Author(s)

Dejun Zou

Affiliation(s)

Guangdong Industry and Commerce Vocational and Technical College, Guangzhou 510150, Guangdong, China.

Corresponding Author

Dejun Zou

ABSTRACT

The core of the industry-education integration community for financial and commercial professional groups in higher vocational colleges lies in deepening industry-education integration and school-enterprise cooperation to build a technical and skilled talent training system adapted to the modern industrial system. This involves systematically integrating government policy guidance, industry standard specifications, enterprise practical resources, and college educational resources to form a "government-industry-enterprise-college" four-party collaborative education pattern. The government promotes community construction through policy tools such as financial subsidies and tax incentives; industry associations leverage their market information advantages to build supply-demand docking platforms, formulate industry talent capability maps, issue job skill white papers, and establish coupling mechanisms for standard docking. Enterprises provide real job scenarios to promote the transformation of teaching practice, showing differentiated value orientations in the participation process. This collaborative network of multi-dimensional interests not only reflects the value consensus of each subject on the goal of talent training but also implies deep-seated game relationships in resource investment, income distribution, responsibility boundaries, etc.

KEYWORDS

Higher vocational colleges; Financial and commercial professional groups; Industry-education integration community; Government-industry-enterprise-college collaborative education; Interest game

CITE THIS PAPER

Dejun Zou. Analysis of interest relationships in the industry-education integration community for financial and commercial professional groups in higher vocational colleges. World Journal of Economics and Business Research. 2025, 3(2): 54-58. DOI: https://doi.org/10.61784/wjebr3047.

REFERENCES

[1]Zhang Xun, Liu Yingjie. The Development Status and Economic Effects of China's Digital Economy: A Review and Inspiration. Studies of International Finance, 2025(05): 3-16. 

[2]Liu Cheng. The Leap of Productive Forces in the Digital Economy Era. Research on Financial and Economic Issues, 2025(03): 33-45.

[3]Liu Cuihua, Wang Han, Ding Shulei. How Does Digital Literacy Affect Workers' Employment Quality—Micro Evidence Based on CFPS. Study and Practice, 2025(04): 89-99. 

[4]Zhang Bingzi. Promoting Employment Expansion and Quality Improvement through High-Quality Development. People's Forum: Academic Frontier, 2025(06): 34-42. DOI: 10.16619/j.cnki.rmltxsqy.2025.06.005.

[5]Liu Xiao, Wang Yeqing. The Connotation, Construction Goals, and Implementation Path of Industry-Education Integration Communities. Modern Education Management, 2024(11): 106-115. DOI: 10.16697/j.1674-5485.2024.11.010.

[6]Li Yuqian. The Construction Logic and Path of Industry-Education Integration Communities from the Perspective of New Productivity. Nanjing Social Sciences, 2023(12): 122-129. DOI: 10.15937/j.cnki.issn1001-8263.2023.12.014.

[7]Liu Zhimin, Zhang Hongsi. The Core Mechanism for Deepening Industry-Education Integration by Building an Innovation Community. Higher Education in China, 2019(10): 16-18.

[8]Yang Yi, Wang Yan. The Connotation, Typical Characteristics, and Development Path of "High-Skilled Talents": A Case Study of the "Economy and Trade Major Category". Chinese Vocational and Technical Education, 2025(3): 20-2534