THE INDUSTRY–EDUCATION INTEGRATION TRAINING MECHANISM AND PRACTICE FOR PROFESSIONAL DEGREE POSTGRADUATES IN ENGINEERING MANAGEMENT ORIENTED TOWARD NEW QUALITY PRODUCTIVE FORCES

Abstract

New quality productive forces have created an urgent need for the systematic restructuring of the knowledge architecture, practical competencies, and training models of engineering management professionals. Currently, the cultivation of professional degree postgraduates in engineering management is beset by core problems, including a mismatch between curriculum design and industry demands, a disconnect between practice-based teaching and authentic engineering settings, insufficient depth in university–enterprise cooperation, and an evaluation mechanism misaligned with competency orientation. To address these issues, this paper proposes strategies for constructing an industry–education integration training model for professional degree postgraduates in engineering management that is oriented toward new quality productive forces. These strategies encompass a trinity industry–education integrated curriculum system of "theoretical courses + practical courses + innovative courses," a "Four-Shared, Four-Through" university–enterprise collaborative operation mechanism, a multi-dimensional competency evaluation mechanism oriented toward practical outcomes, and the strengthening of a university–enterprise collaborative education community. Through pilot implementation and iterative refinement, a new industry–education integration ecosystem has taken shape in which "education is embedded in industry and industry is integrated with education." This training model has significantly enhanced postgraduates’ core competencies, employment quality, and industrial adaptability, offering a transferable educational reform blueprint for local universities.