1
1 Pinghu Campus, Jiaxing University, Zhejiang, China
(zhushuig@126.com)
Abstract - As a national policy, the college-enterprise cooperation is the necessity for and inevitable choice of higher education reform. Whether the local colleges and enterprises can realize in-depth cooperation and form a long-term mechanism depend on policies formulated and efforts made for the establishment of cooperation platform, the building of innovation team, and the formulation of policies and systems. The platform for cooperation is the basis for the establishment of a long-term mechanism; the innovation team is the key factor because a stable team will guarantee the smooth establishment of the long-term mechanism. As the prerequisite, the sound policies and systems will fundamentally guarantee the successful completion of the cooperation platform and the building of innovation teams.
Keywords - College-enterprise cooperation, long-term mechanism, cooperation platform, policies and systems, team building
I. INTRODUCTION
In the National Long-term Educational Reform and
Development Plan (2010-2020) [1] , the government has clearly required the combination of industry, teaching, research and application; stipulating regulations for the promotion of college-enterprise cooperation institutionalization. College-enterprise cooperation as a national policy is the necessity for and inevitable choice of higher education reform and development. The longterm mechanism of college-enterprise cooperation refers to the system that ensures the smooth operation and the desired functions of the cooperation for a long time to come. The core issue of the system here is the design and effect of policies and systems, with the basis being the status and tactics for the establishment of collegeenterprise cooperation platform and innovation team. The smooth advancement of the establishment depends on the implementation of policies and systems.
College-enterprise cooperation is based on the cooperation platform, innovative team and corresponding policies and systems, the three of which being interdependent and mutually supporting each other with logic relationship [2][3] . Without a solid platform for cooperation, there will be no basis for organization, environment and ways of working together; without a stable team, there will be no capability and benefit; without sound policies and systems, there will be no work orientation and guarantee. The author explores from three aspects the problems and countermeasures in the establishment of long-term mechanism based on practice.
II. ANALYSIS AND COUNTERMEASURES
A. Cooperation platform is the foundation for the establishment of the long-term mechanism
College-enterprise cooperation platform is the organization or agency, environment or conditions, approaches or methods required for the cooperation, such as institutes, technical R&D centers, studios, IT service system, training channels, etc. Close cooperation is based on such a platform which in turn constitutes the elementary conditions for cooperation. Different forms of college-enterprise cooperation platform have different modes and manners of college-enterprise cooperation, resulting in different cooperation mechanisms.
China has issued The Guidance for Promotion of the
Establishment of Public Service Platform for SMES [4]
(hereinafter referred to as public service) for the promotion of public service platform establishment, the train of which can be adopted for the establishment of school-enterprise cooperation platform. Public service platform for SMES and school-enterprise cooperation platform have many significant differences in terms of the nature, the value from implementation, service object and methods of operation.
T ABLE I
C OMPARATIVE A NALYSIS
Type
Public Service of Enterprise
Collegeenterprise cooperation
Nature Values
Legal
Entity
Focus common needs on
Nonlegal
Entity
Focus on special needs
Target
Serve enterprise
Serve
College enterprises
Operation
Market operation
Non-
Market
Operation
The above table shows that, the school-enterprise cooperation platforms generally do not have legal status, and the market-oriented operation is also limited, so it is difficult to fully meet the common needs of the enterprises; on the other hand, it provides service not only to enterprises, but also to colleges and universities. One key factor for school enterprise cooperation is the improvement of ways and means of running the colleges and universities so as to improve the quality of their graduates. The institutional issues are the main obstacles for the establishment of school-enterprise cooperation platform. For instance, personnel training in school-

enterprise cooperation can not be put into market operation and it is also impossible for such kind of operation.
Despite the differences of college-enterprise cooperation platforms established by different types of colleges and universities as well as enterprises with different needs, the suitability of the platforms as well as the service level and capability of the platforms must also be taken into consideration by all of the colleges and enterprises.
1) Choosing the right platform in line with strategic development of college-enterprise cooperation.
