This mixed-methods study explores academic engagement among full time working scholars in Libya's universities, comparing how the patterns of returning foreign-educated and domestic-educated scholars' academic engagement differs. Survey analysis indicates that where scholars are educated influences their academic engagement, with individuals educated in developed countries having a greater potential to engage (e.g., through consultancy activities, employee training, and holding temporary posts) with non-academic organisations than those educated within Libya and other developing countries. We also find that these differences in academic engagement of returned scholars are attenuated by gender, scientific discipline, and academic rank. Semi-structured interview identifies several barriers to academic engagement that affect scholars. These include sociocultural perspective on gender roles, institutional barriers, and differences in culture between academic and non-academic actors. The evidence in this study offers an empirical foundation for the necessary policy reforms required in the Higher Education sector in Libya to enhance university-industry collaboration.