Construction of university-enterprise collaborative education mechanism for employment and entrepreneurship in higher vocational education with dual-drive linkage
Publicado en línea: 19 mar 2025
Recibido: 24 oct 2024
Aceptado: 20 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0401
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© 2025 Riyi Zhang et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The difficulty of finding employment and starting a business for college graduates has significantly improved the position of employment and entrepreneurship education in higher education [1–2]. On the campuses of vocational colleges, the “research family”, “part-time worker”, and “upgrading family” constitute the self-accumulation of college students, while the “game family”, “love family”, “indulgence group” and other groups that lack expectations and ideas about the future also affect the study and life of college students [3–4]. Therefore, to build an education model of college students’ employment and entrepreneurship based on university campuses and oriented to the needs of industries and enterprises, to make efforts to promote the combination of production and learning, so that higher vocational colleges and universities can really become the strategic backing and technical support for the development of industries and enterprises, and, at the same time, to make the enterprises really become the important teaching and practicing bases of teaching in higher vocational colleges and universities, and to cultivate college students’ innovative and entrepreneurial spirit, enhance employment and entrepreneurial skills, and improve the The survival and development ability of college students is a problem that educators in higher vocational colleges and universities need to solve at present [5–8].
School-enterprise integration is a combination of school-enterprise cooperation and industry-education integration. School-enterprise cooperation refers to higher vocational colleges and universities with advanced technology and transformation results for enterprise services, while providing excellent graduates, enterprises attach importance to the content of the services we provide and the ability of enterprises to provide a platform for the transformation of technological achievements and technical protection, but also responsible for the cultivation of students’ professional skills and entrepreneurial spirit [9–11]. The integration of industry and education means that the professional settings and curriculum construction of higher vocational colleges and universities should strive to unite with enterprises, realize teaching and mutual promotion in the production practice of enterprises, and turn higher vocational colleges and universities into a modernized mode of education in which the teachers are capable of writing and martial arts and the students are multi-talented [12–14].
Deepening school-enterprise integration means that higher vocational colleges and universities follow the development of the region and enterprises to rationally set up and adjust their specialties, and closely follow the cutting edge of the industry in professional settings and curriculum construction, with the aim of enhancing the ability of higher vocational colleges and universities to serve the regional economy [15–16]. In the deep integration of schools and enterprises, schools and enterprises jointly formulate cooperation goals and jointly launch cooperation plans, higher vocational colleges and universities should select teachers to bring students to in-depth internship practice in enterprises, and enterprises should provide internship practice platforms and technical guarantees. Both sides work together to promote the deep integration of schools and enterprises, form resource integration, provide protection for entrepreneurship and employment of higher vocational graduates, and realize the win-win situation of schools and enterprises [17–19].
School-enterprise cooperation and the mode of industry-teaching integration have positive impacts on the improvement of students’ comprehensive quality and employment competitiveness, stakeholders based on the government’s legislative leadership, the vision of the double-high construction project explores the reform path of school-enterprise cooperation and industry-teaching integration and refers to the successful cases in order to be optimized and embedded. Chen, J. elaborates on the significance of the platform of industry-teaching integration for higher vocational colleges and universities, which is used to achieve collaborative education and high-quality talent cultivation, and pointed out that higher vocational colleges and universities should take the double-high construction project as the basic principle, integrate school-enterprise resources, and promote the improvement of students’ employment competitiveness and comprehensive quality [20]. Xu, L et al. attempted to point out the significance of establishing corresponding laws and regulations to promote school-enterprise cooperation and establish mechanisms and frameworks for the integration of industry and education from the government’s perspective and discussed the obstacles and feasible paths for the construction of the integration of industry and education [21]. Xu, X examined the impact of university-enterprise cooperation projects and scientific research on the enhancement of college students’ scientific and technological innovation ability, and with reference to the talent cultivation program of finance and economics business majors in colleges and universities, conceptualized a mechanism for the cultivation of college students’ innovation ability based on the integration of industry and education, as well as the appropriate teacher team and teaching mode [22]. Huang, F et al. comprehensively analyzed the information network weights under the industryteaching integration mode and subject units, as well as the corresponding distribution structure as well as mathematical model, and constructed an industry-academia integration path analysis framework with the consensus algorithm as the core as well as the corresponding evaluation criteria, which made a positive contribution to the development and optimization of the education-industry integration teaching mode [23].
