INNOVATION OF SCHOOL-ENTERPRISE

COLLABORATIVE CULTIVATION MODE FOR

UNIVERSITY E-COMMERCE MAJORS IN THE

CONTEXT OF SYMBIOSIS THEORY

Yujia Nie*

School of Economics and Management, College of Arts and Science of Hubei

Normal University, Huangshi, 435109, Hubei, China.

julientte@163.com

Reception: 02/03/2023 Acceptance: 28/04/2023 Publication: 28/06/2023

Suggested citation:

Nie, Y. (2023). Innovation of school-enterprise collaborative cultivation

mode for university e-commerce majors in the context of symbiosis

theory. 3C Empresa. Investigación y pensamiento crítico, 12(2), 201-215.

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ABSTRACT

School-enterprise collaborative training model is a system of cultivating talents

through school-enterprise cooperation and combining practice. This paper explores

the practical model of university collaborative innovation based on symbiosis theory,

aiming at examining and analyzing the complex synergistic relationship between each

inner symbiotic unit, revealing the inner practical evolution logic, and providing useful

reference and inspiration for the improvement of university collaborative innovation

performance. The symbiotic model of collaborative innovation between universities

and enterprises interacting with each other is constructed, and innovation is carried

out with market demand as the link. Based on this, e-commerce majors in colleges

and universities should integrate enterprise elements, form multilateral communication

mechanisms and promote the stability of symbiotic relationships. In order to verify that

the symbiosis theory can innovate the school-enterprise collaborative training model,

a school-enterprise cooperation internship training platform was built. 19.1% of

students felt very dissatisfied and 18.9% felt very satisfied with it before the internship.

The students who were very dissatisfied after the internship decreased from 19.1% to

2.1% before the internship, and 53.1% of the students completely achieved the goal,

which indicates that improving the symbiotic integrated governance system of

university collaborative innovation can improve the ability of university collaborative

innovation comprehensively.

KEYWORDS

Collaborative innovation symbiosis model; symbiosis theory; factor integration;

multilateral exchange mechanism; practical evolutionary logic

INDEX

ABSTRACT

KEYWORDS

1. INTRODUCTION

2. SYMBIOTIC MODEL OF UNIVERSITY COLLABORATIVE INNOVATION

3. FRAMEWORK FOR COLLABORATIVE TRAINING OF E-COMMERCE IN

UNIVERSITIES

4. ANALYSIS OF SCHOOL-ENTERPRISE COLLABORATIVE TRAINING MODEL

INNOVATION

5. CONCLUSION

REFERENCES

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1. INTRODUCTION

In the context of the rapid development of information technology and the

increasing popularity of the Internet, the competition of enterprises is undergoing

significant changes, and e-commerce is becoming an important business model for

enterprises, and the demand for e-commerce talents in society is becoming more and

more urgent [1-3]. E-commerce is developing rapidly, and because the cost of

innovation and entrepreneurship in the e-commerce industry is low, the success rate

is high, and the development space is huge, a large number of innovative and

entrepreneurial talents are needed more than in other industries [4-5]. It is one of the

missions of colleges and universities to cultivate high-quality skilled talents for local

economic development [6-7]. The "symbiotic" talent cultivation model of university and

enterprise is a new model based on the theory of the development of applied talent

cultivation and the idea of national supply-side reform. The "double main body" refers

to the school-enterprise sharing and building educational resources and educational

environment, giving full play to the advantages of both schools and enterprises in

talent training, and jointly implementing talent training programs to achieve the goal of

training high-end skilled professionals, realizing the goal of "symbiosis" between

schools and enterprises, and developing and growing together [8-10].

Among them, e-commerce majors have achieved remarkable results due to their

high relevance and easy integration with the field of practice. The talent cultivation

model of school-enterprise collaboration is a talent cultivation method that integrates

school education resources and enterprise resources and has a long history [11-13].

