Advisers Troop Construction in Working-practice in Collaboration Education

Advisers Troop Construction in Working-practice in Collaboration Education
between Universities and Enterprises
Peng-hui Zhang1, Hua-li Yu2, Juan Wang2, Xiao-shun Zhao2
Pesonnel Division,Agriculture University of Hebei,Baoding, China
College of Mechanical and Electrical Engineering,Agriculture University of Hebei,Baoding, China
([email protected],[email protected], 2 [email protected])
Abstract - The wording-practice is a new attempt in
practice teaching in the new model of collaboration
education between universities and enterprises. A survey to
internship students in our college and employees in
enterprise objectively and quantitatively reflects that
wording-practice is a successful model. Also it shows that
problems exist in the wording-practice. This paper
investigates the role and necessity of advisers in wordingpractice, puts forward the construction of “double
competency” teaching staff and establishment of a "doublementoring", "three-dimensional" advisers. It provides
successful experience for China’s new pattern of
collaboration education between universities and enterprises
to build a bridge between colleges and enterprises and create
a harmonious atmosphere.
Keywords - collaboration between universities and
enterprises; working-practice; advisers
The internship is an attempt in new practice teaching
in the model of collaboration education between
universities and enterprises for the purpose of developing
students’ overall quality and professional skills, and
making students accept vocational training in actual
working environment. Internship enables students to fully
understand the need to learn theoretical knowledge as well
as their own shortcomings in the knowledge. It encourages
students to increase interest and motivation in learning, to
extend practical knowledge and to improve the quality of
learning. Also, it improves students’ ability to integrate
theory with practice, their work skills, professionalism and
ability of social work.
At the same time, it enables enterprises to shorten
training time and save training costs in order to obtain
high-quality and highly skilled personnel, achieving
college, students, enterprise, the three-way win-win [1, 2].
However, collaboration education between universities
and enterprises internship in China is not mature. How do
internship students transit smoothly from college lives to
the rhythm of business? How to maximize the
combination of theory and practice? How to improve
students’ professionalism and ability of social work in a
limited period of time? These are common problems we
face. This paper investigates the importance of advisers’
construction in collaboration education between
universities and enterprises according to internship in our
college. On one hand, advisers can go deep into the
production practices in enterprises and communicate with
engineering and technical personnel who have abundant
practice experience to learn and improve practical ability.
They should train excellent practical skills, enrich
practical experience, update their professional knowledge
and improve their professional skills so that their
knowledge is always in the forefront of the industry.
Realizing industry-university integration and school
teachers spontaneously adjust the reasonable knowledge
structure, reduce the cost of continuing education of
teachers and lay a solid foundation for students’ whole
education and adaptive education. On the other hand,
enterprises have advanced construction facilities, new
leading technology in industry, a wealth of management
experience and a certain corporate culture. Engineering
and technical personnel with extensive practical
experience can change the role to add to the teaching force
through training. It is a prerequisite for the reform and
development of vocational education to build a perfect
adviser contingent [3].
According to a survey to internship students and
enterprises, objective and quantitative data results show
that the internship was very successful. The questionnaire
is divided into student survey questionnaire and enterprise
survey questionnaire. Respondents are all the internship
students and group leaders in business production sectors.
Among 315 student questionnaires 306 were returned and
there are 303 valid questionnaires, and the effective ratio
is 96.19%. Among 120 enterprise questionnaires 116 were
returned in which 111 are valid questionnaires and the
effective ratio is 92.50%. Questionnaire results are as
A. The analysis of student questionnaires
(1)In the understanding of internship, more than
70% of students believe that they
improve their
interpersonal skills (86.8%) and accumulate social
experience(73.27%);79.21% of the students think that
internship helps to enhance their understanding of
corporate culture; 92.83% of the students believe that
internships are important and worthy; 76.24% of the
students express satisfaction with the arrangements for the
internship; 23.10% of the students are willing to go to
internships to work after graduation.
(2)Through practical exercises, the enthusiasm of
the students have been generally improved. 83.17% of the
students think they need to increase the professional skills;
65.35% think they need to increase professional
knowledge; 52.81% think they need to strengthen the basis
of professional knowledge.
