Drivers of strengthening university–industry collaboration: implications for favorable outcomes

Abstract

Purpose

The purpose of the study was to examine the factors that are important for strengthening university–industry collaboration (UIC). This study also investigates the outcome of UIC in the light of creativity, skill, knowledge, and research work.

Design/methodology/approach

A survey method has been used to collect data for the study. This study applied a purposive judgmental sampling technique where particular types of respondents like university faculty members and the top officials of the organizations were selected who are knowledgeable and can provide the desired information. The current study used the structural equation modeling method to analyze the data. In the first stage, this research assessed the demographic factors of the respondent. Then this study conducts confirmatory factors analysis and convergent and discriminant validity and reliability test. Finally, the hypotheses are tested by using nonparametric.

Findings

This study finds that knowledge transfer mechanism, governmental factors, organizational design factors, technology transfer and the collaborative network has a significant impact on strengthening UIC, which ultimately facilitates creativity, knowledge creation, skills development and supply of graduate according to the requirement of the industry, good research work.

Originality/value

The current study identified some important determinant that has a substantial influence on strengthening UIC. According to the study organizational design, government, technology, collaborative network and mechanism for knowledge transfer play very crucial roles in strengthening collaboration that ultimately increases the creativity, skills, knowledge and research capability of graduates.

Citation

Kamal, M.A., Guha, S., Begum, N.N. and Taher, M.A. (2024), "Drivers of strengthening university–industry collaboration: implications for favorable outcomes", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 2, pp. 237-254. https://doi.org/10.1108/HESWBL-10-2019-0151