Its purpose is to jointly cultivate innovative and entrepreneurial talents in terms of

curriculum systems, practical teaching, innovation and entrepreneurship through

collaborative cooperation between schools and enterprises. The school-enterprise

synergy mechanism can improve the effect of innovation and entrepreneurship

cultivation and clarify the goal of talent cultivation. Therefore, the synergistic

development of both schools and enterprises can share the transformation results and

talent dividends, and further improve the system of training innovative and

entrepreneurial talents in e-commerce majors, and realize the win-win situation

between them, which is a strong necessity for both schools and enterprises.

The essence of training model innovation is management process innovation. The

literature [14] demonstrated an improvement based on the transformer model, which

reduced the difficulty of model training and training time cost and achieved higher

model recall and accuracy in text sentiment classification. E-commerce reviews are

chosen as the research object and deep learning theory is applied. The experimental

results show that by comparing BiLSTM, Naive Bayesian model, Serial BiLSTM_CNN

model and BiLSTM with the attention mechanism model, the method improves 9.71%,

6.05%, 5.58% and 5.12% in terms of recall and approaches the peak level of F1 value

of the tested model. Thus, this finding demonstrates that it can be used to improve the

accuracy of text sentiment classification and effectively apply the method to text

classification. The literature [15] proposed countermeasures to improve the innovation

capabilities of e-commerce practitioners in rural areas. Through the research, it is

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found that the innovation ability of rural e-commerce application talents is generally

low. The key point of the solution lies in how to improve the innovation level of rural e-

commerce application talents. Combined with the general environment of rural e-

commerce industry development, countermeasures to improve the innovation level of

rural e-commerce application talents are proposed. Improve the current situation of

mediocre rural e-commerce application talents and promote the innovation of rural e-

commerce application talents. Fundamentally promote agricultural development and

the construction of new socialist countryside. A literature research method based on

fuzzy comprehensive evaluation method, systematic analysis method and a

combination of questionnaire and interview is used. Data processing was performed

through big data and information science methods, and simulations were conducted

with a company's Internet rural talent dataset, and the results showed that with the

method of this paper, the recognition rate reached 98% and the speed was

significantly higher, 20% faster than others. The literature [16] studied the talent needs

of ocean-going cruise lines and sought high-quality talent development strategies for

ocean-going cruise lines. The results of the study showed that there are many

problems in cruise talent training at different levels, categories and contents. The

cultivation of customized talents includes internal cultivation, intermediary cultivation,

and university education cultivation; the strategy of ocean talent cultivation needs to

be carried out at the system level, process level, and environment level. The results of

the study provide a theoretical basis for the cultivation of talents in marine systems.

The literature [17] analyzed the quality structure of composite tourism English talents

in coastal cities in the context of all-area tourism, to provide a reference for the

cultivation of composite tourism English talents in coastal cities. As the main force of

talent cultivation, colleges and universities should clarify the new requirements of

tourism for talent, give full play to the role of intellectual support and information

guidance, update the concept of talent cultivation in time, reform the mode of talent

cultivation, and assume the responsibility of talent cultivation. The literature [18]

shows that the construction of professional core courses is an important part of

professional construction and talent training, and plays a very important role in the

cultivation of students' professional knowledge, ability and quality. To explore the

innovative ideas and methods of integrating "curriculum ideological and political

education" into the construction of professional core courses, "curriculum ideological

and political education" has been integrated and implemented in the core course of

"Internet marketing" of e-commerce majors. The content of "curriculum ideological and

political education". The questionnaire was designed from eight aspects: integration

effect, relevance, professionalism, richness, knowledge, ability enhancement, quality

enhancement and learning effect. The empirical study was conducted with relevant

students to explore their satisfaction with the integration of "curriculum ideology and

politics" in the Internet marketing course. The professional training model proposed in

the above literature has its limitations and lacks innovation, and cannot be committed

to providing network and entrepreneurial services in universities.

