Research on Industry-Education Integration Policies of China's Higher Vocational Education

다국어 초록 (Multilingual Abstract)

As high-quality economic evolution in China advances persistently, manufacturing industries, strategic emerging industries and other sectors have an increasingly urgent demand for high-quality technical and skilled personnel. As a core carrier for developing high-quality applied talents in China, tertiary skills-based education has drawn extensive attention from all sectors of society. Industry-education fusion acts as a critical link connecting the education chain, talent chain, industrial chain and innovation chain, and is an significant pillar for advancing the high-quality development of tertiary skills-based education and supporting the real economy. Given this context, China has introduced numerous policies to boost the thorough advancement of industry-education unification in higher career-oriented education. The rollout of these policies fully points toward China’s resolve and commitment to developing high-quality technical and skilled personnel through tertiary vocational education. Nevertheless, numerous pressing difficultys remain to be addressed during policy enactment.
The present investigation concentrates on China’s higher vocational industry-education fusion policies. Using policy quantitative examination, the entropy weight method and other analytical methodes, the study investigates relevant theories on industry-education integration policies, traces how ... evolved the industry-education fusion policy system, applies quantitative methods to analyze these policies, evaluates the execution effects of industry-education fusion, and finally offers recommendations to promote quality improvement in industry-education unification in China’s higher vocational education. The goal is to offer theoretical support and practical references for the promotion of industry-education fusion in tertiary skills-based education in other countries and regions.
First, this paper organizes the theoretical groundworks of study on higher vocational industry-education fusion policies. By examining the necessity, aims, theoretical significance, investigation background and methodological framework of such research, the study fosters its analytical framework. Second, it supplies a methodical examination of the evolution of China’s higher vocational industry-education fusion policy system. Using the Multiple Streams Theory and the Triple Helix Theory, it analyzes ... through multiple streams the policy system’s evolution and recognizes underlying patterns in policy changes. Third, The contemporary inquiry performs quantitative assessment of China’s higher vocational industry-education combination policies. The analysis covers metrics like the temporal sequence, policy types, issuing authorities and policy instruments of the policies, The LDA model analyzes the content of policy texts. Additionally, followed by quantitative evaluation using the PMC Index.
Following the above quantitative policy examination combined with actual execution data from China’s higher vocational industry-education fusion policies, the study then assesses the evolution quality of industry-education fusion in higher vocational education, while also uncovering obstacles and their causes in policy implementation, establishing groundwork for the recommendations that follow. Finally, drawing on these findings, The present investigation offers precise recommendations to promote quality improvement in higher vocational industry-education fusion across six areas: improving the overall design of the industry-education fusion policy system by the government, refining the mix of government policy instruments for industry-education fusion, promoting institutional changes in industry-education fusion in tertiary skills-based education, strengthening the enterprise-driven method to industry-education integration, creating a quality assessment framework for higher vocational industry-education fusion. Additionally, encouraging broader social involvement in industry-education combination.
Key findings include:First, analysis of 190 policy texts on China’s higher vocational industry-education fusion through quantitative methods shows a three-stage evolutionary progression: preliminary exploration, steady advancement and thorough quality improvement. Policies have evolved ongoingly to match evolving industrial demands founded on text evaluation.Second, policy issuing authorities transitioned from a single core leading model to a multi-stakeholder collaborative governance model. Core policy themes have deepened progressively across stages, though further improvements are possible. The Ministry of Education leads the formulation of policy formulation, with the Ministry of Finance, Ministry of Workforce capabilities and Social Security and other departments serving as supporting collaborators. Additionally, the proportion of jointly matterd policies has continued to increase. Yet, the governance structure still illustrates "centralized core authorities supplemented by peripheral bodies", lacking deep joint effort from industrial-specific authorities like the Ministry of Culture and Tourism, National Health Commission and Ministry of Industry and Information Technology. All policies focus on three main priorities: school-enterprise joint effort, talent cultivation and technological empowerment. Policy themes show greater definiteity and innovation, though areas such as frontier areas including digital conversion and innovation and entrepreneurship, with relevant agendas not well connected to the established industry-education fusion framework.Third, the overall quality of core higher vocational industry-education fusion policies rates as excellent overall, with notable variation across dimensions. Additionally, persistent weaknesses across the entire policy evolution cycle. The policies score highly on transparency, audience coverage and functional design, forming key strengths of the policy system. By contrast, weaknesses appear in cross-departmental coordination, medium- and immediate planning design. Additionally, the structural balance of policy instruments. Among these, the two dimensions of issuing authority and policy timeliness remain consistent across all sampled policies, creating shared bottlenecks that limit policy quality and enactment efficiency.Fourth, evaluation of the quality of China’s higher vocational industry-education integration policies denotes that the spatial disparities and temporal evolution of provincial industry-education fusion quality across China from 2015 to 2023 result from multiple interacting factors, including regional economic advancement levels, industrial structure layout, investment in career-oriented education resources and intensity of policy support. At present, higher vocational industry-education fusion in China continues to encounter major obstacles: an imperfect institutional system for industry-education fusion, insufficient depth of industry-education collaboration, supply-demand mismatch in professional training, inadequate resource allocation safeguards. Additionally, low participation of industrial associations.

