角色理论视域下职教专硕"三导师制"的实施困境与优化策略OA

The triple-mentor system is an important institutional design for industry-education integration and collaborative education in the master of education in vocational and technical education.To explore the actual operation and potential dilemmas of this system,this study conducts an empirical analysis based on perception data from 210 postgraduate students from the perspective of role theory.The findings reveal that the current triple-mentor system gains high recognition in overall implementation but shows a structural imbalance in role efficacy.University mentors and secondary vocational school mentors complement each other in academic and teaching guidance,while enterprise mentors present significantly low efficacy in professional practice and tend to be marginalized.The mentoring coordination process and institutional support exert a significantly positive predictive effect on the achievement of cultivation goals.Institutional resource support has an extremely significant positive predictive effect on the guidance efficacy of enterprise mentors,and the clarity of responsibility division also shows a marginally significant promoting trend.It can be concluded that the disconnection between role expectation and role support as well as ambiguous role boundaries constitute the underlying mechanism of ineffective cross-border collaboration.Accordingly,this study proposes systematic optimization strategies including constructing a role clarification mechanism,building a role integration network,and improving a role support system,so as to provide references for deepening the reform of the training model of vocational and technical education masters.