Therefore, based on symbiosis theory, this paper aims to construct a new

framework of collaborative innovation in universities, analyze the practical model of

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collaborative innovation embedded in the symbiosis model of universities by

examining the structure of symbiotic units, symbiotic relationships and symbiotic

environment, and then clarify the practical evolution of "uni-beneficial symbiosis,

differential mutually beneficial symbiosis and balanced mutually beneficial symbiosis".

Based on this analysis, the practical evolution of "unilateral symbiosis, differential

symbiosis and balanced symbiosis" is clarified. On this basis, the paths of optimizing

the collaborative innovation model of colleges and universities are proposed in terms

of constructing a good-order system of collaborative innovation, reshaping the

organizational form of collaborative innovation and building a regional cultural platform

of mutual benefit and symbiosis. Through the integration of elements between

universities and enterprises, a multilateral exchange mechanism is formed. According

to the relevant characteristics and special schooling ideas of e-commerce, it forms a

two-way embedding of school-enterprise double-body interaction. Taking the e-

commerce profession in colleges and universities as a breakthrough, we innovate

talent cultivation mode to the further development of e-commerce talent cultivation in

colleges and universities.

2. SYMBIOTIC MODEL OF UNIVERSITY

COLLABORATIVE INNOVATION

The interaction mode among universities, enterprises and governments determines

the depth and breadth of collaborative innovation, which reflects the mode and

intensity of action between units internally, and also affects the interests and

information relationship among symbiotic units, involving the evolution of

communication mechanism of symbiotic units. The co-innovation symbiosis model of

colleges and universities refers to the specific forms of generation, interaction and

evolution of technology flow, capital flow, information flow and knowledge flow among

colleges and universities, enterprises and governments. Through the collaborative

innovation model, innovation subjects such as universities, enterprises and

government agencies take market demand as the link, center on technological

innovation and industrialization, and use the collaborative innovation platform as the

symbiotic interface to form a symbiotic system of mutual influence, mutual evolution

and mutual collaboration, and then enhance their development potential. The

innovation model of university collaborative cultivation based on symbiosis theory is

shown in Figure 1.

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Figure 1. Synergistic innovation symbiosis model

As can be seen from Figure 1, there are four main types of symbiosis modes: point

symbiosis mode, intermittent symbiosis mode, continuous symbiosis mode and

integrated symbiosis mode, and there are differences in the degree of symbiosis

under different symbiosis-derived modes. The point symbiosis mode often appears in

the initial stage, due to the uncertainty of the market and the ambiguity of technology

prospects, the cooperation between collaborative innovation subjects is random and

unstable. After the formation of a symbiotic relationship, the cooperation mode tends

to show one-time and transient nature because of less exchange of information and

resources between unit elements. With the continuous integration of factor resources

among participating subjects, to reduce information search cost and transaction costs,

the cooperation among subjects gradually turns to intermittent symbiosis mode, which

has relative stability and manifests as multiple cooperation. The continuous symbiosis

mode is reflected in the complementarity and integration between the elements, with

stability and high efficiency, which lays the foundation for long-term cooperation. In the

symbiotic integration stage, the material, resource and information circulation between

symbiotic units are based on the circulation within the symbiosis, and each

participating part synergizes with each other and becomes an integral part of the

whole symbiotic system. Multilateral exchange mechanisms are formed between

universities, enterprises and governments based on the integration of elements, and

the mediums complement each other, and the symbiotic relationship is stable with

strong evolution and reciprocity.

