企业师傅缘何愿意参与职业院校校企合作——基于扎根理论的质性研究

Why Enterprise Masters Participate in School-Enterprise Cooperation——A Qualitative Study Based on Grounded Theory

校企合作是职业教育培养高素质技术技能人才的必由之路。企业师傅作为职业院校方教学的主要参与者和企业方教学的主要承担者,其参与校企合作的行为对提升技术技能人才培养质量起着关键作用。基于企业师傅参与校企合作的实际情境,通过非随机抽样方法,聚焦江苏、浙江、上海的部分企业,依据扎根理论对企业师傅的访谈文稿进行逐级编码,建构了企业师傅参与校企合作的决策行为与影响因素模型。研究发现,企业师傅的决策行为遵循“师傅个体动因—师傅参与行为—师傅参与收益”的内在循环逻辑。同时,企业师傅决策行为受“组织动因”、“师徒互动关系”、“学生行为表现”等外在关键因素的直接或间接影响。为进一步推进企业师傅参与校企合作,提升职业教育校企合作人才培养质量,应规范师傅培训体系和行为职责,加深师傅角色认知和角色认同,形成稳定的角色信念;加强学生职业规划引导和监管,建立校企沟通协调机制,构建和谐的师徒关系;建立多层级激励机制,保障师傅既得利益,增强其参与校企合作的内生动力。

School-enterprise cooperation is an inevitable route for the cultivation of highly-competent technical and skilled talents in vocational education.Enterprise masters participate in teaching in vocational education institutions and undertake teaching in enterprises,and their participation in school-enterprise cooperation plays a key role in the improvement of the quality of technical and skilled talents training.This study,based on the actual situation of enterprise masters'participation in school-enterprise cooperation,the non-random sampling of certain enterprises in Jiangsu,Zhejiang and Shanghai,and the grounded theory,drafts a step-by-step code of the transcripts from the enterprise masters interviewed,and builds a model for the decision-making and influencing factors involving enterprise masters participation in school-enterprise cooperation.According to the study,the enterprise masters decision-making followed the driving force and the cyclic logic for their"individual motivesparticipation-benefit sharing";their decision-making was directly or indirectly affected by such key external factors,such as"organizational motives,'"teacher-apprentice interactions,"and"students'behavior."To promote enterprise masters'participation in school-enterprise cooperation,and improve the quality of talents training in vocational education,we need to standardize their training system and behavioral responsibilities,deepen their role cognition and identity,and develop steady role beliefs;strengthen the guidance and supervision of students'career planning,establish a mechanism for communication and coordination between schools and enterprises,and build a harmonious teacher-apprentice relationship;and establish a multi-level incentive mechanism,protect enterprise masters'vested interests,and enhance their intrinsic motivation to participate in school-enterprise cooperation.