Research on students’ entrepreneurship and employment education mainly centers on the effect of entrepreneurship education, the correlation between entrepreneurship education and entrepreneurial intention, of which the commonly used analytical methods and guidelines for entrepreneurship education and entrepreneurial intention are cross-sectional research methods, questionnaire survey methods and structural equation modeling, etc., of which different research methods have even produced contradictory conclusions. Ndofirepi, T. M et al. examined students’ entrepreneurial intentions based on cross-sectional research methodology and combined strategies such as nonparametric techniques, Spearman correlation test and regression analysis revealed that affective expression showed a positive correlation with the direct factors of affective expression, i.e., the antecedents of entrepreneurial intentions determined the expression of entrepreneurial intentions [24]. Using questionnaires, Ni, H et al. elucidated that students’ participation in entrepreneurship education is better in secondary vocational schools than in academic schools and stated that entrepreneurship education promotes students’ entrepreneurial intentions by developing their entrepreneurial motivation as well as their entrepreneurial knowledge [25]. Olaniran, S.O et al. based on questionnaire methodology examined the hindrances to youth entrepreneurship and vocational education in Nigeria, i.e., mismatch between the teaching of knowledge and skills in schools and the workforce, lack of awareness of entrepreneurship and employment education, etc., and argued that school counselors have to play the role of entrepreneurship and employment leaders [26]. Galvão, A et al. collected relevant data based on questionnaire methodology and performed a correspondence analysis with structural equation modeling, which showed that, based on the interpretation of the behavioral plan theory, students’ personal feelings have a significant impact on students’ entrepreneurial intentions, while entrepreneurship education has no significant impact on students’ entrepreneurial intentions and family factors have a lesser impact [27].
After combing the concepts of higher vocational education and school-enterprise collaborative parenting, this paper combines the two to construct a school-enterprise collaborative parenting mechanism based on higher vocational employment and entrepreneurship, in order to promote the progress of higher vocational colleges and universities in employment and entrepreneurship teaching. A research experiment is designed to use the school-enterprise collaborative parenting mechanism of this paper on the employment and entrepreneurship courses in higher vocational colleges and universities, and the parenting effect of the school-enterprise collaborative parenting mechanism is examined. The effect of the school-enterprise collaborative parenting mechanism based on higher vocational employment and entrepreneurship on students’ employment and entrepreneurship levels is verified by quantifying students’ employment and entrepreneurship levels, comparing the intergroup employment and entrepreneurship level gap between the experimental group and the control group before and after the experiment, as well as the intragroup difference between the two groups of students before and after the experiment.
Whether higher vocational education is an abbreviation for higher vocational education or for higher vocational and technical education [28]. Higher vocational education and higher vocational and technical education have the same connotation, on the one hand, the expression of higher vocational and technical education is a comprehensive term of “vocational and technical” in order to emphasize the irreplaceability of technology in vocational education, on the other hand, higher vocational and technical education often appears in the western education discourse, and higher vocational education is a concept of education system with Chinese characteristics, both of them show more differences between Chinese and western discourse, and the conceptual core is not the same. On the other hand, higher vocational and technical education often appears in the Western educational discourse, while higher vocational education is a concept of educational system with Chinese characteristics, which shows more differences between Chinese and Western discourse, but no difference in conceptual kernel. Based on this, higher vocational education in this thesis can be regarded as the abbreviation of higher vocational education or higher vocational and technical education.
In this paper, the connotation of higher vocational education can be defined from three aspects, firstly, it belongs to the level of higher education in the education level, secondly, it is an education category that highlights the characteristics of the type of vocational education in the type of education, and thirdly, it is the cultivation of high-quality technical and skilled personnel in the purpose of education. The specific scope of this paper points to the higher vocational education for the cultivation of high-quality technical and skilled personnel of the higher specialized level of academic vocational type of education, excluding the higher vocational undergraduate level of education and postgraduate level of vocational education.