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3. FRAMEWORK FOR COLLABORATIVE TRAINING OF

E-COMMERCE IN UNIVERSITIES

The basic ideas of synergy theory can be summarized as the synergy effect, servo

principle and self-organization. Synergy theory was first used to explain some

phenomena in natural science, and then gradually extended to management science,

education, economics and other fields, and now synergy theory has been widely used

in many disciplines. There is no doubt that synergy theory is the development of

modern system thought, and it provides new ideas for universities to explore the

cultivation mode of e-commerce talents. As an emerging interdisciplinary discipline

formed by the integration of many disciplines, students need to master the knowledge

of information technology, business management, economy and trade, etc., and the

process of capacity training involves many different subjects such as schools,

enterprises and industries, etc. Meanwhile, because e-commerce is still developing

rapidly, the field of e-commerce has typical innovation, entrepreneurship and

uncertainty, and e-commerce talents should also have the corresponding quality. E-

commerce talents should have the corresponding quality. Thus, it can be seen that the

system of cultivating highly skilled talents in colleges and universities is a complex

and open system. Collaborative training can be applied to guide the design of e-

commerce talents and cultivate real high-skilled e-commerce talents. Based on the

synergistic theory, the framework of the cultivation mode of highly skilled talents for e-

commerce in colleges and universities is thought and designed in a new way.

In the framework of the new symbiotic e-commerce talent cultivation model, the

traditional "symbiotic" talent cultivation model is revised and refined, trying to change

the simple "symbiosis" in a crude way into the symbiotic talent cultivation goal of e-

commerce majors, which is closely focused on We try to change the simple

"symbiosis" in a crude way into the fine "knowledge symbiosis", "ability symbiosis" and

"quality symbiosis" which are closely focused on the symbiotic talent training

objectives of e-commerce majors. Through the flow of knowledge, the collision of

skills and the integration of quality in different fields, it further realizes the interactive,

holistic and cooperative effects among the subsystems of knowledge, ability and

quality, to establish a coordinated talent cultivation system to realize the symbiotic

goal.

4. ANALYSIS OF SCHOOL-ENTERPRISE

COLLABORATIVE TRAINING MODEL INNOVATION

This paper forms a symbiotic system of mutual influence, mutual evolution and

collaboration through the model of university collaborative innovation. Universities and

enterprises interact with each other through symbiotic theory to solve the actual

demand of economic and social development for talent training. Based on this, the

university and enterprises collaborate and build a cooperative internship training

platform. Make full use of the cooperative relationship between universities and

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enterprises, and build the internship training platform with enterprises, through which

students can strengthen their understanding of the operation process of enterprises,

the use of information technology in enterprises, and the organic combination of e-

commerce website and back-end management information system. The introduction

of the symbiosis theory approach in e-commerce majors can establish, in teaching

practice and exploration, the educational concept of integrating innovation and

entrepreneurship education into the whole process of talent training. Through

exploration and practice, it gradually adjusts to the professional talent training goal of

entrepreneurship and employment to cultivate students' innovative thinking and

general education, and thus sets and optimizes personalized training programs and

training goals for students. Students are the most direct participants and beneficiaries

of the collaborative training model. To understand the development status of the

model, we must first conduct experiments on the students' adaptability status of the

training model. From the perspective of students, the main form of participation in this

model is enterprise internship. Considering the difficulty of data acquisition, this study

mainly focuses on the platform internship of students in school, with a total number of

62, including 17 male students, accounting for 36% of the sample size, and 45 female

students, accounting for 64%.

In addition to this, a complementary group experiment was conducted with interns

from some of the internship sites to further understand the specificity of the students'

corporate internship status. The important results of the student's perception of the

corporate internship are shown in Figure 2.

Figure 2. Students' awareness of the importance of going to companies for internships

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As can be seen from Figure 2, most e-commerce students have a positive attitude

toward the role and significance of conducting enterprise internships. more than 90%

of them think it is necessary to go to enterprises for a small trial after classroom study

to apply what they have learned to concrete practice, among which 51% of the

experimental subjects think it is necessary. According to the actual needs of both

schools and enterprises, they jointly participate and carry out the work including the

declaration and demonstration of specialties, the design and formulation of talent

training programs, and the innovative curriculum system. The talent training program

is formulated based on the development of the e-commerce industry and is oriented to

the needs of e-commerce enterprises. The collaborating enterprises provide relevant

practical training opportunities for schools and allow students to practice in real work

scenarios. Reform the traditional curriculum system, set up courses according to e-

commerce jobs, and realize "task-driven" modular teaching. Through the

establishment of e-commerce innovation and entrepreneurship "fish pond" program

classes, the e-commerce enterprises incubate the talents, so that the cultivated

applied talents can be seamlessly connected with the employment needs of

enterprises.