From the mode or ways of college-enterprise cooperation, we have such domestic experience as: adopting share collaboration form of cooperation between colleges and enterprises to form stable and long-term partnership to provide organizational guarantee for cooperation [5]; establishing and improving the Council system, in which the colleges, the enterprises and the government work hand in hand [6] ; drawing on the experience of dual system, which was initially proposed in German "dual system" of education in the late 19th century, and was later fully improved and reflected in cooperative education in Britain, U.S.A and other countries [7] . Domestic scholars pay much attention to this mode. Establishing joint research institutions with colleges and universities through joint lab projects, for example, Microsoft, IBM, TCL, Haier and other domestic and foreign enterprises have conducted various kinds of cooperation with colleges and universities, of which "the joint lab projects" being the most stable, far-reaching and dramatic [8] ; Establishing industry-university workstations to explore innovative mode of college-enterprise cooperation mechanism based on the features of local businesses such as the size and distribution [9] . In addition, there are also some R & D centers established in the enterprises for the purpose of university research.
Due to the different modes or the different ways of cooperation, the different types of colleges and universities as well as the different needs of enterprises, there are no uniform standards and requirements for the establishment of college-enterprise cooperation platforms.
Joint research institutions, industry-university workstations, R & D centers, all have their respective service partners and demands. Currently, most colleges and universities vary greatly in terms of their relationship with enterprises; however, the cooperation platforms are mostly on the surface due to many reasons, such as system or policy issues. For example, a local college has reached a consensus with a local well-known enterprise to establish a close partnership, and has now completed the initial establishment of an apparel design and R & D center integrating project development, technological innovation, staff training and student training. What’s more, clothing culture will also be incorporated.
Nevertheless, due to institutional and policy reasons, the enterprise has been playing the dominant role in the cooperation, thus the service capabilities of the college are greatly limited. It is able to serve the enterprise, but difficult to meet the needs of other enterprises in the local area. And on the other hand, once the cooperation is terminated or suspended for this or that reason, the college has to look for other partners, which will affect the long-term cooperation mechanism. It is quite necessary to make adjustment to meet strategic needs of college-enterprise cooperation. In such cases, a cooperation platform should be established in accordance with the local situation that the local garment industry need to be upgraded and the colleges need to be transformed towards practical application.
2) Adjust the platform establishment mode according to service capability.
To participate in the establishment of collegeenterprise cooperation platform, the local colleges and universities can refer to the establishment of public service platform for SMES, that is to say, they should establish the cooperation platform based on their own professional and academic advantages. For example, in establishing Garment Industry Development Promotion
Center, they should focus their service on garment enterprises in line with their capabilities. Through the college-enterprise cooperation platform, both parties can provide such services as information inquiry, technological innovation, quality inspection, regulations and standards, management consulting, business counseling, marketing, personnel training, equipment sharing, etc. However, as for the colleges and universities, they should know what to do and what not to do.
Generally, colleges and universities are capable of such services as information inquiry, technological innovation
(brand planning and design), management consulting, personnel training, research projects, equipment sharing.
In this way, colleges and universities can help make smooth the information transmission channel for enterprises, help improve operation and management, help enhance quality of products, help increase market competitiveness, help realize innovation and fast development, thus playing the pivotal role in the process of cooperation. The taboo during the establishment of college-enterprise cooperation platform is to bite off more than one could swallow, and to mix up one’s position and responsibilities.
B. A stable team for cooperation is the guarantee for further establishment of the long-term mechanism
The biggest challenge for colleges and universities in college-enterprise cooperation is their comprehensive ability to serve enterprises [10] , which is embodied in the cooperation team. So, team building is one of the most important factors in the cooperation between colleges and enterprises.
1. Problem analysis
The teams composing of people from both colleges and universities fall into three categories: research teams of colleges and universities, technology teams of enterprises and innovation teams from college-enterprise

cooperation. These three types of teams have their own advantages and defects.
