Analysis

Why university-industry partnerships matter more than ever

As technology reshapes the workforce, stronger university-industry partnerships are becoming essential to preparing talent for what comes next.

By Prisha Dandwani

Analysis

Why university-industry partnerships matter more than ever

By Prisha Dandwani

19 August 2026

In brief

  • Universities and industry are collaborating more closely to translate academic research into real-world impact and future-proof graduate careers.
  • Innovation hubs and joint research provide students with practical experience while "de-risking" the hiring process for global employers.
  • Long-term alignment and trust enable universities to develop the interdisciplinary skills graduates need for a rapidly changing economy.

When scientists at the University of Oxford developed one of the world’s first approved COVID-19 vaccines, they realised the hardest work was still ahead of them.

Developing a vaccine in a laboratory was one thing; producing millions of doses for worldwide distribution was another.

To achieve this, they formed a partnership with AstraZeneca. Years of academic research culminated in a big step forward in public health. The well-known collaboration between AstraZeneca and the University of Oxford reflects the importance of universities and industry coming together to translate research into real-world impact.

Why universities and industry need to be on the same page

As those working in higher education know all too well, environmental and health concerns, geopolitical shifts and technological advances are shifting the nature of employment opportunities.

As industries evolve and technologies develop at unprecedented speed, employers are looking for graduates who possess knowledge that can be applied in real settings.

According to a whitepaper released by the World Economic Forum (WEF), almost a quarter of jobs around the world are expected to change by 2027, with approximately 69 million new job roles created and 83 million jobs displaced. WEF estimates that some of the fastest-growing jobs will be in the fields of AI, sustainability, business intelligence, information security and agriculture.

Higher education plays a key role in enhancing the availability of human capital for innovation. An OECD report highlights the relationship between educational attainment and innovation capacity. University graduates are more likely than those without a degree to innovate, to invent and to adapt in changing labour markets that undergo technological flux. Private-sector participation and investment also inform the capacity of educational programmes to prepare for real-world settings.

Likewise, QS’ 2027 World Future Skills Index found that in the face of disruption, the most competitive economies will be those that can align higher education, industry and public policy. The report also made special note of the potential for smaller economies to have proportionately larger growth if that alignment is done around specialised strengths.

Actions speak louder than words

In November 2025, The Bank of New York Mellon Corporation (BNY) announced a partnership with the University of Central Florida (UCF). Situated on UCF's Lake Mary campus, the educational innovation hub is the first of its kind and spans more than 300,000 square feet.

Michael Harding, UCF’s Associate Vice President for Partnerships, shares his experience of implementing this partnership with BNY (coincidentally, where Harding began his career) with QS Insights.

“UCF has approximately 70,000 students, and around 30 percent of them are first-generation. And we wanted democratisation of access and to help remove financial barriers that prevent people from getting hands-on experience,” Harding says.

In terms of how the partnership began, he explains that BNY approached UCF and expressed keen interest in tapping into growth markets in Pittsburgh and Orlando in the United States. They also wanted to hone in on AI in banking. The idea was that it would also give students on UCF’s campus practical experience with a BNY-developed course.

“The client has a beautiful office that’s 45 minutes away, but to a student who is without a car and first-gen, it might as well be Guam,” jokes Harding.

Rolling up their sleeves

Harding says his role in the venture was to “blur the line between industry and academia to meet the new economy”.

And so, he set his sights on converting a standard academic building into a corporate innovation outpost to break barriers.

Bringing this all together was no easy feat, and Harding points out the variety of tasks involved in getting the project off the ground. Those included everything from converting a building into a corporate co-location hub, IT infrastructure, property-leasing agreements, systems integration - which even included parking services having to enable third-party access cards - and producing experiential learning. This sort of foundational work was essential to ensuring students had access to the BNY systems and best practices.

The programme, which began in Autumn last year, brought in 27 students and currently boasts a 97 percent conversion rate. Students make $25 per hour while receiving 3 credits on their transcript.