The practical teaching platform is mainly based on enterprises and has built an on-

campus practical training base, an off-campus practical base and a platform for

teachers to go to enterprises for attachment and exercise, which are dovetailed with

e-commerce majors. It enables students to get in touch with the actual projects of real

e-commerce enterprises during their school years and understand the job

responsibilities and basic application skills requirements of relevant positions, which

provides a guarantee for future employment. To further grasp students' specific

perceptions of the significance of the role of collaborative training mode, this study

categorized the reasons why students choose enterprise internship, and the results

are shown in Table 1.

Table 1. Reasons for Choosing a corporate internship

As can be seen from Table 1, 21 of the students chose proximity as their first

choice of reason for doing an institutional internship. Proximity here is relative; on the

one hand, some internship positions in the enterprise are arranged within the school,

First Choice Second Choice Third Choice

Proximity 21

The system is mature and can learn a lot 13 6

With professional staff guidance 13 9 2

High level of identification with the company 2 7 4

Better service infrastructure 1 5 4

Easy access to supervisors 3 4 11

To obey the school's uniform arrangement 10 11 5

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which saves students some time and cost for traveling to and from the internship site.

On the other hand, the proximity of the core management system of the enterprise

and the school facilitates the unified arrangement and management of the students by

the school and the institution and also facilitates the students' access to the nuclear

also management and institutional supervisors of the institution. Second, institutional

advantages. Compared with other scattered internship bases, enterprises have a

relatively mature standardized system for the management and training of colleges

and universities. Students can have timely access to the most front-line and advanced

network business innovations and understand the development of the industry, thus

learning many contents that cannot be learned in the classroom or cannot be

contacted and learned in depth. Third, the advantages of guidance. Internships in

enterprises can get guidance and support from both enterprises and schools, which is

also one of the important factors that attract students to enter the enterprise

internship. The guidance advantage comes from the co-worker support of the front-

line employees of the enterprise on the one hand, and the collaborative supervision of

the school supervisor on the other.

A professional internship is an important part of social work personnel training.

Some professional courses are oriented to work process systematization, and the

collaborating enterprises provide teachers to teach on campus or bring students to the

work site of the collaborating enterprises, and make efforts to strengthen the course

content construction by completing 600-800 hours of professional internship teaching.

The teaching contents are aligned with the needs of job clusters, and extra efforts are

made to cultivate students' theoretical and practical abilities. The internship situation

of students is shown in Figure 3.

Figure 3. Total number of hours of student enterprise internship

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As can be seen from Figure 3, 33.9% of the students had a total internship of about

600-800 hours in e-commerce companies, and 14.5% had a total internship of more

than 800 hours, which means that nearly half of them completed their practical

training program in the internship platform. Secondly, in terms of the frequency of

attendance at the internship unit, the attendance rate is at a high level. The frequency

required by most internship positions after consultation and communication with the

university is 3-4 times a week. Some of the internship positions are consistent with the

unit staff's double-shift system, i.e., you have to go every day from Monday to Friday.

Generally speaking, the durability and continuity of the internship time are closely

related to the internship effect. The longer the internship time and the better the

continuity, the better it is for the students to quickly adapt to the internship

environment, understand and be familiar with the service objects and the service

process, and ensure the effective succession and smoothness of the service activities

so that the students can achieve the internship effect.

Under the premise of market orientation, we establish advanced innovation and

entrepreneurship concepts and form the talent training mode of "innovation and

entrepreneurship awareness + practical training + transformation of results".

