Fit of Professional Setting and Regional Industrial Structure of Financial Colleges in the Greater Bay Area from Industry-Education Integration

Abstract

Promoting the initiative and subjectivity of the two main bodies of schools and enterprises, as well as fully exploiting their synergy in practice, is a necessary prerequisite for reflecting the benefits of school-enterprise integration, and without it, China’s vocational education cannot improve the quality of professional and technical personnel training. Simultaneously, it allows for high-level economic and social development. This is also the focus and challenge of current vocational and technical education reform and innovation. We discovered that the integration of industry and education, as well as school-enterprise cooperation, has made significant progress in City C’s higher vocational colleges through questionnaire surveys and on-site interviews: the cooperation mechanism has been steadily established and innovated, the talent joint training model is diverse; the level of cooperation between the two parties has been continuously improved; the benefits of enterprise cooperation are complementary, and s The current situation is “schools are hot and enterprises are hot,” and both supply and demand are booming, contrary to the empirical view that the education industry integrates “schools are hot and enterprises are cold.” The engineering talent training industry-education integration collaboration model is to establish and combine multiple case studies to illustrate its application scenarios, and then propose the characteristics of the collaboration model and the level analysis of the collaboration elements based on different systems, dynamics, and dynamic training models. This study collects data through questionnaire surveys and investigates the synergistic elements using the fs QCA empirical analysis method. These synergistic elements can help the integration project be more effective. Reproducible guidance is provided by various types of integration projects. Finally, in light of the current state of talent training in the integration of production and education, this research suggests three countermeasures: government optimization of top-level design, hierarchical implementation of the collaborative main model, and project implementation scope to coordinate school and enterprise path selection.