Keywords
polytechnic education
Business
experiential learning
work intergrated learning
WIL
How to Cite
Abstract
This integrative literature review examines the underexplored dynamics of industry-academia partnerships within Canadian polytechnic business education. While polytechnics are recognized for fostering applied learning in technical fields, business programs receive comparatively less attention in both research and practice despite representing substantial student populations within these institutions. Drawing on the Triple Helix Model and Stakeholder Theory, this review identifies systemic limitations in current engagement frameworks: inconsistent stakeholder involvement, significant funding disparities favouring technical disciplines, and a lack of scalable, interdisciplinary approaches that address the unique requirements of business education.
Through a thematic synthesis of peer-reviewed and grey literature, this review reveals limited funding allocation to polytechnic academic research initiatives, with business programs receiving less attention despite growing demand for knowledge-based service professionals. The analysis demonstrates that existing frameworks inadequately address leadership development, strategic thinking, and interpersonal competencies essential for business graduates' employability in Canada's evolving labour market.
This review proposes a blended framework that combines the structural rigour of the Triple Helix Model with the relational adaptability of Stakeholder Theory, creating a comprehensive solution for sustained multi-stakeholder collaboration. This integrated approach addresses the distinct pedagogical needs of business education by emphasizing competency-based learning, work-integrated experiences, and measurable employability outcomes. The findings advocate for reimagining polytechnic-industry relationships through targeted policy interventions and strategic funding realignment to ensure business graduates develop the strategic and interpersonal skills required for Canada's knowledge economy.
References
AACSB International. (2025). 2020 guiding principles and standards for business accreditation. https://www.aacsb.edu/-/media/documents/accreditation/2020-aacsb-business-accreditation-standards-feb-28-2025.pdf
Advanced Education. (2019). 2019–2023 Advanced Education Business Plan. Government of Alberta. https://open.alberta.ca/dataset/1a50e092-9b23-4f7c-93a9-a13e9264c1ed/resource/79c3fce5-be88-4799-ba1d-acfd4795f501/download/ae-business-plan-2025-28.pdf
BCIT. (2018, December 7). What’s a polytechnic, college, and university? Similarities and differences. https://www.bcit.ca/news/stories/difference-between-polytechnic-college-university
BCIT Institutional Research Office. (2022). BCIT student outcomes reports for degree graduates: 2022 edition. British Columbia Institute of Technology. http://www.bcit.ca/ir
Booth, A., Papaioannou, D., & Sutton, A. (2016). Systematic approaches to a successful literature review (2nd ed.). SAGE Publications.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Business Higher Education Roundtable. (2024). Taking the pulse of work-integrated learning in Canada (Report supplement). Academica Group. https://bher.ca/resource/taking-the-pulse-of-work-integrated-learning-in-canada-supplementary-report
Cai, Y., & Etzkowitz, H. (2021). Theorizing the triple helix model: Past, present, and future. Triple Helix, 7(2–3), 189–226. https://doi.org/10.1163/21971927-bja10003
Cai, Y., & Liu, C. (2018). Triple helix model and institutional logics in Shenzhen Special Economic Zone. Science and Public Policy, 45(2), 221–231. https://doi.org/10.1093/scipol/scx059
Canadian Federation of Independent Business. (2025). Mind the gap: Workforce challenges holding back Canada’s SMEs. https://www.cfib-fcei.ca/en/research-economic-analysis/mind-the-gap-workforce-challenges-holding-back-canadas-small-businesses
Drewery, D. (2025). 2024 data report. Co-operative Education and Work-Integrated Learning Canada (CEWIL Canada). https://cewilcanada.ca/common/Uploaded%20files/Public%20Resources/Resource%20Hub/CEWIL%20Data%20Report%202024%20-%20WEB.pdf
Du Plessis, C., Angula, N., & Smith, J. (2024). The impact of university–industry collaboration on graduate employability after COVID-19: A literature review. Journal of Employment Studies, 38(3), 112–128. https://doi.org/10.18775/jmsba.1849-5664-5419.2014.106.1003
Esangbedo, C. O., Zhang, J., Esangbedo, M. O., Kone, S. D., & Xu, L. (2024). The role of industry–academia collaboration in enhancing educational opportunities and outcomes under the digital-driven Industry 4.0. Journal of Infrastructure, Policy and Development, 8(1), Article 2569. https://doi.org/10.24294/jipd.v8i1.2569
Fissuh, E., Gbenyo, K.-K., & Ogilvie, A. (2022). Determinants of skill gaps in the workplace and recruitment difficulties in Canada. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/18-001-x/18-001-x2022002-eng.htm
Foster, M. R. B., & Jones, C. M. (2020). The effects of competency‐based education delivery methods on competency level: A quantitative study. The Journal of Competency-Based Education, 5(4), e01226. https://doi.org/10.1002/cbe2.1226
Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge University Press.
