Pathways and Methods for Integrating Authentic Corporate Scenarios into Operations Management Teaching in Vocational Undergraduate Education

Abstract

Vocational undergraduate education takes the development of high-quality technical talents as its core goal. As a core course for
economics and management, the teaching quality of operations management directly affects the development of students' vocational skills. At
present, there are common problems in operations management teaching in vocational undergraduate education such as the divorce between
theory and enterprise practice, insufficient temporal relevance in case studies, and the formalization of practice, which make it difficult for
students to adapt to the actual operation demand of enterprises. In light of the role location of vocational undergraduate education and the
characteristics of operations management, this paper explores the specific pathways for integrating authentic enterprise scenarios into operations management teaching from four dimensions: curriculum system reconstruction, teaching staff construction, practice platform establishment, and assessment system optimization, proposes implementation methods such as "scenario-based course development", "co-construction
of double-qualified teaching teams", and "school-enterprise synergetic practice", and aims to enhance the pertinence and efficacy of teaching,
and help students achieve a seamless transition from campus to the workplace.