Analyzing University–Partner Collaboration in Project-Based Learning

The development of project-based learning (PBL) in universities — as one of the dimensions of the so-called “third mission” of higher education institutions — fosters collaboration with stakeholders from academia, industry, business, and the non-profit sector to implement technological, social, and managerial innovations. This, in turn, contributes to the transformation of universities into regional analytical and expert hubs. However, both universities and their external partners have specific, often divergent, needs and interests. The alignment of these interests is critical to sustaining effective collaboration and ensuring the overall success of project-based learning initiatives. The aim of this study is to identify typical practices, barriers, and risks associated with university engagement with external stakeholders, who are key actors in project-based learning in higher education. The research is grounded in stakeholder theory, praxeological analysis, and risk-based approaches. Methodologically, the study is based on a literature review and a semi-structured expert survey targeting administrators and coordinators of project-based learning programs at regional Russian universities. A purposive sample of 65 experts from 49 Russian higher education institutions was surveyed. Respondents held various administrative roles related to PBL, including five vice-rectors, ten directors of institutes and other academic units, and 20 heads and deputy heads of dedicated project-based learning centers. The sample included representatives from a range of university types: seven federal, nine national research, six flagship, four ministerial-affiliated, and 23 institutions categorized as “other.” Data were analyzed using SPSS software. The findings reveal that common practices of university–partner collaboration in project-based learning include largescale implementation of externally commissioned projects, sustained long-term partnerships, and a dominant focus on research-oriented project topics. Commercial organizations are identified as the most active participants. The stability of such collaborations is shown to correlate positively with the comprehensiveness of the regulatory framework governing project-based learning. The primary barrier, as indicated by expert assessments, is the misalignment of expectations between universities and their external partners — an issue that may lead to mutual distrust and fragile cooperation. The results of this study can inform university management strategies aimed at developing long-term, sustainable partnerships in the context of project-based learning.