Zhang Yuanbao, Wang Junbin, Shen Xiangdong, Song Jinyu
School of Education Science, Nanjing Normal University, Nanjing, China.
Business School, Changshu Institute of Technology, Changshu, China.
Front Psychol. 2022 Mar 30;13:860045. doi: 10.3389/fpsyg.2022.860045. eCollection 2022.
School enterprise cooperation, as the basic school running form of applied undergraduate education, is an important way to cultivate applied talents. However, at present, the lack of motivation for enterprises to participate in school enterprise cooperation and the resulting problem of "school hot and enterprise cold" seriously limit the talent training quality in China's application-oriented universities. There is an urgent need to explore the influencing factors and mechanisms of enterprises' participation in school enterprise cooperation to improve the training quality of applied talents. Taking Ajzen (2002) Theory of Planned Behavior as the theoretical framework, this study constructs the influencing factor model of enterprise participation in school enterprise cooperation from four aspects, namely, behavior attitude, subjective norms, perceived behavior control, and behavior intention. In this study, participants ( = 250) completed a questionnaire assessing their participation in school enterprise cooperation, which was analyzed by a structural equation model. The results show that the behavior attitude and perceived behavior control of enterprises have a significant positive impact on their intention to participate in school enterprise cooperation and then have a significant positive impact on the school enterprise cooperation behavior of enterprises. The behavior intention and perceived behavior control of enterprises have a significant positive impact on their participation in school enterprise cooperation. The policy environment has a significant regulatory effect on the relationship between the intention and behavior of enterprises' participation in school enterprise cooperation. Therefore, from the perspective of enhancing the intention of enterprises to cooperate, colleges and universities should establish the awareness of win-win cooperation and meet the interest demands of enterprises in school enterprise cooperation in order to improve the behavior attitude and intention of enterprises. From the perspective of the formation conditions of school enterprise cooperation, with the help of industry associations, an information service platform for school enterprise cooperation should be built in order to eliminate the information islands between enterprises and universities. From the perspective of the needs of school enterprise cooperation environment, government departments should strengthen the policy support for school enterprise cooperation in order to eliminate the worries of enterprises' participation in school enterprise cooperation.
校企合作作为应用本科教育的基本办学形式，是培养应用型人才的重要途径。然而，目前企业参与校企合作的动力不足，由此产生的“校热企冷”问题严重制约了我国应用型本科院校的人才培养质量。迫切需要探索企业参与校企合作的影响因素及机制，以提高应用型人才的培养质量。本研究以阿杰恩（2002）的计划行为理论为理论框架，从行为态度、主观规范、感知行为控制和行为意向四个方面构建了企业参与校企合作的影响因素模型。在本研究中，参与者（n = 250）完成了一份评估其参与校企合作情况的问卷，并通过结构方程模型进行分析。结果表明，企业的行为态度和感知行为控制对其参与校企合作的意向有显著正向影响，进而对企业的校企合作行为有显著正向影响。企业的行为意向和感知行为控制对其参与校企合作有显著正向影响。政策环境对企业参与校企合作的意向与行为之间的关系有显著调节作用。因此，从增强企业合作意向的角度来看，高校应树立双赢合作意识，满足企业在校企合作中的利益需求，以提高企业的行为态度和意向。从校企合作形成条件的角度来看，应借助行业协会搭建校企合作信息服务平台，以消除企业与高校之间的信息孤岛。从校企合作环境需求的角度来看，政府部门应加强对校企合作的政策支持，以消除企业参与校企合作的顾虑。