(3)Internship has great impact on students’ opinion
and attitude towards employment. 90.43% of the students
believe that internships are helpful to their future
employment; 80.20 percent of the students, through
internships, change point of view in employment, and their
employment goals are more pragmatic; 93.06% of the
students have started their planning for future career
development after internship.
B. The analysis of enterprise questionnaires
(1)Concerning the knowledge quality evaluation of
the students, 86.49% of the group leaders acknowledge the
students’ professional knowledge demonstrated in
practice; 77.49% of the group leaders think that what
students have learned in school can meet the job
requirements; 83.69% of the group leaders confirm that
the students master basic skills during the internship
(2)Concerning the ability quality evaluation of the
students, more than 70% of the group leaders consider that
the students have the ability to find problems, analyze
problems and solve problems; 71.17% of the group leaders
recognize creativity of students.
(3)Concerning the moral quality evaluation of the
students, 80% of group leaders recognize the students’
performance in ethics and responsibility; 68.38% of the
group leaders accept the students behavior of law-abiding
during the internship period.
Through the above analysis of the survey
questionnaire we can see, the pilot internship has achieved
good results, and provides a new way of thinking and a
new paradigm for a new model of collaboration education
between universities and enterprises.
A. Build bridges between colleges and enterprises
Modern education and business are inextricably
linked; between the two are interrelated and mutually
reinforcing relationships. However, higher education and
enterprises belonging to different industries, collaboration
between colleges and enterprises is not always easy to
form. So we can learn from foreign experience to establish
a special organization to build bridges between colleges
and enterprises. In many foreign countries, various
organizations, foundations, research institutions and other
non-governmental organizations have played a positive
role to promote the development of vocational education.
Especially in making industry standards, optimizing
professional training standards, coordinating with the
government on behalf of business and industry
organizations, helping professional and technical
personnel to fight for the legitimate rights and interests in
enterprises, they can play an important and positive role.
B. Contribute to the training of highly skilled personnel
Internship implements instructor system, and is mainly
reflected in the guidance education, inspiration and
management of teachers to students. Instructors can
implement individualized training of students which is
more specific, so greatly mobilizing the initiative of
students, tapping the potential of students, expanding the
professional education and training the students’ spirit of
innovation, creativity and practical ability. This is helpful
to equip students a professional technical expertise and
innovation [4].
C. Contribute to the professional growth of advisers
In the internship, students are asked to choose
instructors independently, which requires teachers to focus
on self-education and learning, and constantly improve
their level of scientific research and practical skills. It also
requires the cooperative enterprise to send instructors with
excellent skills and high moral character. Our internship
experience shows that instructors, consciously or
unconsciously, improve their own quality and business
level, thus contributing to the self-optimization
construction of faculty.
D. Help strengthen the management of vocational
Previous colleges implement counselor or teacher
control system, in which there is a phenomenon that
student management and teaching management are
independent of each other and the two are noninterference. For example, managers do not know the
students' professional learning, while specialized teachers
do not know the students' employment status.
Implementation of mentoring can minimize this situation.
Teachers are not only disseminators of knowledge, but
also guides for students’ life. This allows previous
students administration to transform from "management”
to "guide”, two approaches work together to make the
daily management of students and academic development
linked together, playing a role to complement and
strengthen the student management.
A. Enhance the Training of the Double Competency
Teaching Staff
The training of students in the cooperation between
colleges and enterprises focuses on ability cultivation,
objectively requiring advisers to have double
qualifications. The double qualifications include solid
theoretical knowledge and strong practical skills. If
teachers become unadoptable to the requirements,
college’s development will be limited and existence will
be affected. The cooperation between colleges and
enterprises and mutual support of relative advantages can
advance educational reform, improve the quality of
education and instruction and cultivate double competency
teaching staff [3].
It is strong support for the success of internship
practice teaching to construct "double strength" practical
guidance teachers with a strong sense of responsibility and
ability to work. During this internship, college cadres take
lead in carrying out imprisoned system, and professional
advisers and full time counselors make a double strength
team. Intern advisers are divided into the ones on duty and
the ones off duty. Advisers on duty and counselors go to
workshop to visit intern students in turn every day, listen
to their suggestions and note all the things on internship
on-duty diary. If emergency happens, teachers can arrive
in the site in time and solve problems quickly.
