Purpose This paper aims to explore small firm perceptions of coopetition, focusing on coopetitive tension, balance and value appropriation realised in dyadic relationships, not considered holistically in previous research. Design/methodology/approach The authors use seven cases of small firms as the empirical foundation of this study and analysed data thematically. Findings The findings show that precursors to coopetitive tension in dyads influence friction in these relationships, as firms seek to achieve balance. Balance is dynamic as firms continuously appraise their positions to determine the benefits realised from coopetition. The extent to which firms act cooperatively or competitively is influenced by their perception of fair value appropriation for sustained coopetitive relationships. Research limitations/implications Because of the research design findings are not generalisable but provide insight into small firm coopetitive relational dynamics. Future research should explore how industry differences influence firms’ perceived precursors to coopetitive tension and value appropriation based on boundary conditions. Practical implications Small firms can proactively address coopetitive tension by developing relationships with potential partner firms through trialling smaller projects and increasing awareness of how their competitive or cooperative behaviours might influence the actions of their counterpart. Originality/value This study advances a theoretical framework integrating coopetitive tension, balance and value appropriation, as opposed to earlier fragmented approaches. The framework reveals that precursors to coopetitive tension are continuously appraised as firms act in cooperative or competitive ways. These interactions imply that firms will take a position of balance that provides complementary benefits.

PurposeThis case study describes a community-based urgent care clinic in a general practitioner (GP) super clinic in South East Queensland.Design/methodology/approachThis retrospective chart audit describes patient demographic characteristics, types of presentations and management for Sundays in 2015.FindingsThe majority of patients (97%) did not require admission to hospital or office investigations (95%) and presented with one condition (94%). Of the presentations, 66.5% were represented by 30 conditions. Most patients received a prescription (57%), some were referred to the pathology laboratory (15%) and some were referred to radiology (12%). A majority (54%) of patients presented in the first three hours. Approximately half (51%) of patients presenting were aged under 25. More females (53%) presented than males. A majority (53%) lived in the same postcode as the clinic. The three most common office tests ordered were urinalysis, electrocardiogram (ECG) and urine pregnancy test. Some patients (19%) needed procedures, and only 3% were referred to hospital.Research limitations/implicationsThe study offers analysis of the client group that can be served by an urgent care clinic in a GP super clinic on a Sunday. The study provides an option for emergency department avoidance.Originality/valueDespite calls for more research into community-based urgent care clinics, little is known in Australia about what constitutes an urgent care clinic. The study proposes a classification system for walk-in presentations to an urgent care clinic, which is comparable to emergency department presentations.

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School improvement frameworks and their associated reform efforts often have limited durability and are frequently not fully implemented. Improving their viability, requires a more realistic understanding of contextual organisational structures and the school culture in which the reform is to be implemented. Internationally, and in Australia specifically, education research has informed policy heavily promoting collaboration as a school improvement strategy, with the aim of building teacher capability and student achievement. Consequently, secondary school leaders are charged with promoting the need for teachers to collaborate meaningfully with hundreds of students, carers, parents and colleagues each week across the ‘silos’ of subject departments and grade levels in their school. Social Brain Theory suggests that there are cognitive limits on the number of natural face-to-face social interactions that one can have and maintain. Relationships require significant investment in time and frequency. Additionally, sociality is much more cognitively demanding than at first thought, having unforeseen influence on improvement efforts. The number of interactions required in a collaborative environment, an individual’s likely cognitive overload and the ‘silo’ nature of the school’s organisational structure must all be considered. This paper offers an alternative theoretical framework to support policy makers and leaders in optimising school improvement efforts.

Effective school leadership preparation has been regarded as desirable if not mandatory in Australia and globally for decades. Schools and school systems, higher education institutions and education jurisdictions have attempted with varying degrees of success to encourage teachers aspiring to become principals to prepare well for the complex role ahead. Research involving postgraduate education students identified that peer support, collaboration and collegial professional learning contributed towards self-development, strengthening the required Personal qualities, social and interpersonal skills of contemporary school leaders.