柳州高校产教融合创新发展实践研究——基于利益相关者与资源依赖的双重视角

Research on the Innovative Development Practice of Industry-Education Integration in Liuzhou Universities—Based on the Dual Perspectives of Stakeholder Theory and Resource Dependence Theory

摘要: 本研究以国家产教融合试点城市——广西柳州作为案例，引入利益相关者理论与资源依赖理论，系统性地探究其产教融合的创新实践模式、互动机制与深层逻辑。研究发现，柳州围绕“教育链、人才链、产业链、创新链”的深度融合，构建了以产业需求为导向、院校分类协同配合、平台实体化运作的产教融合体系。从理论视阈看，柳州模式的成功在于地方政府发挥了“元利益相关者”的统筹作用，通过实体化平台降低了高校与企业间的资源依赖壁垒，实现了关键资源的互补与交换。然而，研究同时揭示出，三方仍存在利益诉求错位、资源依赖不对称等结构性矛盾，导致合作机制流于表面。基于此，本文从优化利益协调机制、构建资源共生生态、深化组织变革三个维度提出系统性建议，旨在推动产教融合从“项目合作”迈向“制度融合”，为同类工业城市的产教融合实践提供理论参考与实践借鉴。

Abstract: Taking Liuzhou, a national pilot city for industry-education integration, as a case study, this research introduces Stakeholder Theory and Resource Dependence Theory to systematically explore the innovative practice models, interaction mechanisms, and underlying logic of its industry-education integration. The study finds that Liuzhou has constructed an industry-education integration system oriented towards industrial demand, featuring classified coordination among institutions and the substantive operation of platforms, centering on the deep integration of the “education chain, talent chain, industrial chain, and innovation chain”. From a theoretical perspective, the success of the Liuzhou model lies in the local government playing the coordinating role of a “meta-stakeholder”, lowering the barriers to resource dependence between universities and enterprises through substantive platforms, and achieving the complementarity and exchange of key resources. However, the study also reveals structural contradictions among the three parties, such as misaligned interest demands and asymmetric resource dependence, which lead to superficial cooperation mechanisms. Based on this, this paper proposes systematic suggestions from three dimensions: optimizing interest coordination mechanisms, constructing a resource symbiosis ecosystem, and deepening organizational reform. It aims to promote the transition of industry-education integration from “project cooperation” to “institutional integration”, providing theoretical reference and practical insights for industry-education integration practices in similar industrial cities.