“三融两创一评估”：国际商务硕士研究生培养模式创新研究

“Three Integrations, Two Innovations, and One Assessment”: Innovation in the Training Model for Master of International Business Students

摘要: 数字贸易与自由贸易试验区建设对国际商务人才的知识结构、技术素养和实践能力提出了新的要求，也使地方高校专业学位研究生培养面临课程供给与数字贸易发展衔接不足、与地方产业场景结合不深、协同育人缺少稳定机制以及评价诊断和反馈功能不足等问题。基于浙大城市学院国际商务硕士培养改革实践，本文构建了以“城校融合、应用导向、数字化驱动”为基本原则的“三融两创一评估”培养模式。“三融”是将交叉学科知识、地方岗位能力和学科竞赛规程融入课程体系，实现培养内容重构；“两创”是创新校地校企协同育人机制和教师团队集体育人机制，实现培养主体重构；“一评估”是建立多主体、全过程的能力评价与数字化反馈机制，实现培养质量闭环。项目实施以来，逐步形成了特色培养体系，可为地方高校专业学位研究生教育提供参考。

Abstract: The development of digital trade and pilot free trade zones has created new requirements for the knowledge structure, technological literacy, and practical competence of international business professionals. It has also exposed several problems in professional degree postgraduate education at local universities, including insufficient alignment between curriculum offerings and the development of digital trade, weak integration with local industry contexts, a lack of stable mechanisms for collaborative education, and inadequate diagnostic and feedback functions in assessment. Drawing on the reform practices of the Master of International Business program at Hangzhou City University, this study develops a training model based on the principles of university-city integration, application orientation, and digital enablement, namely the “Three Integrations, Two Innovations, and One Assessment” model. The “Three Integrations” refer to integrating interdisciplinary knowledge, competencies required by local occupations, and academic competition standards into the curriculum, thereby restructuring training content. The “Two Innovations” refer to innovating the collaborative education mechanism among the university, local government, and enterprises, as well as the collective education mechanism of teaching teams, thereby restructuring the actors involved in talent development. The “One Assessment” refers to establishing a multi-stakeholder, whole-process competency assessment and digital feedback mechanism, thereby forming a closed loop for training quality improvement. Since its implementation, the project has gradually established a special training system and provided a reference for local universities seeking to deepen professional degree postgraduate education.