목차 (Table of Contents)

• CHAPTER 1. Introduction 1
• 1.1 Research Necessity and Objectives 1
• 1.1.1 Research Necessity 1
• 1.1.2 Research Objectives 10
• 1.2 Research Questions 12
• 1.3 Research Content 16
• CHAPTER 2. Literature Review and Theoretical Basis 21
• 2.1 Definition of Core Concepts 21
• 2.1.1 Higher Vocational Education 21
• 2.1.2 Industry-Education Integration 26
• 2.1.3 Industry-Education Integration in Higher Vocational Education 32
• 2.1.4 Industry-Education Integration Policy 37
• 2.2 Previous Studies 41
• 2.2.1 Related Studies on Higher Vocational Education 41
• 2.2.2 Studies on Industry-Education Integration 47
• 2.2.3 Studies on Quantitative Policy Analysis 57
• 2.2.4 Studies on Policy Implementation Effectiveness 63
• 2.2.5 Research Commentary 67
• 2.3 Theoretical Basis 73
• 2.3.1 Career Development Theory 73
• 2.3.2 Triple Helix Theory 78
• 2.3.3 Multiple Streams Theory 81
• 2.3.4 Policy Instrument Theory 85
• 2.3.5 Policy Implementation Theory 89
• CHAPTER3. Methodology 97
• 3.1 Research Design 97
• 3.2 Qualitative Analysis of the Evolution of Industry Education Integration Policy System in Higher Vocational Education 98
• 3.3 Method for Analyzing Metrological Characteristics of Higher Vocational Education Industry-Education Integration Policy Texts 99
• 3.4 Content Analysis of Industry-Education Integration Policy Texts in Higher Vocational Education 101
• 3.4.1 Latent Dirichlet Allocation Model 102
• 3.4.2 Data Sources of Policy Texts 105
• 3.5 Quantitative Evaluation Method for Industry-Education Integration Policies in Higher Vocational Education 110
• 3.5.1 Quantitative Evaluation Framework for Policies 110
• 3.5.2 Policy Modeling Consistency Index Model 111
• 3.5.3 Selection of Representative Policies 113
• 3.5.4 Variable Classification and Parameter Identification 117
• 3.6 Quality Evaluation Method for Industry-Education Integration in Higher Vocational Education 130
• 3.6.1 Evaluation Index System 130
• 3.6.2 Entropy Weight Method 139
• 3.6.3 Data Sources 141
• CHAPTER4. Research Findings 143
• 4.1 Evolution of the Policy System for Industry-Education Integration in China’s Higher Vocational Education 143
• 4.1.1 Evolution Track of Relevant Policies 144
• 4.1.2 A Multiple-Streams Analysis of Policy Evolution of Industry-Education Integration in Higher Vocational Education 163
• 4.1.3 Laws and Implications of Policy Evolution of Industry-Education Integration in Higher Vocational Education 189
• 4.2 Quantitative Characteristic Analysis of Industry-Education Integration Policies in Higher Vocational Education 207
• 4.2.1 Temporal Characteristics of Industry-Education Integration Policies 207
• 4.2.2 Classification Analysis of Industry-Education Integration Policies 215
• 4.2.3 Analysis of Participating Subjects in Industry-Education Integration Policies 216
• 4.2.4 Analysis on the Policy Tools Adopted in Industry-Education Integration Policies 220
• 4.3 Analysis on the Content of Industry-Education Integration Policy Texts in Higher Vocational Education 232
• 4.3.1 Analysis on Core Concerned Themes 232
• 4.3.2 Analysis on the Evolution of Theme Intensity 244
• 4.4 Quantitative Evaluation Results of Industry-Education Integration Policies in Higher Vocational Education 255
• 4.4.1 Calculation of PMC Index 255
• 4.4.2 PMC Surface Plotting 256
• 4.4.3 Analysis of Quantitative Evaluation Results of Policies 261
• 4.5 Quality Evaluation Results of Industry-Education Integration in Higher Vocational Education 269
• 4.5.1 Index Calculation 269
• 4.5.2 Analysis of Quality Evaluation Results of Industry-Education Integration 270
• 4.6 Implementation Effects and Existing Problems of Industry-Education Integration Policies in Higher Vocational Education 281
• 4.6.1 Implementation Effects of Industry-Education Integration Policies in Higher Vocational Education 281
• 4.6.2 Problems Existing in the Implementation of Industry-Education Integration in Higher Vocational Education 302
• 4.6.3 Reasons for the Dilemmas in Implementing Industry-Education Integration in Higher Vocational Education 324
• CHAPTHER5. Conclusions and Suggestions 345
• 5.1 Conclusions 345
• 5.2 Suggestions 349
• 5.2.1 Strengthening the government's top-level design for the policy frameworkof industry-education integration 349
• 5.2.2 Optimizing the combination of policy tools related to government-driven industry-education integration 357
• 5.2.3 Advancing the reform of the industry-education integration educationsystem in higher vocational education 359
• 5.2.4 Enhancing the enterprise-led role of industry-education integration in higher vocational education 364
• 5.2.5 Establish a quality evaluation system for the integration of industry and education in higher vocational education 368
• 5.2.6 Mobilizing social participation forces for industrial integration inhigher vocational education 370
• 5.3 Limitations and Prospects 372
• 5.3.1 Research Limitations 373
• 5.3.2 Research Prospects 374
• References 376
• Appendix 396