Purpose This article investigates the XJTLU-Academy model as an innovative case study to examine how a structured University-Industry Collaboration (UIC) mechanism cultivates learner agency and enhances graduate employability. Focusing on the “academies” at Xi’an Jiaotong-Liverpool University (XJTLU) as formal boundary-spanning units, the study contributes to reimagining the role of higher education in fostering sustainable career development. Design/methodology/approach A qualitative single-case study design is employed, centered on the embedded XJTLU-Academy model. To structure the analysis of institutional and pedagogical processes, this research employs an integrated conceptual framework (BESS), which synthesizes four theoretical lenses: Boundary-spanning, Experiential Learning, Social Cognitive Career Theory, and Sustainable Employability. Findings The study identifies five interconnected operating mechanisms within the academies: curriculum co-creation, project embedding, dual mentorship, ecosystem co-creation, and collaborative evaluation. These function synergistically as an integrated system rather than as discrete components. Within this industry-engaged, experiential learning environment, students demonstrated significant growth in professional agency, metacognitive and social-emotional competencies, and career clarity. Originality/value This paper illustrates how universities can strategically employ academy structures as boundary-spanning hubs to orchestrate a cohesive career-learning ecosystem. It contributes a novel, actionable framework (BESS) for analyzing and implementing teaching-focused UIC models that systematically bridge institutional collaboration, experiential pedagogy, and student agency development.
Chen et al. (Tue,) studied this question.
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