School-enterprise collaborative parenting refers to the university in the school-enterprise cooperation program in the parenting link, the main body of parenting from a single undergraduate college into the school and the enterprise of the double main body [29–30]. Schools and enterprises in the schoolenterprise cooperation program jointly undertake to establish all the responsibilities of educating people and transform the state of the enterprise from passive to active. Through extensive and indepth exchanges and cooperation, schools and enterprises can realize the collaborative formulation of professional talent training programs, the joint development and compilation of professional curriculum system and professional teaching materials, the construction of on- and off-campus training and internship bases, the integration of dual-teacher teaching teams, and the assessment and evaluation of the quality of talent cultivation, and so on. The collaborative education between universities and enterprises is no longer limited to the unilateral union of subject knowledge and production practice, but the multifaceted cooperation that penetrates into the whole process of talent cultivation in universities and colleges, which is a kind of deep-level collaborative cultivation of talents.
Combining the links involved in the article and the literature available, this study defines schoolenterprise collaborative cultivation as: in the process of carrying out school-enterprise cooperation projects, with the dual subject as the fundamental, i.e., with the university as the main body of cultivation and the cooperating enterprise as the synergistic subject, the two parties, namely the university and the enterprise, share each other’s high-quality resources, discuss the process of teaching activities, and jointly determine the teaching program and the curriculum, and based on this, carry out all-round and deep-level This is a mutually beneficial and win-win way of cultivating talents through joint cooperation.
Jointly formulate talent programs and cultivation plans
Schools and enterprises need to work together to further define the professional target positioning of talent training in accordance with the talent needs of the industry, especially in combination with the actual production process of the enterprise, to grasp the specifications of talent training accurately, and to continuously adapt to the job skill requirements of the corresponding specialty through the continuous reform of education and teaching modes, contents, methods, assessment, etc., and at the same time, to match with the new ideas, technologies and development trends to be timely revised and perfected.
Joint optimization of curriculum and teaching system
Schools and enterprises should jointly explore the construction of industry-oriented professional committees, on the one hand, through the hiring of industry mentor teams and other forms of continuous improvement of the cooperation mechanism, on the other hand, real-time updating of the curriculum, and the implementation of the assessment from time to time. Especially in the construction of professional core courses, it should be tried to be undertaken by the professional teachers on campus and the technical experts and industry mentors hired by enterprises, so as to ensure that the teaching content is closer to the market demand while catering to the development of the industry.
Joint Internship and Mutual Recognition of Academic Credits
Schools and enterprises should cooperate to create more common platforms for college students as much as possible, provide real work scenarios, and expand relevant practice opportunities. In addition, we can try to establish the development mechanism of practice credit recognition through innovative assessment methods, and convert the results of project innovation, competition participation, patent authorization, thesis publication and even independent entrepreneurship carried out by students in collaboration with enterprises into credits in the talent cultivation program, and set up a certain credit transformation and management methods, so as to include the results of the students’ internship practice and project co-research and other achievements gained from their learning activities into the credit system together.
Enriching the connotation of dual-drive linkage education with system construction
Higher vocational colleges and universities collaborate with cooperative enterprises to improve and lead the reform of the overall talent cultivation mode, innovation of management mechanism, formulation of talent cultivation program and optimization of curriculum system through employment and entrepreneurship education, and improve the three-step ladder of employment and entrepreneurship growth, namely, “popularization stimulation-practical cultivation-incubation and selection”. The three-step ladder of growth is perfected, and the ecological education system of “creator cultivation + employment incubation” is constructed to realize the dual-drive linkage throughout the whole process of education and teaching and the full coverage of students, and is committed to creating a regional high end technical and skill talent cultivation, technical and skill accumulation and innovation, and a highland of social service and cultural inheritance and innovation.
Constructing a dual-drive linked curriculum system with “platform + module”
Higher vocational colleges and universities should build a dual-drive linkage curriculum system adapted to skill cultivation in combination with the actual production of enterprises, take school-enterprise synergy as the lead, and jointly build regional public innovation service platforms such as skill master studios as the breakthrough in the combination of “gas pedal” for innovation development of enterprises and “incubator” for cultivation of innovative talents of the school. As a breakthrough in the combination of enterprise innovation development “accelerator” and school innovation talents cultivation “incubator”, give full play to its dual role in school-enterprise collaborative cultivation, continuously enrich the types of courses and resources, deeply implement the classroom innovation plan, widely organize students to carry out the second classroom workshops, skills competitions, career guidance, entrepreneurial practice and participate in the development of technical services of teachers’ studios and other activities, so as to orderly expand and improve the students’ right to choose their own courses.
