Doctorates conducted in industry-academia collaborations are on the rise, aiming to strengthen industry–academia connections, address real-world problems, and prepare students for industry careers. Students are expected to be brokers between two contexts—while learning brokering and becoming experts in both—yet little is known about what this entails in practice. Drawing on Wenger’s communities of practice (CoP) framework and using inductive thematic analysis, this study analysed interviews and community plots from 12 industrial PhD students in STEM to explore how students position themselves within and across academic and industrial communities. Participants experienced academia as stable and structured, whereas industry varied in expectations, support, and integration opportunities. Many had peripheral positions in at least one context, limiting possibilities for knowledge brokering. Brokering relied on students’ relational efforts rather than dual affiliations. Clearer expectations, stronger support structures and cultivation of CoPs—particularly in industry—are needed to support students’ boundary-spanning roles.
This study develops and tests a dual-pathway model of ChatGPT adoption in higher education, in which positive emotions support adoption through perceived capabilities, performance expectancy and satisfaction, while negative emotions constrain it through ethical concerns. The analysis reuses secondary data from a global survey of higher education students, collected through non-probability convenience sampling with voluntary participation. After applying the eligibility criteria, the final sample comprises 11,451 ChatGPT users from 90 countries. Covariance-based structural equation modelling and multigroup analysis were used. The two pathways are strongly asymmetric. The total indirect effect of positive emotions on intention was 4.5 times larger than that of negative emotions, and performance expectancy was the dominant predictor of intention. Ethical concerns reduced intention significantly but negligibly. Four of the ten paths differed by usage intensity. The study integrates affective and cognitive explanations of adoption within one framework and supports emotionally informed strategies for AI integration.
Science and Technology Parks (STPs) have become key organizational arrangements for strengthening university–industry collaboration within contemporary innovation systems. This study presents a Systematic Literature Review (SLR) of research published between 2016 and 2025 to examine how STPs operate as intermediary structures and how their roles have evolved over time. Following PRISMA 2020 guidelines, peer-reviewed articles indexed in Web of Science and Scopus were analyzed using a descriptive mapping and thematic approach. The findings reveal a shift from a primary focus on technology transfer toward more complex ecosystem-oriented functions, with universities increasingly acting as entrepreneurial and coordinating actors. The review also identifies persistent challenges, including institutional misalignment, fragmented governance, and capacity constraints affecting collaboration outcomes. By providing a structured comparison of changes in Triple Helix roles and interaction logics, this study contributes to a more integrated understanding of STPs as evolving innovation intermediaries. The results offer practical implications for higher education institutions and policymakers seeking to enhance university–industry collaboration and innovation ecosystem development.
Industries 4.0 and 5.0 call for engineers who are technically deep, digitally fluent, and entrepreneurially capable, yet engineering education still treats entrepreneurship as elective content reaching only a motivated minority, with accreditation frameworks omitting it as a required graduate attribute. This paper proposes Entrepreneurship as a Service (EaaS), a pedagogical model grounded in service-dominant logic that reframes entrepreneurial development as a continuous institutional service co-created with industry, rather than a course to be delivered. A survey of engineering faculty across 19 countries grounds the model empirically: faculty already teach entrepreneurially and broadly support institution-wide reform, but rate institutional support as their weakest resource, a shortfall most pronounced in the Middle East and North Africa. EaaS responds through five pedagogical layers and a governance layer that moves industry from advisory boards to operational co-design of projects and assessments, offering universities a route from policy ambition to curriculum practice.
