Why is there a Lack of Motivation for Enterprises Participation in Industry-Education Integration in Vocational Education? Analysis of the Teachers Enterprise Practice Policy Dilemma

Abstract

Deepening industry-education integration and enhancing enterprise participation are crucial for Chinas vocational education reform. However, enterprises often lack motivation. Using the teachers enterprise practice policy as a lens and social exchange theory, this
study, drawing on surveys (N=1692 teachers) and interviews (24 stakeholders), reveals the core issue: unequal social exchange between enterprises and teachers. Enterprises initially participate to maintain school ties or fulfill social responsibility, not primarily for economic gain.
During practice, teachers struggle with role transition (e.g., reluctance as "apprentices"), practice is often short-term/non-immersive (69.33%
only during holidays), and enterprises incur hidden costs (mentor time, resources, confidentiality risks). Consequently, interactions remain superficial. Enterprises perceive minimal tangible returns (e.g., few teachers provide consultancy/training (12.12%/8.75%) or reliable graduates),
leading to unsustainable unilateral effort. Recommendations include addressing core enterprise needs (e.g., reliable talent pipelines), cost
compensation, dedicated incentives (e.g., project funding, tax benefits), and leveraging coordinating bodies like industry-education alliances.