Through school-enterprise cooperation, industrial colleges have been established, and “apprenticetype enterprise workshops” and “enterprise studios” have been set up on campus to face the real production environment of enterprises and be able to accomplish task-oriented training, with higher vocational colleges and enterprises participating in the formulation of talent training programs, The higher vocational colleges and enterprises participate in the formulation of talent training programs, the selection of students for pilot classes, the joint formation of teachers and the implementation of teaching, and the relocation of classrooms to real enterprise production environments, so as to realize the seamless docking of teachers and senior workers, specialties and industries, and institutions and enterprises.
Establishment of assessment mechanism for collaborative education
Schools and enterprises should work together to develop and study a comprehensive, scientific, standardized and reasonable assessment system from the perspective of project cooperation, focusing on the improvement of students’ comprehensive quality and the results and quality of student training, and regularly supervise the school-enterprise cooperation and collaborative educating projects being implemented, so as to ensure that the effectiveness of the promotion of the dual-drive linkage of employment and entrepreneurship can be quantified.
Improve the guarantee mechanism of school-enterprise management
Higher vocational colleges and universities should carry out safeguard supervision based on students’ internship and practice in enterprises, pay attention to, listen to and give feedback on the information of students’ internship and practice in enterprises, carry out random checks and inspections on students’ entry into enterprises from time to time, and endeavor to strengthen the tracking of the management services of the process of college students’ learning and practice, and provide practical safeguards for the lawful rights and interests of college students’ entry into enterprises’ internships and practice.
Construction of a dual-drive linkage processing mechanism
The government should open up clear complaint channels and encourage relevant parties such as higher vocational colleges and universities, enterprises and even student parties to implement reports on problems and process irregularities in project cooperation, and conduct timely investigation, follow-up and disposal, so as to ensure the reliability and integrity of university-enterprise collaboration in promoting collaborative education.
This chapter introduces the implementation of school-enterprise collaborative education mechanism based on higher vocational employment and entrepreneurship in the employment and entrepreneurship courses of higher vocational colleges and universities from the aspects of research problem, research object, research methodology, research tools, and research process. The research process is divided into three phases: pre-test, implementation, and post-test. This chapter utilizes specific teaching cases to demonstrate the practical application of the school-enterprise collaborative parenting mechanism, providing a reference for its concrete implementation in teaching.
In conducting a research on school-enterprise collaborative parenting related literature, it was found that the current school-enterprise collaborative parenting mechanism still faces more problems in the application process. Combined with the specific requirements of the current employment and entrepreneurship courses for higher vocational students, and on the basis of previous research, this study proposes a school-enterprise collaborative parenting mechanism based on higher vocational employment and entrepreneurship and applies it to actual teaching practice. Based on this, this study proposes the following research question:
What is the impact of a collaborative parenting mechanism between schools and enterprises that is based on higher vocational employment and entrepreneurship on the level of student employment and entrepreneurship?
In this study, two classes at a higher vocational college in city A were selected as research subjects, including 48 students in the experimental group and 49 students in the control class. After excluding the interference of irrelevant variables, the teaching experiment was implemented for the two classes.
This study adopts a combination of qualitative and quantitative research methods, and examines the impact of school-enterprise collaborative education mechanism based on higher vocational employment and entrepreneurship on the level of students’ employment and entrepreneurship through the experimental method.
The experimental study was conducted in two classes, and a pre-test was conducted before the experiment to check whether the employment and entrepreneurial levels of the students in the two classes were similar. During the experiment, the experimental class utilizes the school-enterprise collaborative education mechanism, while the control class utilizes the traditional teaching method. At the conclusion of the experiment, a post-test was conducted to evaluate the distinctions between the two classes in terms of course grades and practical outcomes.
In this experiment, employment and entrepreneurship test questions were used as a research tool and the collected data were statistically analyzed using SPSS 27.0.
