<![CDATA[This study examines the influence of industry, academe and government partnerships on the teaching competencies of business faculty in higher education institutions (HEIs) in Camarines Sur, Philippines. Anchored on Experiential Learning Theory and the Triple Helix Model, the research investigates how faculty engagement with industry translates into instructional innovation, industry alignment, and research productivity. A sequential explanatory mixed-methods design was employed, integrating quantitative data from 73 faculty respondents and qualitative insights from 12 academic leaders. Descriptive findings reveal that faculty predominantly adopt interactive and learner-centered teaching strategies, reflecting a shift toward experiential pedagogy. Statistical results demonstrates that abstract conceptualization and reflective observation significantly predict instructional innovation, while reflective observation alone predicts industry alignment and research productivity. Notably, concrete experience and active experimentation were not statistically significant predictors, indicating that exposure alone does not ensure competency development. Qualitative findings corroborate that reflection and institutional support are critical in transforming experience into meaningful outcomes. The study concludes that industry partnerships become effective only when integrated with structured reflection and supported by institutional systems, highlighting the need for policy-driven, equitable, and sustainable collaboration frameworks.]]>
