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Purpose Defence supply chains (SCs) aim at operational outcomes, and armed forces depend on them to provide availability and preparedness in peace and sustainability in war. Previous research has focussed on strategies for SCs aiming at financial outcomes. This raises the question of how suitable commercial supply chain strategies (SCSs) are for supply chain design (SCD) in defence. The purpose of this paper is to explain the constructs of SCSs that satisfy military operational requirements and to propose SCSs that are appropriate in defence. Design/methodology/approach This paper reports on a Delphi study with 20 experts from Swedish defence authorities. Through three Delphi rounds, two workshops and a validation round, these experts contributed to the reported findings. Findings The findings demonstrate that commercial SC constructs are acceptable and applicable in defence but not sufficient. An additional strategy is required to satisfy requirements on availability, preparedness and sustainability. The paper shows that different requirements in peace and war make it challenging to design suitable defence SCs and proposes eight SCSs that satisfy these requirements. Research limitations/implications The results emanate from the Swedish defence context and further research is required for generalisation. Originality/value This paper extends theory by investigating SCs aiming at operational outcomes. For managers in companies and defence authorities, it explicates how the unique issues in defence must influence SCD to satisfy operational requirements.

Nutley, . We argue that there is a need to look at new ways of circulating knowledge through learning networks and cooperative knowledge production processes. School-University partnerships are an important arena for this.School-University Knowledge Exchange Schemes (SUKES) is a project that was set up by an international group of educational researchers and consultants in 2012 to investigate whether and how the recent policy emphasis on evidence-based practice was reflected in active knowledge exchange partnerships between researchers and practitioners. Our interest in this study is in forms of collaboration between researchers working in universities and practitioners in schools. The focus is on structured arrangements planned on a longer term basis than short life projects. We call these "schemes" to distinguish them from ad hoc relationships that sometimes grow up between schools and universities around, for example, teacher training.The term "exchange" is used to indicate that the association between the parties is two-way.Our focus is on arrangements in which both parties have things to offer each other and both are treated on equal terms. Thus a lecture series delivered to teachers by university staff, for example, is not included. The term "knowledge" is used to indicate that it is not anecdotal experience or points of views that are exchanged but observations, findings, concepts and theories which may derive from research, scholarship or reflections on experience.The aims of this paper are firstly to shed a light on different knowledge exchange schemes, their forms, theoretical background and characteristics, and then to come up with an integrated model of knowledge exchange partnership; secondly to suggest a conceptual model of the context and process of change in which knowledge exchange is a part. The analysis is based on a review of four different schemes that are active in four countries. The results are discussed in the light of a theoretical perspective with a focus on theory of change -meaning the kind of thinking and strategies actors build up in order to improve their systems' performance and outcomes.This information will be used to identify implications for the policy and practice of evidence use, and to indicate areas that still need to be addressed in the study of evidence use per se. Theories of changeLate in the 20 th century Tyack and Cuban (1995) were two of many that pointed out that most educational reform efforts so far had resulted in little change over the longer term. Once the extra efforts to implement the reform have been removed the improvements stopped or even went back to the position beforehand. Accordingly, changes that lead to sustainable, long lasting improvements are highlighted below, drawn from the current literature. Capacity building, inquiry orientated practice and data-driven decisions are considered as central themes of educational improvement (Fullan, 2016;Hargreaves and Shirley, 2013;Stoll & Louis, 2007). This is, for example, reflected in theories about the sc...