This teaching experiment began in March 2024 and ended in June, lasting four months. The experiment included a pre-test, an experimental phase, and a post-test. Pre-test The pre-test for employment and entrepreneurship was carried out. Students were assured of the authenticity of the level of employment and entrepreneurship during the test. The marking was done via online streaming, based on the scoring criteria of the final test questions. The pre-test scores of the two classes were statistically analyzed by the author using SPSS 27.0 to confirm that there were no significant differences between them. Subsequently, the author and two experienced teachers in the school scored the employment and entrepreneurship teaching effectiveness of the experimental group and the control group in ten dimensions: employment qualification, career understanding, job adaptability, degree of workplace integration, cultural creativity, entrepreneurial pathway, audience anchoring, promotional strategy, creativity planning, and market research. Before the scoring, the author introduced the school-enterprise collaborative education mechanism based on higher vocational employment and entrepreneurship to the two teachers. Experimental stage The experimental group carried out a four-month teaching experiment on a collaborative education mechanism between schools and enterprises. They combined relevant materials and designed a specific teaching case. They launched the experiment. The control group used the traditional teaching method. Post-test Carry out the employment and entrepreneurship post-test. After the end of the post-test, the author first counts the scores obtained by the students in the two groups, carries out the significance test, and observes whether there is a difference between the employment and entrepreneurship scores of the students in the experimental group and the control group [31]. Compare what specific changes have occurred in the employment and entrepreneurship level of the experimental group before and after the experiment of the school-enterprise collaborative education mechanism based on higher vocational employment and entrepreneurship.
Based on the purpose of exploring the influence of adopting school-enterprise collaborative education mechanism on students’ employment and entrepreneurship level in the paper, the factors affecting employment and entrepreneurship level are divided into 10 dimensions, each of which is employment qualification, career understanding, job adaptability, degree of integration in the workplace, cultural creativity, entrepreneurial path, audience anchoring, promotion strategy, creative planning, and market research. The results of the descriptive statistics and significance tests of the pre-test scores of the 10 dimensions of the students’ employment and entrepreneurship level test are shown in Table 1.
Pre-test employment & entrepreneurship of experimental and control group
| Dimension | Group | N | Pre-test | F | sig |
|---|---|---|---|---|---|
| Employment qualification | Experimental group | 48 | 6.89±0.88 | 1.052 | 0.684 |
| Control group | 49 | 6.39±1.13 | |||
| Occupational understanding | Experimental group | 48 | 6.73±0.84 | 1.352 | 0.946 |
| Control group | 49 | 6.76±0.98 | |||
| Job adaptability | Experimental group | 48 | 6.85±1.02 | 0.895 | 0.545 |
| Control group | 49 | 6.43±0.81 | |||
| Workplace integration | Experimental group | 48 | 6.33±0.75 | 0.946 | 0.546 |
| Control group | 49 | 6.54±1.14 | |||
| Cultural creativity | Experimental group | 48 | 6.95±0.87 | 1.345 | 0.865 |
| Control group | 49 | 7.06±0.89 | |||
| Entrepreneurial path | Experimental group | 48 | 6.88±0.94 | 0.869 | 0.684 |
| Control group | 49 | 6.95±1.36 | |||
| Audience orientation | Experimental group | 48 | 6.71±1.26 | 1.113 | 0.765 |
| Control group | 49 | 6.59±1.19 | |||
| Promotion strategy | Experimental group | 48 | 7.24±1.09 | 1.065 | 0.686 |
| Control group | 49 | 7.16±0.79 | |||
| Creative planning | Experimental group | 48 | 6.93±1.01 | 0.847 | 0.749 |
| Control group | 49 | 7.02±0.68 | |||
| Market research | Experimental group | 48 | 6.96±1.05 | 1.144 | 0.894 |
| Control group | 49 | 6.68±1.29 |
As can be seen from the data in Table 1, the experimental group and the control group in the pre-test employment and entrepreneurship level has not yet shown significant differences in the 10 dimensions of the sig value is greater than 0.05, and the difference between the scores of the two groups in each dimension is between 0.03 and 0.50, which is extremely small and negligible. The experimental requirements were met, and the next step of the experiment could proceed.
At the end of the experiment, the employment and entrepreneurship level of the experimental group and the control group were tested again, the test results were collected and compared, and the posttest results of the employment and entrepreneurship level of the experimental group and the control group are shown in Table 2. As can be seen from Table 2, after the experiment, the control group has a significant gap with the experimental group in all 10 dimensions measuring employment and entrepreneurship level, and the experimental group is higher than the control group in employment qualification, career understanding, job adaptability, degree of workplace integration, cultural creativity, entrepreneurial paths, audience anchoring, promotional strategies, creative planning, market research by 7.40, 5.87, 6.17, 8.50, 6.27, respectively, 6.51, 7.77, 7.16, 6.86, and 7.03 points. The range of differences between the two groups widened from [0.03, 0.50] to [5.87, 8.50] before the experiment. In addition, the sig values of the two groups on the 10 dimensions were less than 0.05, indicating that the level of employment and entrepreneurship of the two groups produced significant differences compared to the pre-experiment.
