Literaturnachweis - Detailanzeige
| Autor/inn/en | Tlemsani, Issam; Mohamed Hashim, Mohamed Ashmel; Matthews, Robin |
|---|---|
| Titel | Games Theory and Strategic Alliances: Applications to British Russian Partnership |
| Quelle | In: Higher Education, Skills and Work-based Learning, 12 (2022) 4, S.689-704 (16 Seiten)
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| Zusatzinformation | ORCID (Tlemsani, Issam) ORCID (Matthews, Robin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2042-3896 |
| DOI | 10.1108/HESWBL-02-2021-0036 |
| Schlagwörter | Game Theory; Partnerships in Education; International Cooperation; Foreign Countries; Educational Policy; Games; Intercollegiate Cooperation; Universities; Policy Formation; United Kingdom (Great Britain); Russia |
| Abstract | Purpose: This conceptual paper examines the need for viable theoretical models of international learning alliances in the light of cooperative games and complexity in two distinguished educational settings. Game theory is used to demonstrate the need for the top managerial executives to acquire a detailed understanding of decision makers' behaviours and trigger the deployment of complex analytical methods. The paper scrutinizes Russia's pursued aggressive approach using shock therapy, also suggest the critical need to reform policy. Design/methodology/approach: Combining the critical analysis of (1) cooperative games and (2) adaptive systems structures, a dependable model is derived, which sets the baseline for determining the role of costs and gains. The analysis is supported using a real-world example of an alliance between British University (the X and Y alliance) and Russian University. It also emphasizes the importance of both internal and external pressure variables closely connected with the cooperative games, adaptive system and shock therapy. Findings: Two features of alliances have been emphasized. The first is the importance of informal relationships in the evolution of partnerships and of cooperation. This is a well-known factor in the success of any relationship. Especially in international partnerships, empathy at the individual level is perhaps necessary to bypass the influence of historical and cultural differences that are barriers at the macro level, preconditions rather than consequences of successful policies and contractual arrangements at the level of organizations and governments. The second feature is interdependence at the cost-benefit level and in the domain of decisions. The cooperation of both partners is required to realize payoffs. Practical implications: The implication of this paper is a guideline for regulators and policymakers designing worldwide alliances in higher education. In addition, this paper covers an interesting domain that could be of interest to organizations involved in forming strategic alliances, developing and re-engineering policies for strategic coalitions and setting future profitable payoff relationships within the contextual limitations of X and Y. Originality/value: This paper creates new knowledge by concisely examining the meaning of strategic alliances in the context of the global education industry. (As Provided). |
| Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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