党的十八大以来，国家深入实施创新驱动发展战略，加快新旧动能转换，使得人 才资源市场日益多样性。民办高校多是社会力量办学，自身运转所需的资金、人力、 物力等条件也大多依赖于社会资源，民办高校在组织管理层面也常带有企业管理模式 的诸多印记，是兼具教育和职业的综合体。从市场需求角度，民办高等教育在办学模 式上不断研究和探索职业化道路，为企业提供了广阔的人力资源储备。通过借鉴西方 发达国家职业教育的成熟模式，“校企合作”成为民办高校和企业增强自身竞争力的必 然选择。民办高校与企业合作，通过信息资源共享，进一步将知识转化为生产力，以 更好地服务区域经济发展。学校可以从企业处获取到社会需求信息、学生实习岗位、 办学资金等社会资源，而企业可以从高校获取低成本的人力资源储备、创新技术成果 等。可以说，校企合作是民办教育适应市场、校企双方实现“共赢”并创造巨大社会 价值的新型教育模式。 本文选取省内一所较具典型性的应用型民办本科高校作为研究对象，调研青岛H 学院校企合作模式的现状，并介绍H学院“校企共建学院”、“校企共建订单班”、“校 企共建专业”这三种主要模式的做法及取得的成效。通过调查问卷、实地走访、个别 访谈等实证分析方法，分别从社会、学校、教师和企业四个层面，发现青岛H学院校 企合作模式所存在的深层次问题。合作保障机制不完善、合作目标定位不一致、校企 合作深度不够；学生认知度不高、缺乏职业能力；专职教师实践能力较弱、企业兼职 教师不足；企业“学生工”现象、资源投入不足等现状，都直接导致民办高校与企业 合作的长期性和有效性难以保证。 根据调查发现的问题，本研究从政府、学校和企业三个方面查找原因并进行分析。 政府层面，国家缺乏相关政策、制度保障和资金扶持；学校层面，受社会传统观念的 束缚，民办高校自身软实力偏弱、教学模式缺乏创新；企业层面，存在低收益人力资 源培养偏见和存在在合作中对角色定位的“模糊”等，是民办高校校企合作模式在运 行过程中出现问题的原因。 结合民办高校校企合作深层次问题和问题产生原因，以组织合作理论和社会互赖 理论为基础，通过与国内外相关研究成果进行对比借鉴，本研究从政府、学校和企业 三个层面提出民办高校校企合作模式的改进策略。得出以下两个结论，一是校企一体 化管理模式有利于提升民办高校核心竞争力。民办高校对外要与企业确立共同目标、 山东建筑大学硕士学位论文 II 建立以利益平衡为原则的机制、有共同的行为规范和准则、建立有效的信息沟通机制， 对内要通过提升人才培养质量、强化内部管理机制，通过增强自身实力，来吸引更多 优质的企业建立合作关系，通过与企业建立正向联系，以获取更多的社会资源，使自 身得以发展和延续。民办高校和企业要实现积极的社会互赖，通过实现多方利益主体 的目标一致和资源互补，来进一步实现合作的长期化和利益最大化。二是高水平的师 资是民办高校自身发展的关键因素。 本文通过对民办高校校企合作模式的深入研究，不仅能有效补充组织合作理论和 社会互赖理论的实证案例数据，也能进一步完善国内对校企合作研究理论体系，在理 论和实践方面都具有重要意义。 关键词：民办高校，校企合作，应用型人才培养 山东建筑大学硕士学位论文 III ABSTRACT Since the 18th National Congress of the Communist Party of China, China has implemented the strategy of innovation-driven development and accelerated the shift from traditional growth drivers to new ones, which has increasingly been diversifying the human resource market. As most private universities are run by by non-governmental sectors, their operating funds, human resources, material resources and others are mainly dependent on non-governmental resources. Private universities, having many signs of enterprise management model in their organizational management, is a combination of education and profession. From the perspective of market demand, private higher education has continuously studied and explored the path of professionalization in the mode of running schools, which has provided a vast human resource reserve for enterprises. University-enterprise cooperation, which has been proven a mature mode of vocational education in developed countries, has become an inevitable option for private universities and enterprises to enhance their competitiveness. The cooperation between private universities and enterprises, facilitates the transformation of knowledge into productivity through information resource sharing, thus better serving regional economic development. Universities can obtain such resources as market demand information, student internship positions and university running funds, meanwhile enterprises can obtain low-cost human resources reserves and innovative technological achievements from universities. It can be conculded that university-enterprise cooperation is a new education model in which private universities adapt to market demand, achieve “win-win” cooperation with enterprises and create immense social value. Taking Qingdao H University, a typical application-oriented private undergraduate university in Shandong province, as a research object, the research investigates the university’s status quo of university-enterprise cooperation mode and introduces the practices and achievements of three major university-enterprise cooperation fields: “school construction”, “order class construction” and “major construction”. Through such empirical analysis methods as questionnaire, field visit and individual interview, etc., underlying problems in university-enterprise cooperation mode of Qingdao H University has been found 山东建筑大学硕士学位论文 IV from four aspects, ie, society, school, teachers and enterprises. The insecurity of long-term and effective cooperation between universities and enterprises attributes to many factors. Some problems lie in defective cooperation safeguard mechanism, inconsistent target and superficial cooperation between university and enterprises. Students’ not-high recognition for the cooperation and lack of professional ability, full-time teaching staff’s incompentent practical ability and part-time traching staff from enterprises being insufficient, the “student employee” and lack of human resources investment in enterprises also directly lead to the insecurity. Based on the problems found in the survey, the research targets for and analyzes causes from three aspects: government, universities and enterprises. The government offers insufficent supporting policies, institutional guarantee and financial support. Universities, constrained by traditional notions, suffers from weak soft power and lack of innovation in teaching mode. As for enterprises, they hold a bias towards low-efficiency human resources investment and a “fuzzy” role in the cooperation. All those reasons contribute to the deficiencies of university-enterprise cooperation. Based on Organizational Copperation Theory and Social Interdependence Theory and referring to domestic and foreign relevant researches, proposals have been put forward on improving university-enterprise cooperation strategies from the following three aspects, ie, government, schools and enterprises. The following two conclusions have been made: one is that aiming to obtain more resourses for existence and development, private universities need to externally establish positive contact with the enterprises. Measures include but not limited to establishing common goals and a interest-balance oriented cooperation mechanism, having a shared conduct and guidelines, setting up an effective information communication mechanism. Internally, private universities need to enhance their own strength to attract more first-class enterprises to establish cooperation relations by improving the quality of personnel training and strenthening internal management mechanism. Private universities and enterprises should establish and maintain a positive social interdependence, thus realizing a long-term cooperation and interest maximization through goal congruence and resource complementarity among beneficiaries. The other conclusion is that high-quality teaching staff is the core competitiveness of private universities to attract students. 山东建筑大学硕士学位论文 V The research on the university-enterprise cooperation mode not only supplements the empirical cases of Organizational Copperation Theory and Social Interdependence Theory, but also further enriches the theoretical system of university-enterprise cooperation research in China, which is of great significance in both theory and practic