Industry and Higher Education

This research paper has explored the relationship between protean career orientation (PCO), intrapreneurial self-capital (ISC), and perceived employability. A model is proposed based on the findings, whereby intrapreneurial self-capital appears to have played a mediating role between protean career orientation and perceived employability, with emotional literacy moderating this mediation relationship. Using a cross-sectional design, the data collected from 516 final-year MBA students studying in Hyderabad, India, suggest positive relationships between protean career orientation, perceived employability, and intrapreneurial self-capital. A full mediation effect was found between protean career orientation, intrapreneurial self-capital, and perceived employability. Further, moderation analysis revealed that emotional literacy seems to have moderated the influence of protean career orientation on intrapreneurial self-capital. The findings are sufficiently significant in contributing to the existing literature on employability and career development, proposing a new model that is embedded in the social cognitive model of career self-management and the conceptual model of self-perceived employability, combining salient individual attributes that impact one’s perception of employability. In light of certain limitations, future research directions are proposed.

This study seeks to examine the relationship between the outcomes of undergraduate Public Relations programs, and the knowledge and skills outlined in the current body of literature. Furthermore, it compares academic and professional perspectives on the importance of these skills and their acquisition in undergraduate programs. Using a survey, two experts evaluated 1188 learning outcomes from all 83 public relations programs and departments. Other 82 experts’ opinions were obtained during research data analysis. Consequently, it has been revealed that the outcomes of higher education institutions have considerable gaps in knowledge and skills that are highly valued by the labour market. It is apparent that the competencies prevalent in the modern workforce are either deficient or inadequately integrated into the program outcomes of higher education institutions. Moreover, it is recognized that practitioners emphasize technical skills, whilst educators focus only on expertise.

Marketing remains an underexplored dimension in the theory and practice of university technology transfer (TT). This conceptual article addresses that gap by introducing the Multi-Level Innovation Ecosystem Branding (ML-IEB) framework to strengthen engagement, visibility, and trust across the innovation ecosystem. Drawing on branding concepts and innovation ecosystem perspectives, the model identifies five interrelated levels: innovator, knowledge, innovation, organisation, and place. Through an integrative literature review, the paper outlines actionable strategies for Technology Transfer Offices (TTOs) to enhance their impact by aligning branding efforts across these levels. By reframing TT as a demand-driven and identity-centric process, this work provides practical guidance for practitioners and lays the foundation for future empirical research on the role of branding in advancing technology transfer.

The skills gap in Nigeria’s labour market presents significant challenges to graduate employability and economic development. University-industry collaborations offer a promising solution but remain underutilized. This study examines how such partnerships address employability issues, with a focus on curriculum co-design and the integration of technology. The study employed a mixed-methods approach involving surveys and interviews with 500 graduates, 40 industry leaders, and 30 university administrators. The employability models and collaboration frameworks, therefore, informed the analysis. Outcomes suggest that partnerships between universities and industries enable graduates to possess both technical and soft skills, such as problem-solving and communication skills, that meet the industry’s needs. However, administrative inefficiencies, budget limitations, and objective conflict do hinder them from being at their best. The integration of digital technologies and ensuring labour market relevance in the curriculum are stated as key features. The findings consequently underscore the need for targeted policy changes and strategic collaborative frameworks that enhance the impact of partnerships. These issues, when addressed, will enable universities and industries to develop human resources that foster innovation and economic growth, particularly within the context of emerging economies like Nigeria.

This study examines university-industry collaboration (UIC) in Kazakhstan’s public universities, focusing on the challenges and opportunities that shape its potential to enhance university governance and diversify financial sustainability. Adopting a case study approach, the research involved elite interviews with 30 stakeholders, such as ministerial officials, senior management of universities, board members, and experts in higher education (HE). Unlike other studies that link weak UIC to low research capacity, this study finds that limited managerial experience impede collaboration even in a flagship national university with high research capacity, while teaching-oriented regional universities achieve comparatively greater success. However, the primary factor influencing these collaborations is regulatory compliance rather than genuine mutual interest, as legal mandates require subsoil companies to allocate funds to universities. Moreover, these obligations are often evaded by many companies, and local authorities lack the authority to enforce them. The study also revealed four key barriers to effective UIC: economic constraints, legal gaps in corporate regulation, the passive involvement of university board members, and insufficient leadership experience in stakeholder engagement.

The career decision-making process for college students is often a challenging journey in terms of having a more reflective, systematic and progressive guidance towards their career paths. The study attributes this to a severe lack of discernment in their career journey which focuses on more academically driven goals instead of being purpose driven. Based on the literature review done, this conceptual paper aims to provide a discernment-driven career decision-making model for tertiary students so that they can be guided systematically, intrinsically and mindfully through the process of deep self-reflection and career discernment, which will ultimately lead to career confidence and assurance. It is hoped that this framework could be utilised by career counsellors, educators and practitioners to facilitate an effective process of career decision-making among tertiary students towards a more discerning career-fit as they guide students in their future career pursuits meaningfully.

Although industry placements are widely used across UK higher education, their potential as strategic platforms for university-industry (UI) collaboration remains insufficiently explored. Conventionally conceptualised as mechanisms for enhancing student employability, placements are rarely framed as foundational vehicles for knowledge exchange and long-term relationship-building between universities and businesses. This paper reconceptualises industry placements as an organic model of UI engagement, situated within a triadic relationship between students, universities, and industry partners. Drawing on qualitative evidence from multiple placement programmes, we identify organisational, communicative, and structural dynamics that either constrain or enable the transformation of placements into broader strategic partnerships. Key barriers include misaligned institutional priorities and limited stakeholder involvement, whereas enablers include geographical proximity, mutual trust, and proactive academic engagement. We conclude by proposing a framework for embedding placements as integral components of the innovation-employability ecosystem, offering actionable recommendations for universities and industry stakeholders.

