The intra-corporate tutoring model in shaping business-science partnerships

the development of sustainable partnerships between business and science requires more than formal agreements; it presupposes flexible organizational models that facilitate continuous knowledge exchange. One of the underestimated yet promising formats in this context is intra-corporate tutoring. The aim of this article is to explore the essence and substantive dimensions of this model as a mechanism that stimulates competence transfer and strengthens applied cooperation between corporate and academic communities. The literature reveals a differentiation of approaches — from reducing tutoring to informal mentoring without institutional grounding to declarative models of cooperation in the spirit of the “University 3.0” concept, where practical implementation remains under-analyzed. Based on a comparative analysis of case studies from Russian companies, the author concludes that the most effective models emerge at the intersection of corporate educational ecosystems and strategic scientific collaboration, provided there is institutionalized support and space for mutual professional development. The author’s contribution lies in the systematic conceptualization of tutoring as a mediator between corporate development and academic knowledge. This study is relevant to researchers exploring transformations in corporate education policies, HR development managers, and coordinators of academic–industrial partnerships.

business, corporate education, internal cooperation, mentoring, partnership, science, tutoring