Post-test employment & entrepreneurship of experimental and control group
| Dimension | Group | N | Post-test | F | sig |
|---|---|---|---|---|---|
| Employment qualification | Experimental group | 48 | 14.31±2.26 | 2.645 | 0.000 |
| Control group | 49 | 6.91±1.03 | |||
| Occupational understanding | Experimental group | 48 | 13.05±2.89 | 1.784 | 0.001 |
| Control group | 49 | 7.18±0.87 | |||
| Job adaptability | Experimental group | 48 | 13.32±2.32 | 1.229 | 0.001 |
| Control group | 49 | 7.15±0.98 | |||
| Workplace integration | Experimental group | 48 | 14.88±3.16 | 2.763 | 0.000 |
| Control group | 49 | 6.38±0.72 | |||
| Cultural creativity | Experimental group | 48 | 14.11±2.18 | 2.268 | 0.000 |
| Control group | 49 | 7.84±0.94 | |||
| Entrepreneurial path | Experimental group | 48 | 13.75±3.25 | 1.648 | 0.001 |
| Control group | 49 | 7.24±1.47 | |||
| Audience orientation | Experimental group | 48 | 14.86±3.12 | 1.945 | 0.001 |
| Control group | 49 | 7.09±1.22 | |||
| Promotion strategy | Experimental group | 48 | 14.69±3.32 | 2.065 | 0.001 |
| Control group | 49 | 7.53±0.89 | |||
| Creative planning | Experimental group | 48 | 14.03±1.93 | 2.416 | 0.001 |
| Control group | 49 | 7.17±0.82 | |||
| Market research | Experimental group | 48 | 13.79±2.47 | 1.847 | 0.002 |
| Control group | 49 | 6.76±1.02 |
In order to more comprehensively and clearly explore the impact of the school-enterprise collaborative education mechanism on students’ employment and entrepreneurship level, the author also focused on the pre-test and post-test scores of employment and entrepreneurship level of the experimental group and the control group to conduct a longitudinal study and analysis, so as to more intuitively explore the changes of the research variables. The following are the data and analyses about the pre-test and post-test scores of employment and entrepreneurship level in the two classes.
The comparison of the pre and post-test results of the experimental group is shown in Table 3. Observation of Table 3 reveals that the experimental group, after being taught by the school-enterprise collaborative education mechanism, improved 7.42, 6.32, 6.47, 8.55, 7.16, 6.87, 8.15, and 7.45 points on the 10 dimensions of employment qualification, career understanding, job adaptability, degree of integration in the workplace, cultural creativity, entrepreneurial path, audience anchoring, promotion strategy, creative planning, and market research, respectively, 7.10, 6.83 points, and the sig value of each dimension is less than 0.05. The level of employment and entrepreneurship of the experimental group has been significantly improved under the influence of the school-enterprise collaborative education mechanism in this paper.
Pre-test and post-test employment & entrepreneurship of experimental group
| Dimension | Pre/post-test | N | M±SD | F | sig |
|---|---|---|---|---|---|
| Employment qualification | Pre-test | 48 | 6.89±0.88 | 2.594 | 0.000 |
| Post-test | 48 | 14.31±2.26 | |||
| Occupational understanding | Pre-test | 48 | 6.73±0.84 | 2.077 | 0.001 |
| Post-test | 48 | 13.05±2.89 | |||
| Job adaptability | Pre-test | 48 | 6.85±1.02 | 2.265 | 0.001 |
| Post-test | 48 | 13.32±2.32 | |||
| Workplace integration | Pre-test | 48 | 6.33±0.75 | 2.685 | 0.000 |
| Post-test | 48 | 14.88±3.16 | |||
| Cultural creativity | Pre-test | 48 | 6.95±0.87 | 1.985 | 0.001 |
| Post-test | 48 | 14.11±2.18 | |||
| Entrepreneurial path | Pre-test | 48 | 6.88±0.94 | 1.746 | 0.002 |
| Post-test | 48 | 13.75±3.25 | |||
| Audience orientation | Pre-test | 48 | 6.71±1.26 | 2.345 | 0.000 |
| Post-test | 48 | 14.86±3.12 | |||
| Promotion strategy | Pre-test | 48 | 7.24±1.09 | 2.038 | 0.001 |
| Post-test | 48 | 14.69±3.32 | |||
| Creative planning | Pre-test | 48 | 6.93±1.01 | 2.131 | 0.001 |
| Post-test | 48 | 14.03±1.93 | |||
| Market research | Pre-test | 48 | 6.96±1.05 | 1.842 | 0.002 |
| Post-test | 48 | 13.79±2.47 |
Comparison of pre- and post-test results for the control group is shown in Table 4. As can be seen from Table 4, the level of employment and entrepreneurship of the control group before and after the experiment is comparable, and the sig value of each dimension is greater than 0.05, which does not show any significant difference. In the dimension of “workplace integration”, the post-test result of the control group is lower than the pre-test result by 0.16 points, and in the other dimensions, the control group has realized an increase, but the increase is very small, and none of them is more than 1 point. There was no significant change in the level of employment and entrepreneurship in the control group that received the traditional teaching model.
