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Higher education institutions possess a plethora of knowledge at the institutional, departmental and individual levels. Therefore, knowledge management plays a vital role in assisting partnerships to synergise knowledge and strengthen market competitiveness when working collaboratively. The purpose of this study is to identify and critically discuss the role of knowledge management concepts that support development of UK higher education partnerships. This knowledge management research was undertaken with the purpose of exploring components of behavioural constructs in assisting the development of successful partnerships between higher education institutions.

This research embraces a qualitative methodology and makes use of an expert panel method to gather field data and assess the relevance, robustness and applicability of a conceptual model developed in the context of higher education partnerships. Guided by two research questions, the researchers elicited knowledge from eight experts, academics and practitioners, who had initiated and led partnership development between UK higher education institutions. The experts were invited and selected to attend the panel using the criteria of “Years of Experience in the Higher Education sector”, “Job Positions and Experiences” and the “Partnership Scope and Impact”.

Depicting in a tree analogy, the conceptual model indicates that effective knowledge management will require higher education executives, managers and practitioners to centre on nurturing “tree roots” presented as behavioural knowledge management constructs and include institutional culture, trust, absorptive capacities and communication channels. The research findings elaborate on previous research and provide a categorisation of partnership outcomes between higher education institutions, explaining that partnership outcomes can be of an “Academic”, “Marketing and Finance” or “Managerial” nature. Importantly, practical use of the model could be implemented using audit methods or benchmarking methods, whereby the categorised elements of the model are used as a criterion of assessment for audit teams.

The conclusion extracted experiential insights to provide guidance as to how higher education executives, managers and practitioners can make use of knowledge management behavioural constructs and activities to assist collaborative undertakings in the higher education sector. This paper provided a new, modified, knowledge management higher education partnership tree, thus giving researchers and academic practitioners a holistic viewpoint of important partnership knowledge management factors.

Although scholars have been studying human resource management (HRM) and open innovation (OI), yet there is less attention to this relationship in the context of small-and medium-sized enterprises (SMEs). This paper aims to bring some insights about the human side of inbound open innovation (INOI) in SMEs. The goal is to better understand the role of organizational trust (OT) and developmental culture (DC) in the interactions between commitment-based HRM (C-HRM) and INOI.

The present study employs partial least squares-structural equation modeling to investigate the interrelationships among constructs, utilizing data gathered from a sample of 206 SMEs.

The study's empirical results indicate that the presence of OT serves as a complementary factor in mediating the relation between C-HRM and INOI. Furthermore, the analysis shows that there exists a moderating influence of DC in the relationship between C-HRM and INOI.

The role of HRM practices is important in developing OT and consequently foster INOI in SMEs. To achieve INOI, SMEs need a DC that induces C-HRM toward an OI approach.

This study adds to the understanding of the interactions between C-HRM practices and INOI in SMEs. The comprehension of the mediating function of OT and the moderating effect of DC serve to enhance the scholarly understanding of the human dimension of OI research.

The purpose of this paper is to discuss the need for universities to develop an entrepreneurial culture and assess higher education practitioners’ opinions of the culture of the university they are working in.

The research provides empirical data collected through a survey instrument originally used for a PhD research study; however, this paper focuses on the question set related to culture, which was based on the organisational culture model presented by Quinn in 1988.

The findings indicate that a number of respondents reported from a heterogeneous population of higher education institutes predominantly responded they were working within a hierarchy cultural type with many reporting a market cultural type. While respondents from a homogeneous group from a single university reported in the main they were working in a market-driven cultural type with the next main category being a clan culture.

The study population reported in the main that there is predominantly a market culture in UK universities. However, this research has focussed entirely on respondents working within the UK HE sector, thus, has ignored potential differences that could be present within the global HE emerging markets.

The paper strengthens understanding of the critical importance of innovation and entrepreneurship in universities. Students, scholars, HE policy makers and HE practitioners can gather a range of insights pointed at university culture and rest assured in the main they are market focussed.