Local Authority/AcademicCollaboration and Local Agenda 21 Policy Processes

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Abstract
This paper looks at a recent example of local authority/academiccollaboration over a protracted period of time from the different perspectives of those people who were directly involved in the process as key role players. The arena within which this collaboration took place (Local Agenda 21 policy-making in Manchester) has some particular characteristics of its own which influenced this process, and these are identified alongside some of the theoretical issues which affect the way collaborations of this kind are perceived and (much more rarely) are written about. The perspectivesof the client and of the contractor, as the authors reflect on their experiences in these roles, show that in practice processes of adjustment and of learning were taking place, because both sides for various reasons found that the dynamics of this situation meant that their preconceptions both of each other and of the contractual relationship they had thought they were entering had to be modified as the process unfolded. The paper concludes with both specific observations about this collaboration, and more general and more tentative comments about issues that might be experienced in future collaborations of this kind.

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