职业教育

企业参与现代学徒制:动机、行为与非货币化收益的关系研究

  • 冉云芳 ,
  • 石伟平
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  • 1. 苏州大学教育学院,江苏苏州 215123
    2. 华东师范大学职业教育与成人教育研究所,上海 200062

录用日期: 2022-04-17

  网络出版日期: 2022-12-29

基金资助

国家社会科学基金教育学一般项目“职业教育校企合作的成本收益与博弈行为研究”(BJA190091)

Enterprises’ Participation in Modern Apprenticeship: Research on the Relationship between Motivation, Behavior and Non-monetary Benefits

  • Yunfang Ran ,
  • Weiping Shi
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  • 1. School of Education, Soochow University, Suzhou 215123, Jiangsu, China
    2. Faculty of Education, East China Normal University, Shanghai 200062, China

Accepted date: 2022-04-17

  Online published: 2022-12-29

摘要

本研究选择了与浙江省在教育部首批现代学徒制试点城市和职业院校中合作开展现代学徒制的89家企业进行结构化访谈,获得103份问卷,确定了企业参与现代学徒制的动机、行为和非货币化收益的具体构成要素,构建了“动机–行为–非货币化收益”的假设关系模型,并利用实证调查数据验证了动机、行为和非货币化收益之间的影响机理。结果表明,企业参与现代学徒制的动机对其行为和非货币化收益均有正向的显著性影响,但企业参与现代学徒制的行为对非货币化收益无显著性影响,行为在动机到非货币化收益上的中介效应也不显著。为此,本文提出如下建议:畅通信息渠道,提高校企动机匹配度,促进校企资源共享;增强制度供给,保障企业的收益获得,强化其参与主体性;完善合作机制,规范校企沟通行为,提高学徒培养质量;加强岗位认知,推进师徒双向选择,重塑良好师徒关系。

本文引用格式

冉云芳 , 石伟平 . 企业参与现代学徒制:动机、行为与非货币化收益的关系研究[J]. 华东师范大学学报(教育科学版), 2023 , 41(1) : 98 -112 . DOI: 10.16382/j.cnki.1000-5560.2023.01.009

Abstract

The paper investigates the first batch of modern apprenticeship pilot city and vocational school carried out by the Ministry of Education in Zhejiang Province. Based on structured interviews with 89 enterprises, 103 questionnaires were obtained, which determined the enterprises’ motivation, behavior and non-monetary benefit for participating in modern apprenticeship. A structural equation of “motivation-behavior-non-monetary benefit” model is constructed and verified by the empirical data. The logical relationship and influence mechanism between motivation, behavior and non-monetary benefit is analyzed. The results show that motivation has a significant positive impact on behavior and non-monetary benefit, but behavior has no significant effect on non-monetary benefit, and the mediating effect of behavior from motivation to non-monetary benefit is not obvious. The vocational school and enterprise should unblock information channels, improve motivational matching, and promote school-enterprise resource sharing. The government should guarantee the benefits of enterprises by formulating targeted policies to enhance their dominant position. Vocational schools and enterprises should improve the cooperation mechanism, regulate the communication, and improve the quality of apprenticeship training. Also, they should build an exchange platform to strengthen the exchange between master and apprentice, and form a cooperative apprenticeship training mechanism.

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