Pre-test and post-test employment & entrepreneurship of control group
| Dimension | Pre/post-test | N | M±SD | F | sig |
|---|---|---|---|---|---|
| Employment qualification | Pre-test | 49 | 6.39±1.13 | 0.582 | 0.682 |
| Post-test | 49 | 6.91±1.03 | |||
| Occupational understanding | Pre-test | 49 | 6.76±0.98 | 0.684 | 0.677 |
| Post-test | 49 | 7.18±0.87 | |||
| Job adaptability | Pre-test | 49 | 6.43±0.81 | 0.946 | 0.815 |
| Post-test | 49 | 7.15±0.98 | |||
| Workplace integration | Pre-test | 49 | 6.54±1.14 | 0.845 | 0.795 |
| Post-test | 49 | 6.38±0.72 | |||
| Cultural creativity | Pre-test | 49 | 7.06±0.89 | 1.065 | 0.845 |
| Post-test | 49 | 7.84±0.94 | |||
| Entrepreneurial path | Pre-test | 49 | 6.95±1.36 | 1.121 | 0.787 |
| Post-test | 49 | 7.24±1.47 | |||
| Audience orientation | Pre-test | 49 | 6.59±1.19 | 0.748 | 0.569 |
| Post-test | 49 | 7.09±1.22 | |||
| Promotion strategy | Pre-test | 49 | 7.16±0.79 | 0.823 | 0.843 |
| Post-test | 49 | 7.53±0.89 | |||
| Creative planning | Pre-test | 49 | 7.02±0.68 | 1.068 | 0.845 |
| Post-test | 49 | 7.17±0.82 | |||
| Market research | Pre-test | 49 | 6.68±1.29 | 1.342 | 0.678 |
| Post-test | 49 | 6.76±1.02 |
The article applies the concept of school-enterprise collaborative parenting in higher vocational education to promote the development of employment and entrepreneurship of students in higher vocational colleges and universities, and constructs a school-enterprise collaborative parenting mechanism based on higher vocational employment and entrepreneurship. Teaching experiments are designed and the experimental results are compared and analyzed against pre- and post-test data to explore the application effect of the collaborative parenting mechanism between schools and enterprises in this article.
The experimental group and the control group before the experiment do not have significant differences in the 10 dimensions of the level of employment and entrepreneurship. After the experiment, the gap between the employment and entrepreneurship level of the two groups began to show, and the sig value of each dimension of the two groups was less than 0.05, and the difference between the groups expanded from [0.03, 0.50] before the experiment to [5.87, 8.50] after the experiment, and after the experiment, the experimental group’s dimensions exceeded that of the control group.
The experimental group got 7.42, 6.32, 6.47, 8.55, 7.16, 6.87, 8.15, 7.45, 7.10, 6.83 scores in 10 dimensions after the experiment compared with before the experiment, and the sig values of the pre- and post-tests were all less than 0.05, while the pre- and post-tests scores of the control group’s level of employment and entrepreneurship were not more than 1 point apart, and the sig values were all greater than 0.05. This paper The school-enterprise collaborative education mechanism based on higher vocational employment and entrepreneurship has achieved better results in promoting the development of employment and entrepreneurship of higher vocational students.