Volume 8,Issue 9
An Ethnographic Study on the CooperationImplementation Logic of DualQualified Teachers in Vocational Undergraduate Education from the Perspective of Institutional Complexity
In the government‑industry‑enterprise‑university collaborative talent‑training system of vocational undergraduate education, dual‑qualified teachers serve as the core hub connecting multiple stakeholders, yet they have long confronted practical implementation dilemmas arising from conflicts among multiple institutional logics. Taking institutional‑complexity theory as the analytical framework and adopting the institutional‑ethnography research method, this study conducts an in‑depth analysis of the game process of dual‑qualified teachers between macro‑level policy requirements and micro‑level practical fields. The research shows that, squeezed by the governmental administrative logic, university academic logic, and corporate market logic, dual‑qualified teachers fall into structural dilemmas of role fragmentation and resource marginalization. Constrained by the disciplinary norms of existing institutional texts, teacher groups develop behavioral strategies of “strategic compliance” and “symbolic implementation” to satisfy superficial compliance requirements. Some teachers further realize the balance and transformation of resources from diverse sources through “cross‑boundary network bricolage” and “meaning translation.” This study reveals the functional‑rupture mechanism of macro‑level industry‑education integration policies in micro‑level implementation links. It also puts forward solutions to resolve the above‑mentioned development dilemmas by reconstructing classified evaluation systems, setting up boundary organizations, and improving benefit‑distribution mechanisms.
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