Following the programme’s completion, 25 out of the 27 students were offered summer internships for $38 per hour. These students will be progressed to the second stage of the programme, and after two semesters, most of them will be offered full-time employment at the bank.

“This whole programme helped the client understand the talent earlier. The HR Director said it was the smoothest onboarding process they’ve had, given the nature of ‘de-risking’ the hire by getting to know them earlier.

“The students also had an enriched 10-week summer internship experience without getting caught up in onboarding logistics, like getting laptops and orientation organised,” Harding points out.

As is the case with most worthwhile endeavours, it has not been without hurdles.

“Implementing this partnership was a masterclass in listening to your partner, thinking outside the box and innovation within the university to build a new product,” Harding explains.

In it for the long haul

Imperial College London is another institution where partnerships with industry are given priority and significance.

QS Insights sat down with Joanna Clark, Director of Industry Partnerships at Imperial College, to understand more about how industry engagement works on campus.

“It’s about creating a holistic ecosystem. Industry engagement is embedded throughout student life. We have guest speakers, industry contacts and showcases in our departments,” Clark says.

“A number of our departments have conversations with the advisory boards of organisations we work with. They discuss what the workforce will need.”

She highlights momentous partnerships such as their work with Shell. This is part of a ‘Prosperity Partnership’, a formal research engagement between UK business and universities co-funded equally by government bodies and private industry.

“The process is competitive. It takes time to build these partnerships,” Clark notes.

She also points out Imperial’s partnership with BASF, a world-renowned chemicals producer and supplier. As a result of this collaboration, 25 PhD students have been trained, 4 patents have been filed and 3 PhD graduates are now working with BASF.

BASF and Imperial are collaborating on Innovative Continuous Manufacturing for industrial chemicals (IConIC). IConIC is a £17.8 million research programme designed to advance flow chemistry, a production technique in which the required reactions take place in continuous operation rather than in batches, which can prevent energy wastage.

Alignment is key

In addition to working on the partnership for the long haul, sharing the same vision is paramount to success.

To Clark, alignment is at the heart of effective partnerships, but it isn’t achieved overnight.

“On campus at Imperial, it’s not just the presence of industry; it’s a constant presence of real-world programmes - very different to ten years ago when there was this vague expectation of the student body to ‘change the world’. That comes from understanding how the world actually needs to be changed and what solutions we can come up with.

“Our departments discuss courses with the advisory boards of some of the industries we work with. It has to be mutually beneficial. In our partnership with Shell, for instance, we were building different activities that then converged into partnership,” Clark tells QS Insights.

The student experience

When students go to university, it’s still important for them to think about what they enjoy doing.

Despite areas such as AI, tech, engineering and healthcare seeming to dominate the employment landscape, what matters most is the ability to take skills from a course and make them transferable.

Harding recalls a ‘Big-12’ conference that UCF hosted where companies such as Universal Studios, Siemens Energy, BNY, Advent Health and Lockheed Martin were all invited to discuss graduate skills.

“Every single industry professional said while students do need to have the technical and logical skills, there is a need for interdisciplinary skills and curiosity. They said if a graduate can’t put their phone down, engage the other, use critical thinking or pull a solution together, they are dead on arrival,” he says.

Through the work experience that UCF fosters, students are given a ‘catapult’ and how they launch is up to them.

Clark shares this sentiment, acknowledging that it is still important for students to study what they are sincerely interested in, despite research that states where the employment opportunities are.

“It’s not so much about what you study, it’s about the environment you are studying in and the ecosystem of support. I’d say to still study what you enjoy, and the rest should then follow,” she says.

MEET THE AUTHOR


Prisha Dandwani contributes to QS as a communications and research specialist with over 10 years experience working with companies in Hong Kong and London. As a previous contract Deputy Editor at QS, she feels strongly about developments in the higher education sector that indicate how academic priorities and incoming graduates can shape the global landscape in the years to come.