important to recognize that the factors mentioned in this section both contribute to and are
influenced by the examples below in terms of encouraging student career interest in the social
innovation sector.
The two case studies below briefly touch on key highlights of the collaborations. The
headlines under each case study offer guidance on what the narrative is describing. The first
section highlights a key principle of collaboration that the example represents and indicates how
the principle applies to nurturing student interest in social innovation careers. The two sections
that follow highlight challenges and benefits of the collaboration that students have reported via
evaluations and communication with the professor. The second case study includes a section on
results, which highlights direct actions taken by students in response to their engagement in the
collaboration.
Case Study #1
1
A few of the conferences faculty and students have attended include Skoll World Forums, Clinton Global Initiative
University, Global Microcredit Summit Campaign, Social Venture Capital/Social Enterprise Conference in Miami,
and Harvard’s Social Enterprise Conference.
9
Cross-discipline knowledge. Students gain a greater appreciation for the different frameworks in
Description
One of the courses the author teaches each spring semester is called Theories of Economic
the class each year. Most are students in the school of business, where at least one course in
upper-division economics is required for all graduates. Roughly half of the students in the class
are international development studies (IDS) majors or IDS minors and are taking the course
because of their interest in learning more about poverty alleviation efforts from an economic
standpoint. Members of the other half of the class admit freely at the beginning of the semester
that they are taking the course primarily because it fulfills an upper-division requirement and
Every other year, the author, who teaches in the school of business, collaborates with a
colleague in the sociology and social work department who is trained as an anthropologist. In
alternating years, the anthropologist teaches a spring semester entitled Globalization and Culture.
His course considers the impact of global economic forces from the perspective of the people
who are impacted the most from these forces. His interest is in listening to their voices and
considering their experiences in light of the global forces at work and how these forces impact
Both professors teach their regular course content throughout the semester, occasionally
sitting in on each other’s classes and/or guest lecturing to the other class. The collaboration
comes through designing a group course project, worth 30 percent of each course’s grade, as a
10
key feature in both classes. The professors select a specific course project in which every student
The students are divided into small groups to work on sections of the project. Each small
group has students from each class. Students are asked to list their top three choices for groups
and are assigned, as much as possible, to one of their preferred groups. Usually every semester of
the collaboration at least one student takes both courses. She/he is assigned one group but given
a “double portion” of the workload to be graded by her/his peers accordingly. The overarching
topic is divided into six or seven smaller pieces and each small group is given one piece to
research and present on to the wider class. Students meet throughout the semester to work on
their group projects. At the end of the semester, weekly class time is canceled in exchange for
requiring all students to attend a combined class meeting on Saturday, where the groups do their
In 2006, the first time this collaboration was done, the focus of the group project was to
consider a fair trade initiative that would involve the campus selling common-use products in the
United States that were made in other countries by people earning a fair wage. The business idea
revolved around students from the university’s summer service trips (described in an earlier
section) bringing back items from the countries they visited that would then be sold in the United
States. The class project involved the initial research for this idea. The seven small groups were
- Scope of poverty — San Diego, South Africa, Kenya, Armenia, Brazil, Philippines
2
One year the university’s center for teaching and learning selected this cross-course collaboration as an example to
be shared with other faculty across campus during a faculty enrichment seminar.
11
- Import/export laws/regulations, practices
In 2008, the second year of the collaboration, the focus of the group project was on important
“global poverty issues,” and the students were required to develop and implement a creative
awareness campaign on campus that would educate their peers about specific issues. The topics
- We Are What We Eat: Global hunger, local food insecurity and the globalization of the
food supply
- “New World Water”: Lack of access to clean drinking water and sanitation
- Pathologies of Power: The unequal distribution of global health care to those who can
pay for it
- Free the Slaves: Human trafficking (the contemporary global slave trade)
In 2010, the third year of the collaboration, the entire group project was focused on human
trafficking, a growing concern among the students on the university campus. The small groups
focused their research and presentation on one of the following topics/organizations and their
- The Church
12
- The Victims
- The Media/Arts
- Educational Institutions
- Non-Profits
Challenges
In general, student groups do well working across disciplines. There are challenges, however,
that the cross-course collaboration encounters. One complaint students repeat is that getting
together with students in other classes is extremely difficult because schedules often clash. Some
students get frustrated with the “perspective” of the students in the “other” class and/or the
perspective that the “other” professor brings to the course material in terms of feedback/input
about the project. Depending on the year’s overarching topic and the student’s particular topic
and group dynamic, a few students complain that the topic is not relevant to the course materials.
