Volume 3 · Issue 7 (2026)
DOI number:
10.66521/2938-9933-2026072901
Research on the Teaching Quality Evaluation System of Vocational Undergraduate Education from the Perspective of Industry–Education Integration: A Qualitative Analysis of the Intelligent Connected New Energy Vehicle Professional Group
Xiaowen Ma*, Songhua Hu
School of Automobile and Transportation, Shenzhen Polytechnic University, Shenzhen, Guangdong, 518055, China
Corresponding Author: Xiaowen Ma (mxw1992@szpu.edu.cn)
Abstract: Industry–education integration has become a core pathway for reforming vocational undergraduate education in China. However, the current teaching quality evaluation system remains predominantly school-centered, lacking systematic embedding of an industry-education integration perspective. This study adopts a qualitative methodology combining literature review, policy text analysis, and international comparison. Drawing upon the CIPP evaluation model, it constructs a diagnostic framework centered on "evaluation questions" with "degree of industry-education integration" serving as a meta-variable that cuts across all dimensions. The findings reveal that policy text coding identifies three structural deficiencies in China's evaluation supply: the absence of institutional guarantees for enterprise evaluation weight, the lack of specific operational guidance for process evaluation, and the missing closed-loop mechanism for industrial feedback. International comparison demonstrates that both the German dual system and the UK degree apprenticeship position enterprises as "equal evaluation subjects," offering significant lessons for China's evaluation reform. The study ultimately constructs a four-dimensional, industry-education integration-oriented evaluation framework encompassing context, input, process, and product, and uses the Intelligent Connected New Energy Vehicle Professional Group as an illustrative case to demonstrate its adaptation logic and operational mechanism. This paper provides theoretical reference and operational guidance for the reform of vocational undergraduate education evaluation in the context of China's "breaking the five-only" evaluation policy.
Keywords: Industry–education integration; Vocational undergraduate education; Teaching quality evaluation system; CIPP model; Intelligent Connected New Energy Vehicle professional group
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