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External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined.

In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities.

The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships.

It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change.

This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

This chapter will investigate the philosophical perspective and practical drivers of teacher development programmes delivered by a UK university to serving teachers in China. This chapter will highlight the evolution of the professional development programmes as they were delivered, considering cultural diversity and subsequent impact upon practice. The impact from the participant’s perspective is themed around ‘changing thinking in teaching and learning’. While a significant majority of teacher participants stated that the programmes had changed their thinking, there were several cultural barriers that ultimately constrained the impact of the professional development. The different learning environment in the UK and China led some participants to perceive that it was impossible to implement the strategies in their context. Insight of this nature can support institutions in adapting their international continued professional development programmes, both in content and mode of delivery, to address both teacher perceptions and changing global landscapes.

The purpose of this paper is to propose and test a theoretical framework to identify the specific aspects of the guest experience at a wellness facility that contribute to well-being. Self-determination theory (SDT) is used as the theoretical framework. According to SDT, basic needs must be met in order for psychological well-being to be achieved. Thus, in addition to the services and amenities offered, the quality of interactions with staff and service providers are integral to wellness vacation outcomes or basic need fulfillment.

Psychological precursors, or basic needs, were estimated using structural equation modeling, and these precursors were significant with the model explaining considerable variation in the outcome variable, well-being.

The results suggest that guest experiences can be enhanced if management facilitates guest autonomy, helps guests develop a sense of mastery with respect to activities and encourages positive interactions between guests.

Study limitations include the single venue used for data collection, sample size and a focus on exercise activities as a proxy for staff–guest interactions.

This study sheds light on an under-researched area, providing managerial guidelines for wellness tourism destinations with respect to service delivery.

This study extends the wellness tourism literature by suggesting a framework to assess the service product and optimize guest experiences within the niche wellness sector of the tourism and hospitality industry.