Frontiers in Educational Research, 2024, 7(10); doi: 10.25236/FER.2024.071019.
Jie Yang
Zhejiang Vocational College of Special Education, Hangzhou, Zhejiang, China
This paper explores the implementation and effects of the corporate mentor system at Zhejiang Vocational College of Special Education in addressing the disconnection between vocational education and industry needs. By integrating industry experts directly into the training process, the corporate mentor system provides students with practical work experience and professional guidance, significantly enhancing their vocational skills and employability. Using a mixed-methods approach that combines in-depth interviews and surveys, this study identifies key areas of improvement in student outcomes, particularly in vocational skills, practical abilities, and employment competitiveness. The results indicate that the corporate mentor system effectively bridges the gap between education and industry, providing critical insights for enhancing vocational education practices. Additionally, this paper discusses challenges in mentor selection, training, and student-mentor matching, and proposes a comprehensive evaluation framework for optimizing the system.
Vocational Education, Corporate Mentor System, Industry Needs, School-Enterprise Cooperation, Zhejiang Vocational College of Special Education
Jie Yang. The Role of the Corporate Mentor System in Addressing the Disconnection between Vocational Education and Industry Needs: A Case Study of Zhejiang Vocational College of Special Education. Frontiers in Educational Research (2024) Vol. 7, Issue 10: 116-121. https://doi.org/10.25236/FER.2024.071019.
[1] Haken, H. (1983). Synergetics: An introduction. Springer.
[2] Lawrence, P. R., & Lorsch, J. W. (1967). Organization and environment: Managing differentiation and integration. Harvard University Press.
[3] Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.
[4] Bandura, A. (1977). Social learning theory. Prentice-Hall.
[5] Euler, D. (2013). Germany's dual vocational training system: A model for other countries? Bertelsmann Stiftung.
[6] Deissinger, T. (2015). The German dual vocational education and training system as 'good practice'? Local Economy, 30(5), 557-567.
[7] Liu, Y., & Wang, C. (2020). Adapting international vocational education models to local contexts in China: A review and analysis. Journal of Vocational Education and Training, 72(3), 347-362.
[8] Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.
[9] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
[10] Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 1-55.
[11] Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
[12] Shapira-Lishchinsky, O., & Levy-Gazenfrantz, L. (2016). The multifaceted nature of mentors’ ethical roles in education. Ethics and Education, 11(2), 233-245. https://doi.org/10.1080/17449642.2016.1177831
[13] Fletcher, S. J., & Mullen, C. A. (Eds.). (2012). The SAGE handbook of mentoring and coaching in education. Sage.
[14] Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-545.
[15] Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540. https://doi.org/10.1177/0013161X04267118
[16] Klinge, C. M. (2015). A conceptual framework for mentoring in a learning organization. Adult Learning, 26(4), 160-166.