A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.

The urgency of climate change and other sustainability challenges makes transferring and scaling solutions between cities a necessity. However, solutions are deeply contextual. To accelerate solution efforts, there is a need to understand how context shapes the development of solutions. Universities are well positioned to work with cities on transferring solutions from and to other cities. This paper analyses five case studies of city–university partnerships in three countries on transferring solutions. Our analysis suggests that understanding the interest, the action on sustainability, and the individual and collective sustainability competences on the part of the city administration and the university can help facilitate the transfer of sustainability solutions across contexts. We conclude that the nature of the city–university partnership is essential to solution transfer and that new and existing networks can be used to accelerate progress on the 2030 United Nations Sustainable Development Goals.

Cities face many challenges in their efforts to create more sustainable and resilient urban environments for their residents. Among these challenges is the structure of city administrations themselves. Partnerships between cities and universities are one way that cities can address some of the internal structural barriers to transformation. However, city–university partnerships do not necessarily generate transformative outcomes, and relationships between cities and universities are complicated by history, politics, and the structures the partnerships are attempting to overcome. In this paper, focus groups and trial evaluations from five city–university partnerships in three countries are used to develop a formative evaluation tool for city–university partnerships working on challenges of urban sustainability and resilience. The result is an evaluative tool that can be used in real-time by city–university partnerships in various stages of maturity to inform and improve collaborative efforts. The paper concludes with recommendations for creating partnerships between cities and universities capable of contributing to long-term sustainability transformations in cities.