This article presents a tri-party collaborative course-design framework using a case study based on the launch of a new 4th year course at the University of Toronto, Mississauga, Department of Management. This study employed a multi-method qualitative approach consisting of a survey, followed by three focus groups with distinct stakeholder groups: students, industry practitioners, and academics. The results revealed a surprising overlap of interests among the different groups, with the data supporting the design of the new course, which was launched in the Fall of 2022. In addition, data from current students indicated robust positive acceptance of both the course content and class dynamics. The results confirm the proposed framework's promise for use in designing new courses or redesigning existing ones.