Collaboration, widely recognized as a critical 21^st century skill, is undeniably important for graduates transitioning into the workforce. In response, higher education institutions are increasingly encouraged to adopt collaborative learning approaches. However, students frequently encounter a range of cognitive, meta-cognitive, motivational and socio-emotional challenges during group work, often reporting a lack of adequate preparation for effective collaboration. This raises key questions about how collaborative learning experiences can be optimized to better equip students for team-based professional environments and foster lifelong learning skills. A deep understanding of both the conceptualization and measurement of collaborative processes is essential to promoting effective collaboration. The current dissertation adopts a triadic framework comprising conceptualization, measurement and facilitation to advance our understanding of student collaboration in higher education contexts. Drawing on insights from the learning sciences and team research, the overarching aim of this work is to provide actionable recommendations for enhancing collaborative learning experiences. To achieve this, four studies were conducted using a mixed-methods approach. Study 1 involved a systematic literature review, establishing a comprehensive foundation for understanding collaboration in higher education and exploring related measurement techniques. Study 2 expanded this foundation with an experimental approach, introducing debriefings (i.e., structured joint reflections commonly used in high-stakes environments) as a potential method to enhance collaboration. A pre-post design was employed to evaluate the effectiveness of debriefings in improving student collaboration.Study 3, utilizing a case study design, provided deeper insights into how debriefings can foster collaboration among students. Finally, study 4 synthesized the findings from the prior studies to develop and evaluate a psychometric instrument—Behaviorally Anchored Rating Scales (BARS)—to support both the measurement and facilitation of collaboration. This instrument offers practical applications for educators and researchers alike. In sum, the findings of this dissertation contribute to the field by presenting (a) an integrative framework for conceptualizing collaboration in higher education, (b) a measurement tool including detailed criteria for assessing student collaboration and (c) concrete design principles for implementing structured joint reflections to foster collaborative learning and working. These contributions have significant implications for research and practice, offering actionable strategies to enhance collaborative processes in higher education, better prepare students for team-based professional environments, and equip them with the essential skills required for lifelong learning.