Benefits
Several students expressed their appreciation for gaining different perspectives from students in
other majors. Students appreciated learning together on a specific topic and approaching that
topic from unique and discipline-specific angles. While some students struggled with
collaborating across courses, even some who complained about the differences appreciated and
respected the cross-discipline interaction. Group work is always challenging, but working
through those challenges to successfully complete research, analysis, and public presentation on
an important topic can be rewarding and, in the process, students gain useful skills and
knowledge.
Case Study #2
13
The Principle of Collaboration Fostering Student Career Interest in Social Innovation
Description
In late 2008, key microfinance practitioners in San Diego met with interested university faculty
and students from local universities to discuss the possibility of co-hosting a city-wide summit
on microfinance. All who attended were keenly interested in collaborating on such a venture.
Group members pledged to meet on a regular basis and offered their respective organizational
resources to plan a conference. From that initial meeting emerged the San Diego Microfinance
Alliance (SDMFA). SDMFA membership now includes four of the largest universities in San
Diego as well as several local microfinance practitioners operating in San Diego, northern
Mexico, and around the world. The Alliance is strong and growing. Two annual summits have
been held on a local university campus each spring semester, with more than 200 in attendance at
each event. Participants include interested community members, faculty, staff, and students of
local universities, and staff and even clients of local microfinance institutions.
The food that is provided to summit participants for both a breakfast snack and main
lunch is provided by microfinance clients, who are paid for their services. Both years have
featured a video showing clients at their places of business. A plenary session during the first
summit featured microfinance clients on a plenary panel. Each year, a space is dedicated for
microfinance clients to sell their wares to summit participants and students walking across
campus.
14
The summit also features a keynote speaker, plenary panels, networking times, and, last
year, breakout sessions for participants. Tables are provided for local organizations to share their
information and recruit volunteers and donors to their causes. Costs for the summit are kept low
so that students can afford to attend. The organizations and educational institutions affiliated
with the Alliance all donate significant time and energy, even financial resources, to make the
In the first summit, the two smaller universities in San Diego, including the author’s,
were the primary drivers of the educational participation for the event. In the second year,
however, the two largest state universities in San Diego joined the Alliance in a significant way.
Now, all four universities actively participate in both the planning of events and in engaging
In addition to the annual summit, the Alliance has hosted other city-wide collaborative
activities. In fall 2009, the Alliance, in response to requests made by students and community
leaders who attended the summit, hosted a Microfinance 101 course. This course took place one
night a week for four weeks. The course was an introduction to key principles and practices in
microfinance. Roughly 40 people attended the inaugural course. A nominal fee was charged to
all participants to ensure commitment to attend four weeks of the course. The course was
populated by a mix of students and community members, with a little more than half being
students from at least three local universities. The first two nights of the class were taught by
professors at two of the local universities. The third night was taught by a staff leader from a
local microfinance organization. All teachers donated their time to teach the class and support
this effort. Clients of a local microfinance organization were invited to share their stories during
15
the last night of the course. For many participants, hearing the stories of clients and their
The MF101 course is scheduled to be repeated in fall 2010. The Alliance hopes to offer a
MF102 course in the spring semester to all participants who completed the MF101 course either
last year or this year. The MF102 course will go deeper into an analysis of microfinance
Members of the Alliance also maintain a website for the community3. The website
features recent microfinance news, upcoming local events, job and internship openings, and the
businesses of local microfinance clients. The Alliance also hosts events, like that held for
Oikocredit 4 this past summer, that introduce the San Diego community to international
microfinance organizations.
The SDMFA remains informal in its approach to collaboration. The Alliance has forgone
registering as a formal nonprofit organization. There are no budgets or paid staff. Different
people or organizations have taken the lead on specific events and activities. The alliance
members have emphasized that they want the Alliance activities to continue to focus on what
benefits and supports San Diego microfinance activities and, particularly, what benefits clients
the most. While informal, the Alliance appreciates and has learned from more formalized
collaborations in other cities, such as SEAMO in Seattle, 5 the Silicon Valley Microfinance
3
http://sdmicrofinance.org/
4
http://www.oikocredit.org/en/home
5
http://www.seattlemicrofinance.org/
6
http://svmn.net/page/2/
7
http://www.chicagomicrofinance.com/
16
Challenges
While the Alliance has been built on the various contributions of its members, concerns remain
about the financial viability of the partnership and, in particular, about how to best price each
individual event. Without an institutional framework that allows for fundraising and full-time
staff hiring, questions remain about the partnership’s longevity. In particular, concerns have been
voiced regarding institutional commitments should individual participants leave the Alliance due
to job changes or lack of interest. Related to this concern over the Alliance’s financial viability is
the question of how best to price individual events so that each event comes as close as possible
to covering its costs while remaining affordable to both college students and community
members. Some have wondered whether or not services provided by the Alliance to clients of
A possible future challenge the Alliance might face, particularly if it remains informal, is
to carry the load for the Alliance without sufficient support from the other members. Thankfully
neither scenario currently exists. However, such a possibility remains and participants must be
Benefits
While many participating organizations in the Alliance recognize numerous benefits to their
respective organizations, this section focuses on the perceived benefits to students and their
career development opportunities in the social innovation sector. Students benefit from the
Alliance by having a significant amount of important resources in one location. Students who
17
organizations and four major universities at the same time. Leaders and professors from these
organizations, as well as student leaders and other staff members, are engaged and available to
talk to students about research, careers, internships, and jobs in the microfinance/social
from across San Diego who are interested in or passionate about solving poverty through
sustainable business opportunities can gather together and learn from and challenge each other.
