Research on Factors Influencing the Effectiveness of the "Dual-Collaboration" Graduate Training Model: An Analysis Based on a Tripartite Perspective

DOI: https://doi.org/10.62517/jhet.202615103

Author(s)

Tianyan Wu*, Ting Wang, Hui He

Affiliation(s)

Faculty of Urban Construction and Ecological Technology, Shanghai Institute of Technology, Shanghai, China *Corresponding Author

Abstract

The traditional educational model, confined to within the school, overlooks the valuable contributions of social resources and practical experience. This limits its alignment with the modern demands for diverse talents, innovation, and comprehensive competencies. This study explores the "dual-collaboration model" in the cultivation of postgraduate students, which involves the collaborative training of university and enterprise instructors. The research examines the influencing factors and enhancement strategies for the practical validity of this model. First, questionnaires were used to assess the application effects of the dual-collaboration model from the perspectives of university instructors, enterprise instructors, and postgraduate students. Next, SPSS software was employed to analyze the main factors affecting the practical validity of the model. The study found that university instructors identified teaching challenges, teaching goals in the dimension of teaching experience, and experience sharing, as well as active learning in the dimension of student development, as significant factors for enhancing practical validity. Enterprise instructors emphasized that innovation development in the dimension of enterprise development, attitude improvement, and resource sharing and project cooperation in the dimension of university-enterprise collaboration would enhance practical validity. Postgraduate students believed that positive changes through staged learning, mentor influence, comprehensive development in terms of abilities, and social responsibility are factors that positively impact the practical validity of the dual-collaboration model. Based on these findings, the study proposes targeted enhancement strategies from three perspectives to improve the practical validity of the dual-collaboration model.

Keywords

Dual-Collaboration Model; Practical Validity; Influencing Factors; Enhancement Strategies; Postgraduate Education

References

[1] Vygotsky L.S, Cole M. Mind in society: Development of higher psychological processes. Harvard university press, 1978. [2] Lenkauskaitė J, Colomer J, Bubnys R. Students’ social construction of knowledge through cooperative learning. Sustainability, 2020, 12(22): 9606. [3] Wang, X. D. A MOOC system based on problem-based learning and its potential advantages. China University Teaching,2022, (9), 43–46. [4] Zhang, Z. L., Wang, M., & Li, H. Research on experimental teaching based on constructivist learning theory. Laboratory Science,2022, 25(4), 93–96. [5] Liu, Z. Institutional development: The fundamental guarantee for improving the effectiveness of fostering virtue through education. Ideological and Theoretical Education,2020, (9), 11–15. [6] Roche E. Advances in undergraduate and postgraduate education-bedside, simulation and E-learning. Global Pediatrics,2024, 9: 100188. [7] Wang, Y. R., Song, X. J., & Zhang, L. H. The current status and countermeasures of collaborative talent cultivation in China’s professional degree postgraduate education. Educational Theory and Practice, 2024, 44(3), 9–14. [8] Hu, X. L.Exploring collaborative innovation models for talent cultivation in higher education. Guangxi Social Sciences, 2014, (2), 186–189. [9] He Z, Sun X. Index Construction and Application of School‐Enterprise Collaborative Education Platform Based on AHP Fuzzy Method in Double Creation Education Practice. Journal of Sensors, 2022, 2022(1): 7707384. [10] Yan, L. N. Constructing a collaborative education model for postgraduate education in China from a stakeholder perspective. Modern Education Management, 2022, (3), 110–118. [11]Xu, X. Y., & Zhang, Q. Building first-class undergraduate majors from the perspective of the coexistence of undergraduate and postgraduate education: Evidence from the 2018 Carnegie Classification of Institutions of Higher Education. China Higher Education Research, 2020, (7), 40–46. [12]Yan, Y., & Yan, T. An analysis of collaborative mechanisms for innovation and entrepreneurship education in universities based on synergetics theory. Higher Education Exploration, 2023, (1), 108–113. [13]Cao, Y. T. Practical exploration of the dual-supervisor system in joint postgraduate training bases based on collaborative innovation. Theory and Practice of Innovation and Entrepreneurship, 2023, 6(24), 143–145. [14]Zhang, J. J., & Qiao, L. C. Exploring collaborative ideological and political education models in higher vocational colleges: A review of New Strategies for Ideological and Political Education in Higher Vocational Colleges. Educational Theory and Practice, 2024, 44(8), 2. [15]Reinheimer D, McKenzie K. The impact of tutoring on the academic success of undeclared students. Journal of College Reading and Learning, 2011, 41(2): 22-36. [16]Liu, L. Y., & Qin, C. S. Collaboration and integration: A study on the dual-supervisor system in the training of full-time Master of Education students. Academic Degrees & Graduate Education, 2016, (12), 54–58. [17]Supena I, Darmuki A, Hariyadi A. The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students' Learning Outcomes. International Journal of Instruction, 2021, 14(3): 873-892. [18]Yi, G. J. Reflections on professional curriculum design for collaborative training of new media talents through university–local government cooperation. Journal of Hubei Normal University (Philosophy and Social Sciences Edition), 2018, 38(1), 145–147. [19]Chen J. Research on Collaborative Education Model from the Perspective of Industry-Education Integration and School-Enterprise Cooperation. Advances in Educational Technology and Psychology, 2022, 6(11): 106-110. [20]Li, C., Xie, X., & Lu, Q. An analysis of the relationships among concepts, practices, and policies of integrating science and education among university faculty. Research in Higher Engineering Education, 2024, (3), 169–174. [21]Uyen T.T. A study of the factors affecting the willingness to engage in business-university cooperation. Journal of International Economics and Management, 2021, 21(1): 108-122. [22]Ke, Q. F., Fang, Y. Z., & Zhai, Y. M. Innovation and practice of the “dual-collaboration” industry–education integration training model for engineering professional degree postgraduates. Research in Higher Engineering Education, 2023, (3), 53–58. [23]Cha, G. Y. An exploration of an experiential teaching model integrating virtual–real environments and theory–practice unity in ideological and political courses in higher vocational colleges. Chinese Vocational and Technical Education, 2021, (14), 64–69. [24]Dai, X. F. Exploring the cultivation of top university students from the perspective of core competencies. Educational Theory and Practice, 2019, 39(12), 6–8. [25]Cui, F. Z. The scientific connotation and cultivation pathways of “dual-qualified” teachers from the perspective of the modern apprenticeship system. Education and Vocation, 2020, (7), 62–68. [26]Xu, M. H., & Shi, W. P. Mechanisms for the externalization of enterprise teachers’ tacit knowledge under the knowledge creation theory. Research in Higher Engineering Education, 2024, (3), 140–145. [27]Li, D. R. An analysis of the main stages and tasks of postgraduate learning. Contemporary Education and Culture, 2015, 7(5), 1–6. [28]Deng, F., Hou, Y. Z., & Zhou, W. H.An empirical study of process and outcome indicators in postgraduate education satisfaction evaluation: Evidence from differences in practical competence training models between professional and academic master’s programs. Journal of Graduate Education Research, 2021, (3), 35–42.