This article aims to verify whether or not the teaching methods adopted by universities characterized by the use of working groups involving students and other institutional actors are capable of transferring and creating new knowledge. The methodological approach used is qualitative based on Grounded Theory, which involved 20 working groups (with different stakeholders) made up of university students engaged in assigned project work. At the end of the project, the methods used for knowledge translation were discussed and analyzed within specific focus groups. Key findings show that to promote knowledge translation and innovation in team contexts within higher education, it is essential to foster a culture of collaboration, open communication, and continuous learning. Furthermore, it emerges that the combination of the two environments analyzed allows for an integration capable of facilitating the transfer of knowledge. This contribution has implications not only from a theoretical point of view, as it can contribute to broadening the literature on value co-creation, but it can have practical implications regarding the management of working groups within faculties and the administration of higher education institutions.