The research teams of colleges and universities have the advantages of talents, which need to be optimized and integrated in serving the enterprises. Some researchers gathered and analyzed the problems occurred during the establishment and management of research teams, and they are generally as follows:
① the research orientations are much scattered without clear goals, the result of which is the difficulty of each orientation to achieve significant results;
② personnel structure is not reasonable enough due to lack of high-level talents, so it is quite difficult to produce significant outcome; ③ There are very few high level and harmonious research teams, whereas low level scientific research teams can maintain only a short time, lacking in the building of team culture; ④ research management system is not up to standard, and management system is not reasonable, neither of which has promoted the development of the research team; ⑤
There is not a sound mechanism for the examination, appraisal and incentive of the research teams, lacking in effective supervision over the performance of the teams;
⑥ The transformation of scientific research results has been neglected, making it difficult to continue the research work [6] . The technology teams of enterprises are much skilled in transforming and upgrading technology, yet they have much limited capabilities in scientific research due to lack of profound and solid academic background and high-level academic talents. The innovation teams from college-enterprise cooperation can gather people focusing on scientific research and production technology, thus greatly optimizing and elevating the teams’ service ability. However, the striking problem of innovation teams in college-enterprise cooperation lies in the fact that it will take a fairly long time for the integration of the teams due to differences in terms of systems and cultures between schools and businesses. Moreover, from the overall situation of domestic college-enterprise cooperation and innovation teams, the most prominent problem is: the team structure is irrational, the lack of high-level talents; the overall level of the teams is not high, the service capacity is not strong; since there is a lack of policy guarantee, the capacity for sustainable development is much limited.
2. Discussion of countermeasures
Compared with the establishment of research teams in general, the innovative teams of school-enterprise cooperation put more emphasis on applied research and transformation of scientific research results; therefore, technological innovation is the key factor. In one word, innovative teams in school-enterprise cooperation should pay more attention to practical service capabilities and sustainable development capacity.
1) Integration and optimization of innovation teams of college-enterprise cooperation.
Currently, of the large number of local colleges and universities, only a very small number of them are capable of organizing school-enterprise innovation teams.
In general, these teams will not be fully capable of providing services to enterprises until after they have been re-organized based on college-enterprise cooperation strategies.
There are two comparatively realistic approaches for the integration and optimization of the innovation teams of school-enterprise cooperation. Firstly, appropriately configure corporate technological resources based on college research teams, so as to integrate and optimize innovation teams of school-enterprise cooperation. These teams will not only have a strong capacity for scientific research, but also can produce effective scientific research results and promote technological innovation and upgrade; they can not only meet the needs of enterprises, but can also satisfy the requirements of education reform of colleges and universities. Secondly, appropriately allocate scientific research resources of colleges and universities based on technological teams of enterprises, so as constitute school-enterprise innovation team through integration and optimization [11] . Such teams are generally suitable for growing businesses. Since growing businesses usually have their own technological strength, therefore, so long as there are certain high-level talents of scientific research, the colleges and enterprises can establish effective and productive innovation teams. These teams are much likely to play a larger role in corporate transformation and elevation as well as brand building.
No matter what forms the teams may assume, they should learn to complement and integrate with each other, so that they can make concerted efforts to better serve the cause of colleges and enterprises. Therefore, we should first of all, take into account the practical needs of the industry and the enterprises cooperating with colleges, to select those talents who are loyal, professional with expertise, and who are fully able to solve practical problems for the formation of teams. This is to ensure that during the initial period of school-enterprise cooperation, there are people who are not only willing but also capable to do a great job. Secondly, policies and systems should be drafted afterwards to resolve the conflicts and contradictions that may arise between the team members in the process of team building. Since the innovation teams of school-enterprise cooperation are composed of talents from different departments of the colleges and enterprises for the purpose of integrating service capabilities, the team organization is not yet stable enough without the team culture, so the operation of the teams depends to a large extent on profit and the corresponding systems. The intervention of systems will enable the teams to:
①
be clear about their responsibilities and work diligently;
② pay much attention t o
communication and unity in cooperation;
③ reasonably distribute benefits to establish correct values and outlook on life.
2) Establishment and Training of innovation teams of school-enterprise cooperation.