Friese, S. (2019). Qualitative data analysis with ATLAS.ti (3rd ed.). SAGE Publications.
Gachie, W. (2020). Higher education institutions, private sector and government collaboration for innovation within the framework of the triple helix model. African Journal of Science, Technology, Innovation and Development, 12(2), 203–215. https://doi.org/10.1080/20421338.2019.1631120
George Brown Polytechnic. (2023) A Groundbreaking Transformation: George Brown College Becomes George Brown Polytechnic, Launching the First-Of-Its-Kind Master of Construction Management Program in Canada. https://www.newswire.ca/news-releases/a-groundbreaking-transformation-george-brown-college-becomes-george-brown-polytechnic-launching-the-first-of-its-kind-master-of-construction-management-program-in-canada-871518516.html
Government of Alberta. (2024). Types of publicly funded post-secondary institutions. https://www.alberta.ca/types-publicly-funded-post-secondary-institutions
Gregson, M. (2020). In practice: The importance of practitioner research in vocational education. Education Sciences, 10(3), Article 79. https://doi.org/10.3390/educsci10030079
Harmadi, C., & Nelson, E. (2024). The future of work: Addressing skill imbalances in Canada. The Conference Board of Canada. https://www.conferenceboard.ca/product/the-future-of-work_2024/
House of Commons Canada, Standing Committee on Science and Research. (2024). Distribution of federal funding among Canada’s post-secondary institutions (44th Parliament, 1st Session, Report 12). House of Commons Canada. https://www.ourcommons.ca/Content/Committee/441/SRSR/Reports/RP13470065/srsrrp12/srsrrp12-e.pdf
Humber Polytechnic. (2024). Humber Builds Brilliance with a New Name and Brand. https://humber.ca/today/media-releases/humber-builds-brilliance-new-name-and-brand
Kravchenko, M., & Bronytska, M. (2023). Development of domestic institutions of higher education based on the triple helix concept. Economic Bulletin of National Technical University of Ukraine “Kyiv Polytechnic Institute”. https://doi.org/10.32782/2307-5651.26.2023.27
Laplume, A. O., Sonpar, K., & Litz, R. A. (2008). Stakeholder Theory: Reviewing a Theory That Moves Us. Journal of Management, 34(6), 1152-1189. https://doi.org/10.1177/0149206308324322
Lawson, R., Fallshaw, E., Papadopoulos, T., Taylor, T., & Zanko, M. (2011). Professional learning in the business curriculum: Engaging industry, academics, and students. Asian Social Science, 7(4), 61–72. https://doi.org/10.5539/ass.v7n4p61
Lethbridge Polytechnic. (2024). Lethbridge College to become Alberta’s newest polytechnic. https://lethpolytech.ca/news-and-events/2024/lethbridge-college-become-albertas-newest-polytechnic
Lucietto, A. M., Peters, D. L., Taleyarkhan, M. R., & Tan, S. (2021). Academic and industry collaboration: A literature review. Purdue University, School of Engineering Education. https://docs.lib.purdue.edu/enepubs/74
MacDonald, K., Cameron, C., Brimble, M., Freudenberg, B., & English, D. (2014). Realizing the professional within: The effect of work-integrated learning. Asia-Pacific Journal of Cooperative Education, 15(2), 159–178. https://www.ijwil.org/files/APJCE_15_2_159_178.pdf
Mahalingam, T. (2024). Bridging the gap between academia and industry: A case study of collaborative curriculum development. International Journal of Business Performance Management, 25(4), 589–603. https://doi.org/10.1504/IJBPM.2024.10063237
Mitacs. (n.d.-a). About Mitacs: Driving innovation and partnerships in Canada. https://www.mitacs.ca/about/
Mitacs. (n.d.-b). Business strategy internship (BSI). https://www.mitacs.ca/our-programs/business-strategy-internship-students-postdocs/
Mutch, A. (2021). Business education in the U.K. polytechnic tradition: Uncovering alternative approaches through historical investigation. Academy of Management Learning & Education, 20(3), 407–422. https://doi.org/10.5465/amle.2020.0079
NAIT. (2021). Graduate placement survey summary: Class of 2021. Northern Alberta Institute of Technology. https://www.nait.ca
Northwestern Polytechnic. (2021). New Designation and Name Approved by Province. https://www.nwpolytech.ca/news/2021-12-08/new-designation-and-name-approved-province
Otache, I. (2021). Enhancing graduates’ employability through polytechnic–industry collaboration. Industry and Higher Education, 36(5), 604–614. https://doi.org/10.1177/09504222211063140
Paez, A. (2017). Grey literature: An important resource in systematic reviews. Journal of Evidence-Based Medicine, 10(3), 233–240. https://doi.org/10.1111/jebm.12265
Polytechnics Canada. (2024a). The distribution of federal government funding among Canada’s post-secondary institutions: Recommendations to the House of Commons Standing Committee on Science and Research. https://polytechnicscanada.ca/resources/policy-papers-submissions/the-distribution-of-federal-government-funding-among-canadas-post-secondary-institutions/
Polytechnics Canada. (2024b). The economic impact of applied research at Canada’s polytechnics. https://polytechnicscanada.ca/resources/policy-papers-submissions/the-economic-impact-of-applied-research-at-canadas-polytechnics/
Polytechnics Canada. (2024c). Polytechnic education. https://polytechnicscanada.ca/polytechnic-education/
Red Deer Polytechnic. (2021). Province approves RDC’s new name: Red Deer Polytechnic. https://rdnewsnow.com/2021/06/23/province-approves-rdcs-new-name-red-deer-polytechnic
Red River College Polytechnic. (2021). RRC embraces bold new identity and plan to support innovation, recovery, and growth. https://www.rrc.ca/marcom/2021/10/05/rrc-embraces-bold-new-identity-and-plan-to-support-innovation-recovery-and-growth/
Repko, A. F. (2011). Defining interdisciplinary studies. In Interdisciplinary research: Process and theory (2nd ed., pp. 3–31). SAGE Publications.
