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Teacher-Student Collaboration Empowers Rural Micro-and Small Enterprises: A Study on Collaborative Governance Paths of Higher Vocational Colleges Serving Rural Revitalization

Author(s)

Kaixuan Zhu

Affiliation(s)

Zhejiang Dongfang Polytechnic, Wenzhou, Zhejiang, China

Abstract

Against the backdrop of the full implementation of the Rural Revitalization Strategy and the new stage of industry-education integration moving towards symbiosis and win-win results, how higher vocational colleges can break through the predicament of traditional social service models and effectively empower rural micro-and small enterprises (MSEs) with scattered layouts and diverse needs has become a core issue with both theoretical value and practical urgency. Based on the collaborative governance theory, this study constructs a "Context-Actor-Process-Outcome" analytical framework. Through an in-depth case study of a higher vocational college in Wencheng County, Zhejiang Province, it systematically explains the operational logic and practical effectiveness of the new empowerment path of "teacher-student collaboration". The research finds that the "collaborative action unit" composed of teachers and students can effectively adapt to and integrate into the fragmented economic and social ecology of rural areas by building a four-in-one operational mechanism including dual internal drive, flexible access, project embedding, and network symbiosis. This model not only organically integrates teaching processes, scientific research exploration, and social services, realizing a fundamental transformation from traditional skill training to providing high-value-added technical services, but also plays a substantive governance role in optimizing rural production space, empowering local cultural subjects, and constructing localized collaborative networks through specific project practices. This study reveals that "teacher-student collaboration" serves as a key action hub linking the macro industry-education integration strategy with micro enterprise needs and effectively integrating into local governance networks. It provides a replicable path paradigm for similar colleges to serve rural revitalization and offers important enlightenment for deepening the type characteristics of vocational education and reconstructing the symbiotic relationship between colleges and local communities.

Keywords

Rural Revitalization; Higher Vocational Colleges; Teacher-Student Collaboration; Collaborative Governance; Industry-Education Integration

References

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