Since service capabilities of the teams depend on the overall quality of the teams themselves, so we should pay attention to the establishment and training of ideal teams.

The internal organizational structure of an excellent team must be unique in terms of its qualities [12] . Meredith
Belbin, the former director of Cambridge Industry
Training Research Department, found that team members of the top performing companies have differences in their intelligence. The ideal team model is consisted of a talented person with ideas, a smart member, a leader with
IQ slightly higher than the general level, and other members with intellectual being slightly below the general level [13] . According to this theory, the team members should be carefully selected and appointed during the initial period of the establishment of an ideal team. We learn from past experience that the born defects of the teams during the initial period of the establishment are always fatal to the fate of the teams, so efforts should always be made to provide training for the establishment of ideal teams. That is to say, it takes time to establish ideal teams, so we should try to make up for the born deficiencies for the purpose of building the reasonable and sound internal structure of the teams in the process of operation.
Even a team is born an ideal one, continuous efforts should still be made to overcome obstacles occurred during cooperation between colleges and enterprises [14] .
Team building must be carried out based on external factors and internal factors. External factors - from the manager perspective, refer to policy, platform, personnel, funding, and basic conditions which must be satisfied to certain extent according to team building needs. On the one hand, these conditions cannot be met by the teams themselves, and on the other hand, the teams should not neglect and look down upon these conditions. Internal factors-from a team perspective, refer to competition for projects, achievements, profit, service, self-development, etc., which are the basic activities of the teams themselves.
During the combination of industry, teaching and research, projects and outcomes are the core issue, benefits and services are the fundamental problem, and selfimprovement towards further development is a prerequisite for sustainable development of the teams.
Studies have shown that a team that can really promote scientific and technological progress should be characteristic of sustainable and harmonious development.
A sustainable and harmonious research team system should consist of such elements as: reasonable goals for building a research team; reasonable organization and allocation of responsibilities; basic guarantee conditions such as researchers, funding, and research platform; timely research team operation, supervision, management and internal communication; appropriate examination, appraisal and incentive-granting measures for the research teams [9] . Thus, the management system of a team should be established from the external factors and internal factors, so as to ensure harmonious and sustainable development of the team.
C. Sound policies and systems are the fundamental guarantee for the establishment of cooperation platform and the building of innovation teams
Policies, which play the role of guidance guarantee, are the core factors for the establishment of collegeenterprise long-term mechanism, and also the prerequisite for in-depth cooperation between the two parties.
1. Problem analysis
College-enterprise cooperation is a relationship of interest in essence. Since balanced or maximized interest can not be always maintained during school-enterprise cooperation, so crisis will arise at any time. During the cooperation between colleges and enterprises, difficulties will occur if there is no sound mechanism for dealing with crisis or there is an absence of such a mechanism, or that the contradictions between the two sides of cooperation can not be resolved, or that the prevarication that prevents the cooperation from being carried out further can not be resolved in a timely manner. Currently, it is a quite common phenomenon that there is only a cooperation agreement and no supporting policies in collegeenterprise cooperation, the fundamental reason of which is the absence of government as the dominant or promoter in school-enterprise cooperation. Without the involvement or dominance of government department, embarrassed situations in cooperation are much likely to occur, or that the cooperation is even suspended halfway due to the inability of both parties to solve some problems.
2. Discussion of countermeasures
The continuous needs of both colleges and enterprises are the driving force of the innovation of college-enterprise cooperation long-term mechanism. So long as the cooperation platform and the relationship between the two parties of cooperation are developing constantly, and so long as new projects of cooperation are always renovating themselves, there will always be innovation in college-enterprise cooperation mechanism.
Without the needs, there will be no requirements for continuous innovation in the cooperation mechanism. In other words, without the innovative strategy of long-term mechanism of school-enterprise cooperation, the continuous development of the cooperation platform and the continuous renovation of new cooperation projects will be hindered due to the absence of system and mechanism. The role of policies is to guide and guarantee that the needs will be satisfied and at the same time there will always be new needs.
