职业本科“创业–就业”双向赋能教学模式的构建与成效——基于广州科技职业技术大学的实践探索

The Construction and Effectiveness of a Two-Way Empowerment Teaching Model for Vocational Undergraduate Programs: “Entrepreneurship-Employment”—A Practical Exploration Based on Guangzhou University of Science and Technology

摘要: 创业教育与就业指导是缓解就业结构性矛盾的两项重要举措，产教融合是实现知识向能力转化的关键机制。文章基于产教融合理论与能力迁移理论，构建职业本科“创业–就业”双向赋能教学模式，从课程共建、基地共建、教师融合三个维度，探讨创业教育与就业指导的深度融合路径。以广州科技职业技术大学信息技术、智能制造、现代服务三个专业集群的办学实践为案例，采用倾向得分匹配与双重差分法，对干预组学生与对照组学生进行比较分析。研究发现，双向赋能模式使毕业生平均起薪的净提升效应为940元(p < 0.01)，岗位匹配度净提升11.6个百分点(p < 0.05)，雇主对毕业生创新解决问题能力的评分的净提升效应为11.9分(p < 0.01)；干预组创业孵化成功率为62.5%，较实施前提高21.3个百分点；初次就业率达94.2%。研究表明，该模式可有效促进职业本科学生就业能力与创业素养的协同发展，为同类院校提供了可操作的实践路径。

Abstract: Entrepreneurship education and employment guidance are two important measures to alleviate structural employment contradictions, and industry-education integration is a key mechanism for transforming knowledge into ability. Based on the theories of industry-education integration and ability transfer, this article constructs a two-way empowerment teaching model of “entrepreneurship-employment” for vocational undergraduate programs. It explores the deep integration path of entrepreneurship education and employment guidance from three dimensions: curriculum co-construction, base co-construction, and teacher integration. Taking the educational practice of the three professional clusters of information technology, intelligent manufacturing, and modern services at Guangzhou University of Science and Technology as a case study, a comparative analysis of intervention group and control group students was conducted using propensity score matching and difference-in-differences method. The study found that the two-way empowerment model resulted in a net increase of 940 yuan in average starting salary for graduates (p < 0.01), a net increase of 11.6 percentage points in job matching (p < 0.05), and a net increase of 11.9 points in employers’ ratings of graduates’ innovative problem-solving abilities (p < 0.01). The success rate of entrepreneurship incubation in the intervention group was 62.5%, an increase of 21.3 percentage points compared to before implementation; and the initial employment rate reached 94.2%. Research shows that this model can effectively promote the coordinated development of employability and entrepreneurial literacy among vocational undergraduate students, and provides an operable practical path for similar institutions.