Abstract:

Higher education institutions (HEI) increasingly use industry-linked learning to strengthen innovation capability, yet evidence is often limited to single stakeholder perspectives. This study evaluates how pilot implementations of company-commissioned learning tasks supported innovation capability development across three stakeholder groups: students, teachers, and company partners in two Finnish Universities of Applied Sciences.

Data was collected at the end of the pilots using mixed methods. Students (n=139) completed an online survey assessing the functioning of company collaboration and their perceived development in innovation-relevant competences on a 7-point scale (1–7). Teachers (n=11) provided reflective feedback on pilot success and their own competence development in innovation capability domains. Company partners (n=6) responded to an online survey covering goal attainment, collaboration quality, concrete benefits, and perceived innovation-related outcomes (e.g., ideas generated, business opportunities, and critical evaluation of alternatives).

Student results indicate that collaboration was experienced as highly functional, particularly regarding staying on schedule, student activity, and teacher guidance; clarity of task goals received relatively lower, though still positive, ratings. Students reported the strongest development in implementation-oriented capabilities (taking initiative, planning actions, and completing tasks), while tolerating uncertainty developed to a lesser extent—consistent with the open-ended nature of authentic development challenges. Open student responses emphasized meaningfulness, learning-by-doing, and the value of working on real company needs, while also highlighting the importance of clear roles, expectations, and timely feedback.

Teacher reflections show a shift toward a coaching-oriented role, focusing on facilitating students’ problem framing and solution development rather than providing ready-made answers. Teachers reported strengthened ability to translate company needs into feasible learning assignments and to support collaborative, solution-oriented processes. Company partners described tangible benefits (usable materials, tools, and development ideas) and noted that the collaboration broadened perspectives and supported the evaluation of alternative solutions. Although the small company's sample limits generalization, responses consistently indicated willingness to continue collaboration.

Overall, the findings suggest that industry-linked pilots can strengthen innovation capability at multiple levels when supported by clear task framing, structured interaction, and facilitative teaching practices. Practical recommendations are provided for designing scalable collaboration models that balance authenticity with pedagogical clarity.

Keywords:

Innovation capability, education, entrepreneurship education, higher education.