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2013 - ARNOVA Annual Conference Words: 100 words || 
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1. Robichau, Robbie. "To Collaborate or Not to Collaborate: A Multi-theoretical Explanation for Collaboration among Child Welfare Nonprofits" Paper presented at the annual meeting of the ARNOVA Annual Conference, Marriott Hartford Downtown, Hartford, CT, Nov 21, 2013 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p670620_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Collaboration among nonprofits has become a necessity for survival and most research to date focuses on cross-sector collaboration. By taking a multi-theoretical approach, this research adds to the literature on intra-agency collaboration by using a sociological perspective. Survey data from child welfare nonprofits is used to conduct an Ordinary Least Square regression to test how different theories explain collaboration. Results show that a turbulent environment, identifying with normative commitments of the nonprofit sector, and experiencing positive service outcomes from past collaborations increases intra-agency collaboration while having a business board member and experiencing positive administrative outcomes from past collaboration reduces collaboration.

2012 - 4S Annual Meeting Words: 260 words || 
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2. Croissant, Jennifer. and Smith-Doerr, Laurel. "Interrogating Collaboration: How Chemical Scientists define Collaboration and Responsibilities to Collaborators" Paper presented at the annual meeting of the 4S Annual Meeting, Copenhagen Business School, Frederiksberg, Denmark, <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p578606_index.html>
Publication Type: Paper Abstract
Abstract: Knowledge production is an increasingly collaborative endeavor. Research on co-authorship, for instance, shows that the number of coauthored papers is rising in every disciplinary field (Wuchty, Jones and Uzzi 2007). And while classic laboratory studies inform us about epistemic cultures (Knorr Cetina 1999) and the creation of facts (Latour and Woolgar 1979), not enough is known about how “collaboration” is perceived and managed by scientists. This paper explores the dynamics of collaborative knowledge production by focusing on researchers in the Chemical Sciences in two settings: an academic Chemistry lab, and a research group employing chemical analysis in a biotechnology company. The data come from semi-structured interviews and observations at lab meetings. In this project, the investigators do not define collaboration a priori, but instead allow interlocutors to describe their experiences with collaboration and develop their own working definitions. In the interviews, collaboration appears as a fairly static category, both as a problem (how to overcome the difficulties in collaboration, or barriers to collaboration) and as an approach (some scientists are more collaborative than others). In the ethnographic observation, collaboration is more dynamic. The chemical scientists perform collaboration in meetings in ways that seem to fall along a spectrum of “more” and “less” intense collaboration, as evidenced by differences in language, tone, and non-verbal behavior. Collaboration is sometimes contracting and sometimes expanding (such as in who is included in collaboration). Gendered organization and ethical issues, broadly construed, are found to play a role in this contraction and expansion of collaboration in the two settings.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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3. Alea, Jamie. and Voegele, Crystal. "Designing Authentic Field Experiences for Student Learning through University/School Collaboration: Inspiring a new generation of educators to use the power of collaboration to impact K-12 student achievement." Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p1170244_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: We will explore ways in which co-constructed authentic field experiences can offer teacher candidates, mentor teachers and university faculty the opportunity to develop effective teaching skills most likely to impact K-12 student learning (AFT, 2012; CCSSO, 2012; Darling-Hammond, 2005; NCTQ, 2011; NEA, 2011; Singer, Catapano, & Huisman, 2010; Zeichner, 2010). We will outline evidence to support the notion that such collaboration between teach candidates, mentor teachers and teacher educators is vital in order to achieve the common goal of K-12 student achievement.

2016 - UCEA Annual Convention Pages: unavailable || Words: unavailable || 
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4. Freeman, Julie. "Collaborating Across Boundaries: Educational Service Agency Use of Collaboration in Supporting Instructional Reform" Paper presented at the annual meeting of the UCEA Annual Convention, Detroit Marriott Renaissance Center, Detroit, Michigan, Nov 17, 2016 Online <APPLICATION/PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p1161429_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Drawing on comparative case study methodology, this study explores how three educational service agencies used collaboration as they supported their constituent districts in implementing the Common Core State Standards, an example of ambitious instructional reform. My findings suggest there are varying, yet overlapping, ways for these agencies to successfully leverage collaboration to support district and school reform, including providing resources, being the center for “common work,” and developing relationships.

2017 - 88th Annual SPSA Conference Words: 251 words || 
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5. Diaz-Kope, Luisa. and Morris, John. "Why Collaborate? Exploring the Role of Organizational Motivations in Cross-Sector Watershed Collaboration" Paper presented at the annual meeting of the 88th Annual SPSA Conference, Hyatt Regency, New Orleans, LA, Jan 11, 2017 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p1201924_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: As governments turn to cross-sector collaboration to address complex watershed pollution problems, questions of how to manage collaborative efforts are brought to the fore. Chief among the challenges is how to determine the necessary stakeholders to bring to the table and, concomitantly, how to incent organizations from different sectors to work collaboratively to address these complex problems. While work has been done to explore individual motivations, little work has been done to examine organizational motivations for collaboration.
This study explores the motivational determinants that drive local cross-sector watershed collaboration. A conceptual framework is developed to guide the exploration of the phenomenon under investigation. A single case study research design is utilized to answer the research questions. Data sources included: (1) interviews, (2) official government and organizational web sites and various media sources, and (3) field observations and memos.
Participants in the study consist of key informants that represent member organizations collaborating with a local watershed group in southeastern Virginia. The key informants are comprised of an array of executive-level organizational leaders from 29 organizations operating in different sectors. All of the organizations in the study are local organizations located within the boundaries of the Lynnhaven River watershed.
The empirical evidence from the study indicates that all of the thematic constructs included in the conceptual framework are motivational determinants for local cross-sector watershed collaboration. Key findings of the study identify variations in the level of prevalence in the motivational determinants among organizations from different sectors that partner with the focal organization.

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