应用型本科产教融合项目质量提升的组态路径研究——基于公开文本证据的内容分析与fsQCA

Configurational Pathways to Quality Improvement in Industry-Education Integration Projects at Applied Undergraduate Institutions —A Content Analysis and fsQCA Based on Publicly Available Textual Evidence

摘要: 为识别应用型本科产教融合项目质量提升的组态路径，以重庆市首批市级示范性现代产业学院为案例，基于22个项目、76份公开文本，在IPOO逻辑下结合定向内容分析与fsQCA开展比较。结果表明，五项条件及其缺失均非较高显性成熟度的单一必要条件；“企业嵌入–课程实践–持续保障协同型”为高覆盖主导组态，其总体机制方向得以保留，但三条件精确结构受边界校准影响；“治理公开证据不足–课程重构”为低覆盖异质性组态，对部分分析设定较敏感。研究识别的是公开叙事中的显性成熟度配置，而非真实成功要素的直接还原，公开文本不能替代对项目真实质量全貌的判断。

Abstract: To identify configurational pathways to higher publicly observable maturity in industry-education integration projects, this study examines 22 demonstration modern industry colleges in Chongqing using 76 publicly available texts. Directed content analysis and fsQCA were conducted within an Input-Process-Output-Outcome (IPOO) framework. No single condition or its absence is necessary for higher maturity. The main analysis identifies enterprise embedding - curriculum practice - sustained support as the dominant high-coverage configuration; sensitivity tests retain its broader mechanism direction but show that the exact three-condition structure is sensitive to conservative boundary calibration. Insufficient public governance evidence - curriculum restructuring is a low-coverage heterogeneous configuration and is sensitive to some analytical settings. The findings capture publicly observable maturity configurations in public narratives rather than actual success factors, so public texts support traceable comparison but not a complete judgment of project quality.