The focus of this study was to synthesise the research on how engineering HE, in collaboration with industry, supports student transitions to work life. Recent studies have emphasised the significance of collaborative efforts between HE and industry (Arcelay et al. Citation2021; Arthur-Mensah Citation2020; Husin et al. Citation2022; Romero-Gázquez, Cañavate-Cruzado, and Bueno-Delgado Citation2022), which can promote knowledge exchange, leading to advancements in innovative products, research and development (R&D) projects, and services (Ankrah and Al-Tabbaa Citation2015; Bastos, Sengik, and Tello-Gamarra Citation2021; Zhang and Chen Citation2023). Other benefits include students’ practical work experiences, improved learning outcomes, study motivation, and preparedness for the transition to work life (Bennett, Knight, and Li Citation2023; García-Aracil, Monteiro, and Almeida Citation2018; Sabry, Gardner, and Hadgraft Citation2021; Thune and Støren Citation2015). Moreover, work life experience during studies may reduce dropout rates for students who struggle to see the relevance of their studies by helping them apply theoretical knowledge in practical settings, increasing their comprehension and interest (Hovdhaugen Citation2015).
The transition from HE to ever-evolving work life can pose challenges for graduates, as it is often marked by competition, mismatches, and instability (Alpaydin and Kültür Citation2022; De Schepper, Clycq, and Kyndt Citation2023; Figueiredo et al. Citation2017; Grosemans, Coertjens, and Kyndt Citation2017; Tomlinson Citation2023). Enhancing the transition phase and improving the employability of engineering graduates through stronger HE–industry collaboration can include internships, on-the-job training, capstone projects, and work-integrated learning opportunities (Brooks and Youngson Citation2016; Ford et al. Citation2019; Jackson and Bridgstock Citation2021; Winberg et al. Citation2020). The transition from HE to work life represents just the beginning of a graduate’s career path (Karaca-Atik et al. Citation2023). Moreover, transition processes vary among graduates; for example, in fields with high employee demand, there is a growing expectation for students to start working before finishing their degrees (Béduwé and Giret Citation2021; Hovdhaugen Citation2015). Thus, the aim was to explore various collaborative approaches that could help students transition into work life. To achieve this goal, the following three research questions (RQs) are addressed:
RQ1. What is the current state of research and scientific research networks on HE–industry collaboration in engineering education?

RQ2. In what ways is collaboration between HE and industry manifested?

RQ3. What are the benefits and hindering factors of collaboration for the stakeholders (students, HE institutions and staff, and industry)?

A bibliometric analysis and systematic literature review were carried out to address the research questions by providing insights into scholarly collaboration in engineering education and synthesising previous research to inform better practices and identify important directions for research and practice in engineering education (e.g. Borrego, Foster, and Froyd Citation2014; Xian and Madhavan Citation2014). For the first research question, a bibliometric analysis was used to provide a visual overview of scientific collaboration across countries and author–keyword co-occurrences depicting the central themes among the articles found in the systematic search. The bibliometric analysis, which was conducted using R and its bibliometrix package (Aria and Cuccurullo Citation2017), provided a systematic view of the regional aspects of the research collaboration and illustrated the interconnectedness of related keywords. To answer the second and third research questions, a systematic literature review was undertaken. Following recommendations by Borrego, Foster, and Froyd (Citation2014), the search and selection process was adapted from Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) (Moher et al. Citation2009; Page et al. Citation2021) and consisted of five steps: (1) defining inclusion criteria, (2) database searching, (3) title and abstract screening, (4) full-text screening and appraisal, and (5) synthesising. The methodological quality of the included studies was appraised by using the Mixed Methods Appraisal Tool (MMAT) by Hong et al. (Citation2018). Content analysis, a commonly employed qualitative research method for deriving meaning from textual content (Hsieh and Shannon Citation2005), was used for the synthesis.

The findings highlight the positive outcomes of HE–industry collaboration in engineering for students, institutions, staff, and industry partners. While there are clearly benefits for all the involved parties, challenges and hindering factors like time and resource constraints do exist. Collaboration between stakeholders has various benefits, including joint research opportunities and the ability for industry partners to influence academic programs. Common collaboration patterns include problem-solving, product development, and assisting students in transitioning from academia to the professional sphere.

Full references list is presented in: https://doi.org/10.1080/03043797.2024.2432440