Case Study: An Educational Partnership

What do you do when your schools’ program is oversubscribed?

During my tenure as Executive Director at Creswell Crags Museum & Archaeology Park, our schools' program was in such high demand that for every group we welcomed, another had to be turned away. The primary constraints were space and facilities—limited learning areas, insufficient toilet amenities, and restricted access to the caves within the historic gorge.

I reallocated funding to invest in key infrastructure, including structural enhancements that enabled us to open a previously inaccessible cave, allowing us to accommodate an additional school each day. However, even with these improvements, demand far outstripped our capacity, resulting in lost educational opportunities and a significant revenue shortfall for our independent charity.

Faced with these limitations, my first instinct was to explore digital access. Before the pandemic, we secured funding to establish a digital hub for live-streamed, remote learning sessions. With remarkable ingenuity, our team transformed a space barely larger than a cupboard into a high-quality digital classroom. Initially, we aimed this service at schools beyond our geographical reach and home schoolers. Although we had some success with European schools, the post-pandemic shift in priorities meant that our vision was never fully realised.

Yet, the pandemic also presented an unexpected opportunity—one that would prove to be even more impactful. Lockdown gave many of us time to reassess our business models and engage in meaningful conversations with fellow professionals about shared challenges. One such conversation took place over Zoom with Clare Pickersgill, Curator of the University of Nottingham’s Museum of Archaeology. As we discussed our respective hurdles, I learned that while Clare’s museum housed an incredible collection, she had no dedicated learning team and relied on student volunteers to take objects into schools. It was a lightbulb moment.

I proposed a partnership: Creswell Crags would serve as their learning provider, delivering educational programs using their collection, while the University would, in turn, host the schools we were unable to accommodate. This formal partnership would distribute both the financial risks and rewards between our organisations.

What seemed like a straightforward solution turned out to be more complex than anticipated. The surrounding parkland—essential as an outdoor learning space—was managed by Nottingham City Council, while the activity rooms fell under the jurisdiction of the neighbouring Arts Centre. Gaining their support required negotiation, persuasion, and a clear demonstration of mutual benefit. While I worked on securing agreements, our learning team, led by Sarah Lee, designed an innovative educational program inspired by the University’s collection and the surrounding landscape.

Funding was secured to invest in new teaching materials—including, notably, a life-sized rubber goat imported from Eastern Europe, which served as a milking training tool to explore the domestication of animals. It took twelve months of meticulous planning, but the partnership exceeded our expectations. Not only did we resolve our capacity issues, but we also unlocked access to schools that had previously been unable to visit Creswell due to transportation costs. Nottingham’s tram network enabled us to reach schools in economically disadvantaged areas, broadening our audience and deepening our impact.

Key Takeaways

This case study highlights how, in our instance, a capacity challenge was solved through collaboration with another museum. While this example focuses on learning provision, there are countless ways in which partnerships can drive efficiencies, reduce costs, and enhance the visitor experience.

Beyond solving our immediate challenge, this collaboration led to co-created temporary exhibitions, new retail opportunities, and access to academic expertise. The key lesson? Sometimes, the best solution isn’t found within your own team or organisation—it lies in looking outward. As leaders, we are responsible for finding answers, but we don’t have to do it alone.

"None of us are as good as all of us." — Ray Kroc

If you're facing similar challenges, let's talk. Contact me at Museums Thinking Differently to explore how innovative partnerships could work for you.

Paul Baker