PurposeThe study has a two-fold purpose: first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers.Design/methodology/approachTotal interpretive structural modelling (TISM) was used to construct a theoretical model of partnering agility enablers, and cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to rank and segregate the enablers into independent, autonomous, dependent and linkage zones on the basis of their driving and dependence power.FindingsThe study helped in identifying eight enablers that can be instrumental in driving partnering agility in higher education. According to the TISM model, clarity on roles and responsibilities of partners was found to be the most crucial and vital enabler followed by resource sharing.Practical implicationsThe conceptual model provides a new direction on how to develop and strengthen higher education partnerships. The model has prioritized all the crucial enablers that the management can work around in order to drive partnering agility in higher education institutions.Originality/valueStudies in the past have majorly focused on academia–industry partnerships. This research has tried to provide a comprehensive view of the enablers and the multidirectional interplay between the enablers that can facilitate partnerships between academia and industry, Indian and international universities, and academia and community.
Throw-rate variations within linkage zones during the growth of normal faults: Case studies from the Western Volcanic Zone, Iceland