An Ecosystemic Approach to Sustainable Graduate Employability: A Case Study of a Sino-British Joint University in China

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, centred 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 analysing and implementing teaching-focused UIC models that systematically bridge institutional collaboration, experiential pedagogy, and student agency development.