Robinson, N., & Komesch, D. (2018). Canada’s polytechnics offer solutions to pressing national economic challenges. Journal of Innovation in Polytechnic Education, 1(1), 8–9. https://doi.org/10.69520/jipe.v1i1.36
Saskatchewan Polytechnic. (2021). 2019–20 graduate follow-up survey results: Institutional research and analysis. https://saskpolytech.ca/about/about-us/reports-and-statistics/institutional-reports.aspx
Seneca Polytechnic. (2023). No Boundaries: 2023-24 Annual Report. https://www.senecapolytechnic.ca/about/reports/annual-report/2023-24.html
Statistics Canada. (2023). Labour market outcomes for college and university graduates, 2010 to 2019. https://www150.statcan.gc.ca/n1/pub/37-20-0001/372000012023002-eng.htm
Statistics Canada. (2024). Canadian Survey on Business Conditions, second quarter 2024. The Daily. https://www150.statcan.gc.ca/n1/daily-quotidien/240527/dq240527a-eng.htm
Statistics Canada. (2025a). Table 37-10-0249-01 Work-integrated learning participation during post-secondary studies, by province of study [Data table]. https://doi.org/10.25318/3710024901-eng
Statistics Canada. (2025b, November 20). Canadian postsecondary enrolments and graduates, 2022/2023. The Daily. https://www150.statcan.gc.ca/n1/daily-quotidien/251120/dq251120e-eng.htm
Stejskal, K., Sayed, N., & Lento, C. (2020). Mapping stakeholder expectations of a publicly funded post-secondary institution: a balanced scorecard perspective. Accounting and the Public Interest, 20(1), 104-137.
Soratto, J., Pires, D. E. P., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for research in health. Revista Brasileira de Enfermagem, 73(3), e20190250. https://doi.org/10.1590/0034-7167-2019-0250
Syed, R. T., Singh, D., Agrawal, R., & Zhang, J. (2023). Higher education institutions and stakeholder analysis: Theoretical roots, development of themes, and future research directions. Industry and Higher Education, 37(4), 449–462. https://doi.org/10.1177/09504222231191730
Tong, P. (2024). Building a sustainable future: The role of industry–education integration in vocational training. Education Insights, 1(3), 1–7. https://doi.org/10.70088/fjsm3j57
Uchenu, C. A., Okeke-Okonkwo, C. I., & Ifi, C. C. (2019). Improving business education programmes through effective school–industry collaboration for nation building. Nigerian Journal of Business Education, 6(1), 158–171.
uniRank. (n.d.). Polytechnics Canada. https://www.unirank.org/ca/org/polytechnics-canada/
Valentinov, V., & Chia, R. (2022). Stakeholder theory: A process‐ontological perspective. Business Ethics (Oxford, England), 31(3), 762–776. https://doi.org/10.1111/beer.12441
Von Konsky, B. R., Miller, C., & Jones, A. (2016). The skills framework for the information age: Engaging stakeholders in curriculum design. Journal of Information Systems Education, 27(1), 37–50.
Walsh, C., Kinsella, G. K., & Dunne, J. (2023). Case study: An industry–academic engagement study of the brewing and distilling sector in Ireland. Irish Journal of Academic Practice, 11(1), Article 2. https://doi.org/10.21427/6zth-ge43
Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Yin, J., Qin, X., Alias, A., Haron, N. A., & Bakar, N. A. (2024). Developing a risk framework for assembly construction based on stakeholder theory and structural equation modelling. PLOS ONE, 19(5), e0301370. https://doi.org/10.1371/journal.pone.0301370
Youssef, Y., & Hunter, C. (2016). Polytechnic education in Canada: Reflections on a new model. Humber Institute of Technology and Applied Learning. https://doi.org/10.13140/RG.2.1.2931.4800
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 Teagan Gahler