A Blended Framework for Industry Partnerships in Canadian Polytechnic Business Education

This integrative literature review examines the underexplored dynamics of industry-academia partnerships within Canadian polytechnic business education. While polytechnics are recognized for fostering applied learning in technical fields, business programs receive comparatively less attention in both research and practice despite representing substantial student populations within these institutions. Drawing on the Triple Helix Model and Stakeholder Theory, this review identifies systemic limitations in current engagement frameworks: inconsistent stakeholder involvement, significant funding disparities favouring technical disciplines, and a lack of scalable, interdisciplinary approaches that address the unique requirements of business education. Through a thematic synthesis of peer-reviewed and grey literature, this review reveals limited funding allocation to polytechnic academic research initiatives, with business programs receiving less attention despite growing demand for knowledge-based service professionals. The analysis demonstrates that existing frameworks inadequately address leadership development, strategic thinking, and interpersonal competencies essential for business graduates' employability in Canada's evolving labour market. This review proposes a blended framework that combines the structural rigour of the Triple Helix Model with the relational adaptability of Stakeholder Theory, creating a comprehensive solution for sustained multi-stakeholder collaboration. This integrated approach addresses the distinct pedagogical needs of business education by emphasizing competency-based learning, work-integrated experiences, and measurable employability outcomes. The findings advocate for reimagining polytechnic-industry relationships through targeted policy interventions and strategic funding realignment to ensure business graduates develop the strategic and interpersonal skills required for Canada's knowledge economy.