Research On School-enterprise Cooperation Institution Of Dual-subjects And Its Performance Model In Vocational Education

With the advancement and deepening of China’s vocational education reform,China’s secondary vocational education and higher vocational education have accounted for about half of high school education and higher education,and the scale of vocational education ranks first in the world..It has been six years since the 2014 State Council’s Decision on Accelerating the Development of Modern Vocational Education proposed "to give full play to the important role of enterprises in running schools".The construction of school-enterprise cooperation system with two main bodies in vocational education has made remarkable achievements,especially the implementation plan of national vocational education reform and some opinions of the general office of the state council on deepening the integration of industry and education in recent years.The concept of deepening the integration of industry and education and school-enterprise cooperation has been firmly rooted in the thoughts of various stakeholders.However,in the past six years,what is the effect of the construction of the double-subject school-enterprise cooperation system?Which systems have produced greater effectiveness?Which systems are still flawed and still need to be improved.In other words,the problem of performance measurement of double-subject school-enterprise cooperation system is worthy of academic review.In order to discuss the performance measurement of the double-agent school-enterprise cooperation system,this study mainly focuses on four sub-problems :(1)systematically summarize the evolution of the double-agent school-enterprise cooperation system in vocational education from 1978 to 2019,and summarize its policy focus and characteristics;(2)systematic analysis of the theoretical framework of the double-agent school-enterprise cooperation system;(3)scale development of related variables of performance measurement based on the theoretical framework of double-agent school-enterprise cooperation system;(4)build a performance measurement model of the double-agent school-enterprise cooperation system.Specific research contents are as follows:First,the evolution of school-enterprise cooperation system in vocational education in China.Based on 1978 and 2019,university-enterprise cooperation policy text of the annual number of movements,and draw lessons from other scholars policy evolution stage,the reform and opening to the outside factors: 40 years of professional education policy evolution is divided into three stages: double subject university-enterprise cooperation system starting period(1978-1990),double main body university-enterprise cooperation system incubation period(1991-2013),the double main body university-enterprise cooperation system construction(2014-2019).At the same time,the content and background of school-enterprise cooperation policy in each stage are systematically sorted out,and the characteristics of school-enterprise cooperation policy in this period are summarized,which enriches the research on the history of school-enterprise cooperation in China’s vocational education.Secondly,the framework analysis of the double-agent school-enterprise cooperation system mainly includes the characteristics of the double-agent school-enterprise cooperation system,the determination of the corporate responsibility,the structure and function of the double-agent school-enterprise cooperation system,the selection mechanism of the corporate subject in the double-agent school-enterprise cooperation and the external mechanism of the system operation.Thirdly,the development of performance related measurement scale of the double-subject school-enterprise cooperation system.This study involves four variables,namely the quality of the double-agent school-enterprise cooperation system,the cognition of the double-agent school-enterprise cooperation system,the execution ability of the double-agent school-enterprise cooperation system and the performance of the double-agent school-enterprise cooperation system.In this part,Q method is used to investigate and statistic the views and attitudes of the subjects on a variable,and the subjects are classified based on the ordering of the variables,and the classification results and other information are input into Pqmethod for calculation.Finally,the measurement dimensions and items of the variables are obtained and the final measurement scale is formed.Finally,the performance model of the double-agent school-enterprise cooperation system is verified.Based on the four variables and the relationship between two variables,this part proposes the research hypothesis and constructs the performance model of the double-agent school-enterprise cooperation system.The four variables of the developed scale were distributed through the questionnaire star,and the appropriate subjects were selected for the investigation.After data recovery,data reliability,discriminant validity and convergent validity between variables were verified,and the fitting degree of the overall model was verified.The results show that: 1.The cognition of the double-agent school-enterprise cooperation system has a significant positive impact on its system execution.2.The quality of the double-agent school-enterprise cooperation system has a significant positive impact on its execution.3.The execution of the double-agent school-enterprise cooperation system has a significant positive impact on its system performance.4.The cognition of the double-agent school-enterprise cooperation system has a significant positive impact on its system performance,and some mediating effects exist.Based on the theoretical analysis framework,scale and empirical research results,this paper puts forward some Suggestions on the construction of the school-enterprise cooperation system of dual-subject vocational education in China.To construct the governance structure of the stakeholder organization and improve the execution of the system;To build a double-agent school-enterprise cooperative and collaborative governance system and improve the level of system implementation;To build a platform for school-enterprise cooperation and collaborative operation with two main bodies to reduce the difficulty of system implementation.In order to improve the quality of the double-subject school-enterprise cooperation system,it is necessary to establish a vocational education committee to coordinate the responsibilities and rights of each subject.Establish vocational education intermediary service organization,reduce transaction cost,improve system continuity;We will improve the top-level design of vocational education,improve laws and regulations on cooperation between schools and enterprises,and improve the stability of the system of cooperation between schools and enterprises.In order to enhance the cognition of the double-subject school-enterprise cooperation system,it is necessary to raise the cognition of the subject of the system executor to the position of the enterprise and enhance the awareness of the system contents.Scientific and reasonable choice of industry-education integration of enterprises,increase enterprise recognition.