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Abstract BackgroundCalls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/HypothesisThis study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public–private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration? Design/MethodThis qualitative, embedded multiple case study considered in‐depth pre‐ and post‐year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. ResultsResults provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school–university–industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. ConclusionsTaking a macro‐level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school–university–industry partnerships for engineering education and contribute to the development of collaboration theory.
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This content will become publicly available on July 14, 2026
The signal of institutional governance in early‐stage financing for university spinoffs
Abstract Research SummaryUniversity spinoffs (USOs) translate scientific advancement to economic gains, but the role of the university's governance as a public or private institution is infrequently explored. With a novel dataset of academic entrepreneurs with National Science Foundation I‐Corps training, we examine institutional governance as a fundraising signal. We demonstrate how angel investors and venture capitalists (VCs) show a preference for private USOs. However, with different investment objectives, the groups conduct distinct sensemaking that weighs this cue differently. For angels, industry moderates the effect such that they prefer private university life science firms to public USOs. However, industry mediates the effect for VCs, who prefer life sciences to engineering. We describe this variation as mixed salience—when a signal yields differences in decision‐making for distinct audiences. Managerial SummaryUniversity spinoffs (USOs) are important for economic growth, but little is known about differences between USOs from public and private universities. We study how angel investors and venture capitalists (VCs) fund USOs of public and private schools. These two investor groups make funding decisions with different priorities and approaches. Both groups appear to prefer private universities. A deeper look reveals that angel investors prefer private university life science teams to the public university counterparts. On the other hand, VCs prefer life sciences teams to engineering teams—and life sciences teams are more likely to come from private schools. Evidently, the two investor audiences respond to the public/private distinction in different ways.
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- Award ID(s):
- 2048703
- PAR ID:
- 10615023
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Strategic Entrepreneurship Journal
- ISSN:
- 1932-4391
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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