Abstract This study examines the incidence and knowledge-transfer patterns of university–industry educational collaboration through MSc theses in engineering and business faculties at a major Swedish university. Using a mixed-methods design combining a census of 945 theses, a survey of 150 collaborating firms, and interviews with 14 study directors, the results show a significantly higher collaboration rate in engineering (64%) than in business (6%). Engineering collaborations primarily support recruitment and early-stage innovation screening, whereas business collaborations are mainly relational. The findings highlight how institutional norms and research orientation shape educational collaboration and its socio-economic impact. Implications for universities and their leadership to increase the incidence of collaborative MSc theses with industry are discussed.
Bengtsson et al. (Mon,) studied this question.