Abstract—Ireland developed a National Strategy 2030 that argued for the creation of a new form of higher education institution, a Technological University. The research reported here reviews the first stage of this partnership development. The study found that national policy can create system capacity and change, but that individual partners may have more to gain or lose in collaborating. When presented as a zero-sum activity, fear among partners is high. The level of knowledge and networking within the higher education system possessed by each partner contributed to decisions to participate or not in a joint proposal for collaboration. Greater success resulted when there were gains for all partners. This research concludes that policy mandates can provide motivation to collaborate, but that the partnership needs to be built more on shared values versus coercion by mandates. Keywords—Leadership, Partnerships, Policy, Strategic Planning. I. INTRODUCTION ARTNERSHIPS are increasingly pursued as a mechanism to share resources, address national problems, and to leverage shared strategic goals. When they work, resources are optimized, individual organizational needs are met, and outcomes are greater than could be achieved by a single entity [1]. When they do not work or last, time and resources invested are ultimately lost, even when accounting for short term gains [2]. Moreover, other potential opportunities may have been by-passed that would have eventually been successful. The OECD [3] review of higher education in Ireland resulted in the following themes: Strategic steering of the tertiary educational system; Governance and management of higher education institutions; Strategic management of research, research and development, and innovation; Access and participation; and Investment in the tertiary system. The OECD [3] report specifically concluded that Ireland needed to “take steps to integrate the components better than it does” (p. 37). Partnerships serve as one form of integration of the higher education system in Ireland. The National Strategy for Higher Education to 2030 [4] showcases how Ireland responded to the needs outlined in the 2006 OECD report. The National Strategy report put forth three areas of foci: the context of higher education, the mission and vision for higher education, and the system changes needed to support the core mission of higher education. The need for partnerships and other forms of collaboration are central to many of these strategic objectives, but are clearly apparent in the recommendation to develop P. L. Eddy is an Associate Professor of Higher Education at the College of William and Mary, Williamsburg, VA 23187 USA (phone: 757.221.2349; e- mail: pamela.eddy@wm.edu). “regional clusters of collaborating institutions” and the need to have “institutional consolidation that will result in a smaller number of larger institutions” (p. 15) [4]. The Higher Education Authority (HEA) in Ireland published a series of papers that provide a road map for achieving the national strategy objectives. The HEA outlined the criteria for proposals for establishing a Technological University [5]. Initial proposals were submitted in July 2012. Three Dublin based Institutes of Technology put in a proposal for a Technological University of Dublin Alliance. The research reported here investigates the development of the initial proposal using the lenses of policy instruments [6] and partnership development [7]. II. BACKGROUND LITERATURE A. Partnership Model Amey, Eddy, and Campbell [8] presented a partnership model that contains three specific stages. Phase one focuses the role of antecedents and motivations for each partnering organization, reviewing reasons for joining with others and factors to be considered in selecting viable prospective collaborators. In particular, the contribution of individual social capital and power are examined as they influence relationships created in the partnership. In phase two, what often begins with a formal process (e.g., contracts, external mandates) increasingly relies on a social process (trust, networks of relationships) as the partnership progresses and becomes more institutionalized. Trust between individuals within the partnership grows through interacting and obtaining mutual benefit. Another key element during the development stage is institutional compatibility. Partnerships between colleges and business or community associations often have to address different cultures and organizational processes in order to establish more productive and effective working relationships. Finally, in phase three, the partnership model evolves and creates partnership capital. Partnership capital forms in a context of shared norms, shared beliefs, and networking that align processes among individual collaborators. Not all collaborations result in partnership capital. However, if it is a goal for an educational collaboration to be sustained over time, amidst competing priorities, different cultures, reward systems, decision making structures, or challenging environments, partnership capital is fundamental to achieving this end. Partnerships become strategic when they tap into the goals of the partner organizations and build on shared values and aspirations. Strategic partnerships are intentionally formed with goal alignment among collaborators a central factor that occurs on an organizational level. Pamela L. Eddy Using Partnerships to Achieve National Goals P World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences Vol:7, No:6, 2013 1752 International Scholarly and Scientific Research & Innovation 7(6) 2013 scholar.waset.org/1307-6892/8648 International Science Index, Educational and Pedagogical Sciences Vol:7, No:6, 2013 waset.org/Publication/8648