1) Constitute policies and systems based on the common interests of both colleges and enterprises.
The fundamental issue of school-enterprise cooperation is the satisfaction of the interests of both parties, on the premise that both parties should fully respect for and pay attention to the interests of the other side and benefit each other. Therefore, in constituting policies, the interests of both parties of cooperation should be clearly defined. For example, in a school-enterprise cooperation agreement, the interest needs of both parties are stipulated as follows:

Both parties of cooperation should fully respect and pay attention to the interests of each other.
The interests of Party A: With the platform of " ××
× international clothing research and development center": ① implement the clothing brand building strategy;
② promote transformation and upgrading of the enterprise; ③ upgrade corporate economic competitiveness and bargaining capacity for products;
④ regulate staff training; ⑤ promote corporate cultural value innovation to further increase corporate social reputation.
The interests of Party B: With the platform of ××
×
international clothing research and development center:
① integrate into national technological innovation system, and implement national strategy of schoolenterprise cooperation, to reflect the will of the state for higher education; ② expand and innovate means and approaches for the running of colleges and universities to promote the reform of higher education, to effectively develop socially useful talents with applied expertise; ③ take advantage of the combination of industry, teaching and research to consummate personnel training, improve practical training of students, and provide "dual certificates" training to teaching staff; ④ consummate academic organizations at the grass-roots level to promote applied scientific research; ⑤ provide social training and cultural establishment services to enhance the ability of social services.
On the basis of interest needs, we should constitute policies that can play the role of guidance and guarantee, so that we can stipulate the invested human and financial resources, deploy work and projects, and divide power and responsibilities.
2) Constitute policies and systems based on a clear understanding of service functions within the field of cooperation.
In college-enterprise cooperation, there must be systems to clearly define and regulate such aspects as personnel (who provides and trains), money (who inputs), resources (how to develop and utilize), platform (how to build), projects (what project to be research, who will undertake), responsibility (how to divide and undertake).
There will be a wide range of systems in collegeenterprise cooperation, that is to say, the systems are designed to solve the possible problems and to protect the mutual interests of both parties. Therefore, different systems have different requirements. Since there are extraordinarily emphasized service functions and less emphasized service functions in college-enterprise cooperation, so it is quite necessary to make a clear line between the two types. For the convenience of discussion, the author, based on his practical experience, divides the school-enterprise cooperation into a variety of service functions, including the function of educational service and the function of scientific and technological service.
The function of educational service of school-enterprise cooperation is to provide schools with education reform services, to provide opportunities for teachers to assume certain posts in enterprises, and to participate in project development. As for students, the function of educational service is to provide students with the access of practical internship or training services. The corresponding policies include personnel training and introduction of talents, practicing and training system, cultivating innovative teams and constituting systems. The functions of scientific and technological service of college-enterprise cooperation include information inquiry, product development, training in new technologies, brand-cultural training for staff, equipment sharing services, etc...
What’s more, corresponding policies and systems should also be stipulated and clearly defined according to the specific needs.
In addition, since college-enterprise cooperation involves many aspects and issues [15] , so a hierarchical classification should be made in constituting the systems, with some points being highlighted and the overall situation being considered. Only in this way can we form relatively perfect systems. At the same time, a timely evaluation of the implementation and operation of the system should also be made, so as to gradually form a mechanism for evaluation and improvement of the systems. Thus, the systems, which can remain vitalized as the result of continuous innovation, will lead the collegeenterprise cooperation to develop healthily.
III. SUMMARY
The in-depth cooperation between colleges and enterprises is a systematic project that can not merely rely on the cooperative projects or technological service cooperation between the two parties. So, in establishing systems, we should note that: needs of enterprises should be fully considered in personnel training of colleges; school culture should match corporate culture; school development should match corporate strategy. In other words, the in-depth college-enterprise cooperation is an integration of college-enterprise culture. Only in this way can we ensure that those engaged in education and those engaged in business would have common faith and spiritual pursuit. And finally, the author reminds that the cooperation between colleges and enterprises should by no means be seen as a deal like that in the grocery market.
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