University support, benefits, barriers and academic collaboration: Evidence from Zhejiang Province, China

University–Industry Collaboration (UIC) plays a critical role in advancing the third mission of universities, yet empirical evidence on how institutional support shapes collaborative behavior remains limited, particularly in developing contexts. Present study addresses this gap by examining the influence of university support on collaborative behavior through perceived benefits and barriers among academics in Zhejiang Province, China. The study analyzes survey data from 170 academics using PLS-SEM based on an integrated framework of Social Exchange Theory (SET) and Operant Conditioning Theory (OCT). The findings reveal that university support directly impact on collaborative behavior and academic and financial benefits, which in turn positively influence collaborative behavior. While individual barriers show no significant effect, external barriers exert a significant negative impact on collaborative behavior. Moreover, university support mitigates both types of barriers to collaboration. The study contributes to UIC literature by integrating SET and OCT, refining the conceptualization of barriers, and providing updated empirical evidence from a Chinese context. It offers practical implications for universities and policymakers in designing support mechanisms that enhance collaboration while addressing structural constraints.