INDUSTRY-ACADEMIA COLLABORATION: THE IMPACT OF ENGAGEMENT

Authors

DOI:

https://doi.org/10.51891/rease.v12i9.30091

Keywords:

Collaborative Practice Research. Industry-Academia Collaboration. Tertiary Literature Review.

Abstract

This article sought to identify barriers to stakeholder engagement in Industry-Academia Collaboration (IAC) within software engineering projects and to propose evidence-based best practices to sustain this engagement over time. Methodologically, the study conducted a tertiary literature review, synthesising the results of 30 systematic reviews on the topic. The main results revealed challenges ranging from cultural and institutional misalignments to communication failures and gaps in the governance of collaborative projects, factors that undermine the lasting success of these partnerships. Based on these findings, actionable guidelines were formulated that reconcile academic rigor with the pragmatism of the industrial context. In conclusion, the study proposes a refined conceptual model for collaborative projects, offering concrete recommendations to mitigate risks, strengthen stakeholder engagement, and increase the likelihood of success in these initiatives. It provides researchers with a consolidated reference and offers practitioners practical guidance for designing more resilient and mutually beneficial partnerships.

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Author Biographies

Tamara Larissa Duarte de Albuquerque Dallegrave, Universidade de Pernambuco

Doutoranda, Universidade de Pernambuco (UPE).

Denis de Gois Marques, Universidade de Pernambuco

Doutorando, Universidade de Pernambuco (UPE).

Cleyton Mario de Oliveira Rodrigues, Universidade de Pernambuco

Universidade de Pernambuco (UPE).

Wylliams Barbosa Santos, Universidade de Pernambuco

Orientador, Universidade de Pernambuco (UPE).

Published

2026-09-15

How to Cite

Dallegrave, T. L. D. de A., Marques, D. de G., Rodrigues, C. M. de O., & Santos, W. B. (2026). INDUSTRY-ACADEMIA COLLABORATION: THE IMPACT OF ENGAGEMENT. Revista Ibero-Americana De Humanidades, Ciências E Educação, 12(9), 1–15. https://doi.org/10.51891/rease.v12i9.30091