Mapping University-Industry Partnership Models in Electrical and Electronics Technology Education: A Systematic Review
Akinduro Ifeoluwa Reuben – Industrial Technology and Vocational Education Department, Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria
https://orcid.org/0000-0002-0520-8607
Email: ifeoluwa.akinduro@aaua.edu.ng
Adeoti Aderotimi Oluwasesan – Government Technical College Owo, Ondo State, Nigeria
Abstract: With increasing complexity of modern electrical and electronic industries, there is a strong demand in the industry for the universities to produce graduates who have competencies required by the industry in response to its evolving needs. To connect academic preparation with workplace needs, strategic approaches have come to light in the form of university-industry partnerships (UIPs). That said, there is a varying and context-specific grasp of the models of partnerships that are used, especially in Electrical and Electronics Technology Education (EET). This systematic review documents the most common partnerships models between universities and industry that are relevant to EET programmes based on 78 peer-reviewed articles, institutional reports and policy documents published between 2015 and 2024. The review follows PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, and seven basic models of partnerships are identified: cooperative education, industrial attachment/ internship schemes, joint research and development partnerships, curriculum co-design, technology transfer and spin-offs, industry advisory boards, and sponsored chairs and endowments. Results show that in developed economies curricular co-design and joint research and development models are those most likely to lead to employability of graduates, while in Sub Saharan Africa, the cooperative education and industrial attachment models are the most commonly used. Bureaucratic rigidity, issues with intellectual property rights, monetary challenges and cultural misalignment are recognized as common challenges in all models. The paper ends with a suggested integrative framework and practical suggestions for university decision makers, industry and education policymakers.
