|
|
|
| Analysis of the Entity-Based Operational Model for Industry-Education Integration in Local Universities:A Case Study of Shanghai N University |
| Zhu Xiaobo1, Gao Peng2, Zhang Shu2 |
1. School of Finance and Business,Shanghai Normal University,Shanghai 200234,China;
2. Institute for Global City,Shanghai Normal University,Shanghai 200234,China |
|
|
|
|
Abstract In response to the demand for educational reform and industrial upgrading,the deep integration of higher education with industry has become a critical factor in driving regional economic development.Against this backdrop,this paper explores the entity-based operational model and strategies of industry-education integration at a local university,using the“Bank of China Wisdom Valley:Industry-Education Integration Training Base”constructed in collaboration between Shanghai N University and the Bank of China as a case study.This paper first reviews the policy background of industry-education integration and the practical value of its entity-based operation.It then details the innovative models and strategies adopted by Shanghai N University in its entity-based industry-education integration,including the relocation of the training base onto the campus,the combination of diverse forms of professional skills training,and the co-cultivation of talents between schools and enterprises.Through case analysis,this paper reveals the positive outcomes of these models and strategies in promoting the alignment between student skills cultivation and industry demand,as well as their sustainable impact on local universities and industrial development.Finally,the paper proposes strategies to further deepen industry-education integration,including strengthening top-level design,exploring innovative mechanisms,and focusing on platform construction,aiming to provide other universities with valuable reference experiences and models to support the construction and development of industry-education integrated cities.
|
|
Received: 16 May 2024
|
|
|
|
|
|
[1]陈年友,周常青,吴祝平.产教融合的内涵与实现途径[J].中国高校科技,2014(8):40-42.
[2]饶燕婷.“产学研”协同创新的内涵、要求与政策构想[J].高教探索,2012(4):29-32.
[3]ETZKOWITZ H.Innovation in innovation:The triple helix of university-industry-government relations[J].Social Science Information,2003,42(3):293-337.
[4]ETZKOWITZ H,LEYDESDORFF L.The triple helix—university-industry-government relations:A laboratory for knowledge based economic development[J].EASST Review,1995,14(1):14-19.
[5]ETZKOWITZ H.Academic-industry relations:A sociological paradigm for economic development[M]//LEYDESDORFF L,VAN DED BESSELAAR P.Evolutionary economics and chaos theory:New directions in technology studies.London:Palgrave Macmillan,1994:139-151.
[6]LAM A.From“ivory tower traditionalists”to“entrepreneurial scientists”?Academic scientists in fuzzy university-industry boundaries[J].Social Studies of Science,2010,40(2):307-340.
[7]ETZKOWITZ H.MIT and the rise of entrepreneurial science[M].London:Routledge,2002.
[8]PERKMANN M,WALSH K.University-industry relationships and open innovation:Towards a research agenda[J].International Journal of Management Reviews,2007,9(4):259-280.
[9]D'ESTE P,PERKMANN M.Why do academics engage with industry? The entrepreneurial university and individual motivations[J].The Journal of Technology Transfer,2011,36:316-339.
[10]PERKMANN M,SALTER A.How to create productive partnerships with universities[J].MIT Sloan Management Review,2012.
[11]PERKMANN M,TARTARI V,MCKELVEY M,et al.Academic engagement and commercialisation:A review of the literature on university-industry relations[J].Research Policy,2013,42(2):423-442.
[12]D'ESTE P,PATEL P.University-industry linkages in the UK:What are the factors underlying the variety of interactions with industry[J].Research Policy,2007,36(9):1295-1313.
[13]ETZKOWITZ H,KLOFSTEN M.The innovating region:Toward a theory of knowledge-based regional development[J].R&D Management,2005,35(3):243-255.
[14]ETZKOWITZ H,DZISAH J.Unity and diversity in high-tech growth and renewal:Learning from Boston and Silicon Valley[J].European Planning Studies,2008,16(8):1009-1024.
[15]BENNEWORTH P.Creating economic possibilities in old industrial regions:The role of the university[R].Newcastle Upon Tyne:Centre for Urban and Regional Development Studies,University of Newcastle Upon Tyne,England,2006.
[16]MOWERY D C,NELSON R R,SAMPAT B N,et al.The growth of patenting and licensing by US universities:An assessment of the effects of the Bayh-Dole act of 1980[J].Research Policy,2001,30(1):99-119.
[17]MOWERY D C,ZIEDONIS A A.Markets versus spillovers in outflows of university research[J].Research Policy,2015,44(1):50-66.
[18]MELITZ M J.The impact of trade on intra-industry reallocations and aggregate industryproductivity[J].Econometrica,2003,71(6):1695-1725.
[19]程伟,何丹,殷清眉.产业结构变迁与高校产出互动关系——以湖北省为例[J].长江流域资源与环境,2018,27(6):1220-1230.
[20]周正,尹玲娜,蔡兵.我国产学研协同创新动力机制研究[J].软科学,2013,27(7):52-56.
[21]杨善江.产教融合:产业深度转型下现代职业教育发展的必由之路[J].教育与职业,2014(33):8-10.
[22]朱桂龙,彭有福.产学研合作创新网络组织模式及其运作机制研究[J].软科学,2003(4):49-52.
[23]王毅,吴贵生.产学研合作中粘滞知识的成因与转移机制研究[J].科研管理,2001(6):114-121.
[24]何郁冰.产学研协同创新的理论模式[J].科学学研究,2012,30(2):165-174.
[25]张旭,郭菊娥,郝凯冰.高等教育“供给侧”综合改革推动创新创业发展[J].西安交通大学学报(社会科学版),2016,36(1):26-35.
[26]董立平.地方高校转型发展与建设应用技术大学[J].教育研究,2014,35(8):67-74.
[27]张胜,高先和,胡学友,等.产教融合模式下创新型应用人才培养研究[J].哈尔滨学院学报,2020,41(8):142-144.
[28]曹丹.从“校企合作”到“产教融合”——应用型本科高校推进产教深度融合的困惑与思考[J].天中学刊,2015,30(1):133-138.
[29]庄西真.产教融合的内在矛盾与解决策略[J].中国高教研究,2018(9):81-86.
[30]石伟平,郝天聪.从校企合作到产教融合——我国职业教育办学模式改革的思维转向[J].教育发展研究,2019,39(1):1-9.
[31]李梦卿,任寰.技能型人才“工匠精神”培养:诉求、价值与路径[J].教育发展研究,2016,36(11):66-71.
[32]杨运鑫,罗频频,陈鹏.职业教育产教深度融合机制创新研究[J].职业技术教育,2014,35(4):39-43.
[33]胡桃,沈莉.国外创新创业教育模式对我国高校的启示[J].中国大学教学,2013(2):91-94,90.
[34]郝杰,吴爱华,侯永峰.美国创新创业教育体系的建设与启示[J].高等工程教育研究,2016(2):7-12.
[35]王哈呐,曾贵.产教融合视角下地方院校金融专业实习实训问题与优化[J].大学教育,2020(10):17-20.
[36]杨璐,史明艳,田静.高职院校产教融合实训基地建设的困境与对策[J].中国高校科技,2021(Z1):103-106. |
|
|
|
2025, Vol. 6 