In addition, students gain access to significant academic and practitioner resources through the
leaders of the Alliance. And, generally-speaking, these leaders welcome the opportunity to
Results
In a short amount of time, the Alliance has facilitated significant cross-town collaboration to
benefit student interest in social innovation careers. One of the university’s microfinance clubs
helped mentor and launch a microfinance club at another university. This fall, a third university
applied to their campus for approval to launch a microfinance-type club for staff, faculty, and
students. The staff member at the university who is leading this application process attributes her
interest in starting the club to her participation in the summit and MF101 course. These clubs
offer students a vehicle by which they can gain access to university resources as well as develop
a network of similarly minded students during a very formative time in their lives.
The service-learning office at one of the universities in the Alliance received a state grant
to engage in microfinance efforts. The office sent some of its staff members to the MF101 course
and, since that time, they have participated in and supported the summit in very significant ways.
18
For instance, the university and its service-learning office leveraged the Alliance’s cross-town
program using funds from a state grant. A number of students have been able to observe client
meetings in action because loans financed by the university’s grant were funneled through a local
microfinance practitioner.
influence these events have had on students. For instance, a number of student participants in the
summits have stated, in their post-summit evaluations, that attending a summit was eye-opening
and, for some, a highlight of their academic year. For others, a summit represents the first time a
student has been exposed to the idea that poverty alleviation and sound business principles and
practices can go together. Many business majors reflect on their summit attendance and are
grateful for how the experience opened their minds to the real possibility that they could use their
degrees and still pursue careers in the nonprofit and social innovation sectors. The next section
highlights four particular students who were significantly influenced by the intra-university
and/or inter-university collaborations. Their stories represent what is hoped for in all students—
that through exposure to the issues and ideas intentionally highlighted in these collaborations,
transformation takes place in a student’s life, which, in turn, impacts her or his career projection.
While the above examples provide details and analysis of collaborations across campus and
across town that have helped facilitate student interest in social innovation careers, the author
believes it is useful to conclude this paper with some examples of particular students from his
own school who have gone into or are preparing to enter social innovation–sector careers. These
brief biographies focus on each student’s experiences with the examples of collaboration
19
described above, each student’s current career path, and a direct quotation from each student on
- Participated in the Globalization and Culture class the year the combined courses project
- Involved in Alliance summit - first year, helped make a video of client businesses that
- Involved in Alliance summit - second year, engaged in an honors project that culminated
- Seeks to raise awareness about social injustice in the world through the medium of film.
Her independent production group, Your Platform Media, is centered around the mission
- Most recently, she has signed up with Americorps as the Youth Food Justice Coordinator
with the International Rescue Committee in San Diego (one of the lead collaborators of
the Alliance)
- “In working on collaborative projects with peers and professors, I learned the
power of community and the importance of diversity in academic settings. I’ve been
part of the evolving stories of community and creativity throughout San Diego.”
20
- Participated in ECO315 - Theories of Economic Development class the year the
combined courses project focused on global poverty issues. His team focused on the
scarcity of water.
for 18 months 8
- 2009 - took over organizational leadership of SDMFA – managed the Alliance, oversaw
- Co-founded PLNU Alumni in Microfinance – to help more current students engage in the
world of microfinance
- “This past year has been a huge year of growth for me and my eyes have been
world today, to creative ventures that contribute to poverty relief. Our economic
development class, as well as many of the resources, . . . have been a huge part of
that.”
combined courses project focused on global poverty issues. His team focused on the
scarcity of water.