B. Diversification of Faculty
Internship in the cooperation between colleges and
enterprises are very effective to cultivate double
competency teaching staff. Development of internship can
make teachers deepen produce practice, achieve the
organic integration of theory and practice, familiar with
the needs of local and industry, Enhance work and social
experience, raise academic standards and the ability to
analyze and solve site problems. In addition, experienced
professional technicians in corporations are the best
supplement people to double competency teaching staff.
The key to cultivate practical capable personnel in the
cooperation between colleges and enterprises is to have
open and diversified teaching staff. Introducing
cooperation corporation trainers, engineers and post
masters is a way to realize diversification. There are two
effects to introduce outside school instructors, which
include corporation trainers. One is to solve the problem
of cultivating practical capable personnel. The other is to
mutually benefit the two-side teaching staff in the
collaboration education between universities and
enterprises and to make up the deficiency in the original
teaching and training [5, 6].
C. Build a stereo metric teaching staff team
In order to let students be more capable of
mastering skills and serve society more quickly, building
stereo metric teaching staff teams is necessary, such as life
coach teams, skills coach teams and knowledge coach
teams. Life coaches are made by counselors, who focus on
the administration of class daily affairs and students’ life.
Skills coaches consist of corporation experts and
technicists, who mainly instruct and teach students
professional knowledge, professional skills and the ability
to operate practically. Knowledge coaches contain
teachers of professional teaching and research section with
the main task of instructing students to master the essential
basic knowledge to instruct practice, improving students’
comprehensive quality, enhancing students’ cultural
deposits and developing students’ different strong points.
Depending on counselors’ professional condition,
responsible teachers hold posts of life coaches. Skills
coaches are elected by corporation, selected bilaterally by
students and corporation coaches. Coaches make
cultivation plans, meet students regularly and at the same
time instruct the train in outside school internship sites.
Knowledge coaches contain all specialized course
teachers. According to his skill services, laboratory
construction and training projects, each teacher select a
certain number of students to join him [7].
All the facts have proven that college-enterprise joint
internship teaching is successful. It is an effective way to
innovate the mode of talent training in the collaboration
education between universities and enterprises. Results of
questionnaire survey suggest that internship enhances
students’ ability to operate practically and integrate theory
accomplishments, and improves their comprehensive
qualities and vocational skills. Furthermore, through the
understanding of corporation production process and
corporate culture, the internship clarifies students’
employment concepts and ideas, establishes good basis of
further study and employment, increases their employment
competition after graduation. The success of internship
lies in the construction of stereo metric double
competency teaching staff. Instructors play an important
role during the internship period and make contribution to
improve internship quality, guarantee internship progress
and enhance the cooperation between colleges and
XIE Shiwei, Combination of university and enteprise to form new
teaching pattern of management principles program in senior
secondary Ttchnical school [J], Silicon Valley, no. 19, pp.
Zhao Xiaoshun, Sun Weilian, and Sunbo. Discussing and research
on co-operative education mode between university and
corporation, Huazhong University of Science and Technology,
2011 [ C ] . Washington: IEEE Computer Society Conference
Publishing Services, 2011.
CHEN Shimin, My opinion about coopeartion of university and
enteprise-taking qinhuangtao senior secondary technical school as
an example [J], Occupation, no.26, pp. 63, 2010.
SUN Zhaoyang, Student management research in order class by
coopeartion of vocational technical college and enteprise-taking
sanmenxia vocational technical school as an example [J], Journal
of Sanmenxia Polytechnic, vol. 9, no. 3, pp. 10-12, 2010.
LI Li, Creative research based on the practical teaching pattern of
management specialty in local university of university-enteprise
coopeartion [J], Continuing Education, vol. 24, no. 6, pp. 12-14,
ZHAN Bo, DAI Shujuan, Discussion about implementing the
teaching pattern of university enteprise coopeartion in vocational
technical school [J], China Electric Power Education, no. 27, pp.
YAN Yanfu, LIU Shuying, WEN Jiuba, Discussion about the
pattern of university enteprise coopeartion to educate creative
talents [J], Science and Technology Innovation Herald, no. 2, pp.
212, 2009.