Universities should pay attention to developing students' continuous and active

innovation and entrepreneurship spirit, inspire students' innovation and

entrepreneurship consciousness through problems and tasks in classroom teaching,

focus on guiding interests, mobilize students' autonomy, cultivate innovative thinking,

respect students' differences, and let each student fully show his or her ability, to

enhance innovation and entrepreneurship consciousness. Students should also be

actively encouraged to devote themselves to practical activities of innovation and

entrepreneurship, create a good atmosphere of innovation and entrepreneurship,

cooperate with schools and enterprises to carry out innovation and entrepreneurship

competitions, establish application-based platforms, open practice platforms to

provide practical courses and projects on innovation and entrepreneurship now, help

them to carry out innovative design and entrepreneurship simulations, continuously

stimulate students' potential of innovation and entrepreneurship, and allow students to

improve their creative and practical abilities in practical training. The overall effect

before and after students' internship through the platform is shown in Figure 4.

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(a) Pre-placement student satisfaction and goal attainment

(b) Student satisfaction and goal attainment after the internship

Figure 4. Overall situation of students after the internship

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From Figure 4(a), it can be seen that through the platform pre-internship students'

satisfaction status with the effect of their overall internship process, 19.1% were very

dissatisfied, 18.9 were very satisfied, 31.2% did not meet the standard at all, and only

23.6 reached the goal completely. Further research on the achievement of students'

internship goals revealed that the proportion of basic achievement was similar to the

proportion of basic satisfaction, and the proportion of other corresponding options was

chosen similarly. This requires students to accurately conduct self-assessments, set

appropriate and feasible task and process goals, and ensure that the internship goals

are compatible with their ability conditions and the real working environment during

the internship process.

As can be seen from Figure 4(b), after the platform internship, students' overall

indexes all rose substantially, and the number of very dissatisfied students dropped

from 19.1% before the internship to 2.1%, and 66% of students felt very satisfied.

1.7% of students did not meet the target at all after the internship, and 53.1% of

students achieved the target completely. The achievement of internship goals

influences to some extent the satisfaction of students with their internship, and the

better the achievement of goals, the higher the satisfaction. After being realized by the

enterprise to ensure that students are relatively mastering the innovation and

entrepreneurship process, the practical projects of the enterprise's e-commerce

category can be outsourced to the excellent e-commerce student teams of the

cooperating institutions, which not only cultivates the talent and courage of students'

innovation and entrepreneurship, but also reduces the operation cost of the

enterprise, and if the project is mature, it can be marketed to realize the

transformation of innovation and entrepreneurship achievements.

5. CONCLUSION

On the one hand, it can enrich the connotation of e-commerce professional

education and make the cultivation of e-commerce talents better serve the regional

economic development, on the other hand, it can make the innovation and

entrepreneurship education come into practice and develop in-depth. In addition, the

"symbiosis theory" as a new research perspective and integration tool also further

enriches the theoretical research on the integration of innovation and

entrepreneurship education and professional education. It has important practical

significance and theoretical research value for deepening education and teaching

reform, improving the quality of e-business personnel training, and students' self-

development. In this paper, through school-enterprise collaboration, we build a school-

enterprise cooperation internship training platform, and the conclusions drawn after

the internship are as follows:

48.4% of the students' total internship in e-commerce enterprises is more than

600 hours, and the frequency of most internship positions is 3-4 times a week,

accounting for 59.7% of the total. The implementation of a school-enterprise

collaborative training mode is conducive to the joint development of schools

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and enterprises. Enterprises can obtain the talents they want in this talent

training process, make talent reserves, shorten the talent training cycle, obtain

cost-effective talent gains in the training process, and reduce operating costs.

Students' satisfaction with the overall effect of the internship process after the

platform internship, "very satisfied" accounted for 66%, and 53.1% of students

fully achieved the goal. The talent cultivation model cultivates talents according

to the market needs and focuses on the simultaneous improvement of

professional and vocational qualities of talents, which is good guidance for

students to enter the entrepreneurial market in terms of employment and

accumulation of experience.

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