Evaluating Vocational College-Enterprise Cooperation in Xinjiang: A Multi-Dimensional Model for Enhancing Effectiveness and Addressing Regional Challenges

Background and Aim: Vocational education plays a crucial role in developing a skilled workforce to meet industry demands, yet collaboration between vocational colleges and enterprises continues to face challenges such as skill mismatches, resource limitations, and curriculum misalignment with labor market needs. This study focuses on developing an evaluation model for measuring the effectiveness of vocational college-enterprise cooperation, with a specific emphasis on Xinjiang Vocational College of Science and Technology, China, aiming to provide a systematic framework for assessing and improving such partnerships. Materials and Methods: This study utilized a mixed-methods research approach, combining qualitative and quantitative techniques to ensure a comprehensive analysis. Stakeholders were selected based on their roles in vocational college-enterprise cooperation, including college administrators responsible for curriculum design, enterprise representatives managing internships and training, and final-year students participating in cooperative programs. Qualitative data were collected through semi-structured interviews with 19 participants and focus group discussions involving 30 stakeholders, providing insights into their experiences and challenges. Quantitative data were obtained via surveys distributed to 550 participants, including 153 college staff, 147 enterprise representatives, and 250 students. The survey assessed factors such as collaboration models, resource investment, project management, communication, and external environment. Data were analyzed using Content Analysis for qualitative insights and Multiple Regression Analysis for quantitative evaluation, ensuring a robust exploration of the factors influencing cooperation effectiveness. Result: The findings indicate that collaboration models and content, investment and resource management, project management, communication, and external environment significantly impact the effectiveness of vocational college-enterprise cooperation at a 0.05 significance level. Furthermore, the developed evaluation model identified three key assessment criteria—Student Employment Rates, Improving Enterprise Technology Levels, and Strengthening Practical Operational Capabilities—each supported by three key performance indicators, providing measurable outcomes for assessing partnership success. Conclusion: This study establishes a practical evaluation model to enhance vocational college-enterprise cooperation, highlighting critical success factors and offering actionable insights for improving vocational training efficiency and aligning educational programs with labor market demands. The results not only contribute to academic discourse but also provide a valuable tool for policymakers and institutional leaders to optimize collaboration strategies, with potential for future research to validate the model’s applicability across diverse regional and industrial contexts.