Innovation is essential for the evolution and relevance of management education in today’s dynamic global environment. This study investigates the role of academic intrapreneurship as a catalyst for innovation within management schools, emphasizing incubation models that connect academic theory with real-world application. Drawing upon global best practices—such as the N S Raghavan Centre for Entrepreneurial Learning (NSRCEL) at IIM Bangalore, alongside models from Australia and the United States—the research employs a mixed-method approach, including a literature review, in-depth interviews with 27 incubation managers, and case analyses of successful academic incubators. Findings reveal that institutional readiness, supportive policy frameworks, government initiatives, and innovation-oriented ecosystems are critical enablers of academic intrapreneurship. The study offers strategic insights for integrating entrepreneurial thinking into curricula, fostering research commercialization, and strengthening academia-industry collaboration. Practical recommendations are presented for university leaders and incubation managers to enhance entrepreneurial outcomes. Ultimately, the paper argues that academic intrapreneurship can drive the development of innovative ventures, contributing significantly to economic and societal advancement.

This paper examines the development and performance of academic spin-offs (ASOs) in Romania, an emerging innovation ecosystem where university–industry collaboration remains limited. The study employs a four-step selection process to identify universities and uses discussions with Technology Transfer Offices to trace the spin-offs they created or supported. Financial indicators (turnover, net profit, employment) for the period 2020–2024 are analyzed using public data from the Romanian Ministry of Finance. Findings reveal that Romanian ASOs face systemic barriers such as fragmented institutional policies, scarce access to capital, and a weak entrepreneurial culture, yet they also demonstrate potential in strategic fields including IT, life sciences, and green energy. The results emphasize the importance of strengthening the Triple Helix collaboration among universities, businesses, and government. Implications highlight the need for clearer IP policies and stronger support infrastructures at HEIs, alongside active business involvement, in order to sustain the long-term growth and international competitiveness of ASOs.

Women’s sport entrepreneurship remains under-researched, with women still notably underrepresented as entrepreneurs in the sports sector. Although some countries provide more supportive conditions for women’s entrepreneurship, cross-cultural studies on the entrepreneurial intentions of women Sports Science students are almost nonexistent. This study examines and compares the factors predicting entrepreneurial intentions among final-year women Sports Science students in Spain and Lithuania. Using fuzzy-set Qualitative Comparative Analysis (fsQCA), a method combining qualitative and quantitative approaches, the study identified six configurations explaining 87% of cases of women Sports Science students with high entrepreneurial intention. A positive attitude toward women’s entrepreneurship (a necessary condition) and work experience were key factors, though multiple conditions interacted to determine intention levels. National culture regarding women’s entrepreneurship also influenced outcomes. These findings highlight the importance of designing tailored entrepreneurship education programs to strengthen women’s entrepreneurial activity in the sports sector across both countries.

Guided by the Technology-Organization-Environment (TOE) framework, this study investigates how digital leadership, digital resource construction, employee digital literacy, and organizational culture collectively impact industry-education integration. An analysis of the survey data from 354 faculty at Chinese higher education institutions indicates that digital leadership serves as the crucial factor. It not only directly promotes industry-education integration but also indirectly facilitates it through the digital resources construction and the enhancement of employee digital literacy. Moreover, digital resources alone do not directly impact industry-education integration, their effect is fully mediated by employee digital literacy. Contrary to expectations, while both digital leadership and digital resource construction positively shaped organizational culture, the culture itself did not significantly influence industry-education integration. Collectively, these contributions constitute an integrated theoretical and practical framework that deepens academic understanding and provides actionable guidance for the promotion of industry - education integration.

While Higher Education Institutions (HEIs) are expected to transform their scientific innovation towards developing human capital (HC) and diffuse technologies to businesses, this is not the case in many developing countries’ small business sector. The aim of this study was to test the influence of academia-industry linkage (AIL) on technology transfer (TT) through HC as well as the related institutional barriers (IB). Data were collected using a questionnaire from 245 small manufacturing enterprises in Addis Ababa, Ethiopia. A quantitative approach with descriptive and explanatory research designs were employed. The study findings show that AIL can affect TT both directly and indirectly through HC. IBs were found to not significantly moderate the effect of AIL on TT, while it conditionally moderates the relationship. Given these findings, future researchers are expected to test the role of other variables such as environmental barriers and institutional factors on TT.

This study conducts a comprehensive bibliometric analysis of 1211 Scopus-indexed publications on entrepreneurial universities in the fields of business and management. Using VOSviewer, the analysis maps the conceptual, social, and intellectual structures of the field to trace its evolution, identify dominant research themes, and reveal key knowledge gaps. Results indicate a sharp growth trajectory over the past three decades, with publication output more than tripling during the last 10 years. Despite this expansion, the literature remains fragmented and lacks conceptual systematization. The findings underscore the pivotal role of entrepreneurial universities in advancing innovation, knowledge transfer, and socio-economic development, particularly in developing regions. Moreover, the analysis highlights their interlinked technological, managerial, and organizational dimensions. Overall, this study offers an integrated overview of the intellectual landscape, providing actionable insights for researchers, policymakers, and practitioners aiming to strengthen the strategic contribution of entrepreneurial universities to sustainable development and knowledge-based economies.