8
During his tenure as President, Grameen America in New York City contacted the club for advice on setting up
relationships with university campuses and Kiva featured the club in their international Campus Kiva Starter Kit:
http://media.kiva.org/campus_kiva_starter_kit.pdf
9
http://www.cdcloans.com/index.shtml
21
- Past 18 months has served as outreach coordinator for Plant with Purpose, 10 an
environmentally focused nonprofit that also does microfinance work. Plant with Purpose
recently was featured in a New York Times article about agricultural success in post-
earthquake Haiti. 11
- Managed information booth at last summit and helped with organizing the event
- Co-founded PLNU Alumni in Microfinance – to help more current students engage in the
world of microfinance
nonprofit world that have really changed the direction of my young professional
career.”
collaboration) and did one of the best research papers/presentations this professor has
- When Opportunity International’s CEO left the organization to start EduLeap, he asked
10
http://www.plantwithpurpose.org/
11
http://www.nytimes.com/gwire/2010/07/12/12greenwire-devastated-haiti-braces-for-an-active-hurrican-
11849.html?pagewanted=1
12
http://eduleap.org/Home.html
22
- Co-founded PLNU Alumni in Microfinance – to help more current students engage in the
world of microfinance
Conclusion
Collaborations can be fun and generate a lot of energy. They also can be challenging and require
a lot of effort. Intra-university collaborations broaden perspectives and expose students to the
value of taking a multi-disciplinary approach to learning about global problems and searching for
centered on a specific field in the social innovation sector such as microfinance, spawn important
cross-town relationships at numerous levels (faculty, staff, and students). These kinds of
collaborations are best leveraged by engaged students who take advantage of such opportunities
to expand their networks, grow their intellectual horizons, and utilize experts in the practitioner
world to fine-tune their understanding of what may work in tackling the world’s most
here in San Diego and a pure joy to see dedicated students build on these connections to launch
important careers in the social innovation sector. I write this paper to honor their work and to
encourage them to continue to pursue such endeavors in a spirit of wonder and humility.
23
References
Anderson, B., & Dees, G. (2006). Rhetoric, reality, and research: Building a solid foundation for
the practice of social entrepreneurship. In A. Nicholls (Ed.), Social entrepreneurship:
New models of sustainable social change. New York, NY: Oxford University Press.
Arnett, J. (2004). Emerging adulthood: The winding road from the late teens through the
twenties. New York, NY: Oxford University Press.
Bloom, G. (2006). The social entrepreneurship collaboratory (SE Lab): A university incubator
for a rising generation of social entrepreneurs. In A. Nicholls (Ed.), Social
entrepreneurship: New models of sustainable social change. New York, NY: Oxford
University Press.
Clark, B. (1987). The academic life: Small worlds, different worlds. Princeton, NJ: Carnegie
Foundation for the Advancement of Teaching.
Cohen, C. S., Phillips, M. H., & Chierchio, M. (2001). How are we doing? Agency/university
collaboration for assessment of client outcomes. Advances in Social Work, 2(1), 12–25.
Cummings, J. N., & Kiesler, S. (2007). Coordination costs and project outcomes in multi-
university collaborations. Research Policy, 36(10),1620–1634.
Dahan, N. M., Doh, J. P., et al. (2010). Corporate-NGO collaboration: Co-creating new business
models for developing markets. Long Range Planning, 43(2&3), 326–342.
Deutsch, C. H. (2007, December 25). A threat so big, academics try collaboration. New York
Times. Retrieved from http://www.nytimes.com/2007/12/25/business/25sustain.html
Dunowski, J. P., Schultz, C., et al. (2010). Implementing university collaboration strategies
through portfolio management. Paper to be presented at the Summer Conference 2010 on
“Opening Up Innovation: Strategy, Organization and Technology” at Imperial College
London Business School.
Godin, B., & Gingras, Y. (2000). The place of universities in the system of knowledge
production. Research Policy, 29(2), 273–278.
Jones, B. F., Wuchty, S., & Uzzi, B. (2008). Multi-university research teams: Shifting impact,
geography, and stratification in science. Science, 322(5905), 1259–1262.
Maxwell, E. (2010). Harnessing openness to improve research, teaching and learning in higher
education. MIT Innovations, 5(2), 155–166.
24
Nambisan, S. (2009). Platforms for collaboration. Stanford Social Innovation Review, 7(3),
44-49.
Powell, W. W., Koput, K. W., & Smith-Doerr, L. (1996). Interorganizational Collaboration and
the Locus of Innovation: Networks of Learning in Biotechnology. Administrative Science
Quarterly, 41(1), 116–145.
Thekaekara, M. M., & Thekaekara, S. (2007). Social justice and social entrepreneurship:
Contradictory or complementary? Oxford: Skoll Center for Social Entrepreneurship.
Working Paper.
25