The Practical Path of Double-High Construction in Private Higher Vocational Colleges from the Perspective of Industry-Education Integration

Abstract

The Double-High Construction in private higher vocational colleges differs significantly from that in public institutions in terms of property rights structure and resource acquisition modes, and its connotation places greater emphasis on the autonomous integration of educational resources and market-oriented regulatory capacity. Industry-education integration, as a core channel through which external industrial resources are embedded into educational elements such as faculty, curriculum, and training equipment, enhances the responsiveness of professional clusters while simultaneously creating a tug-of-war between the short-term nature of enterprise demands and the long-term nature of educational regularities. However, the differences in resource acquisition capabilities caused by property rights arrangements, the asymmetric dependency dilemma in school-enterprise cooperation, and the lag in internal governance response to industry-education collaboration collectively constitute the structural constraints on the Double-High Construction in private higher vocational colleges. In response to these constraints, three driving pathways are proposed: the dynamic mapping method between professional clusters and industrial chains; the modular curriculum restructuring based on job competency; and the closed-loop promotion mechanism for the capability iteration of dual-qualified teachers. Relying on the organizational characteristics of private higher vocational colleges, namely the short decision-making chain and great management autonomy, these three pathways provide an operable technical framework for the Double-High Construction from the perspective of industry-education integration.