Developing strategic alliances in management learning

Abstract

Purpose The notion of effective strategic alliances provides the basis on which this paper proposes a framework to manage the application and outcomes of management learning. The management of key partner collaboration emerges in this paper as a major success factor in determining effective management learning. A proactive structured approach to partnerships and alliances is proposed as a robust framework for management learning that is based on the advantages and effectiveness of management theories and concepts. Design/methodology/approach This paper describes the results of a longitudinal research study of an inter‐organisational partnership; this paper explores the contributions, experiences and perceptions of the central stakeholders in management learning (HE, organisations and students). Through a case study approach to three collaborative projects, an analysis of the learning cycle of planning, designing, monitoring and assessing programmes is presented. Findings The results demonstrate that, as well as being a diagnostic tool, the framework underpinning strategic alliances – their formation, risks and challenges – provides the basis of an anticipatory and proactive approach to successful management‐learning partnerships. The research shows that, if stakeholders in the management‐learning relationship are to achieve their individual and diverse objectives, managing their interaction with each other and input into the process is essential. The need for partners to be explicit about their collaboration and each stakeholder's objectives is demonstrated. The learning agreement is a mechanism through which these desired outcomes could be made tangible and thus through which the strategic partnership can be managed. Originality/value The distinct contribution of this paper is that it brings together different management concepts to make practical use of the ideas of management learning. It provides evidence of successful programme design and delivery for management learning, as well as issues that have not worked well in the development of successful alliances, which underpin these programmes. Finally, the paper contributes to the continuing progression of thinking about the very nature of management learning as a theoretical framework to enhance the link between research, learning and the practice of management.

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