The Impact of Vocational College Teachers' Enterprise Practice Experience on Students' Job Matching
Abstract
This study examines the relationship between the duration of vocational college teachers’ enterprise practice experience and the job–position matching of their students, using both institutional evaluations and students’ self-assessments. Data were collected from 271 graduates of the School of Robotics and Intelligent Manufacturing at Jiangxi University of Science and Technology. The analysis employed descriptive statistics, correlation analysis, one-way analysis of variance (ANOVA), and Tukey’s post hoc tests to compare three teacher experience groups (0–2 years, 2–4 years, and over 4 years). Results show a significant positive association between longer enterprise practice and higher institutional job–position matching scores, with the best outcomes for students taught by teachers with over four years of industry experience. While students’ self-assessments also increased with teacher experience, the differences were not statistically significant. Students consistently rated their job–position match higher than institutional evaluations, reflecting possible differences in assessment perspectives. These findings emphasize the value of sustained industry engagement for teachers in enhancing the alignment between vocational education and labor market needs, and offer implications for curriculum development, teacher training, and industry–education integration policies.
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