Research on the Path of Constructing Informationization

Cooperation Platform Between Universities and Enterprises Under

the Background of Education Informationization

Ling Peng

and Bangwen Jeang

College of Management, Guangdong University of Science and Technology, Dongguan, China

Keywords: Education, Informatization, University-Enterprise Cooperation, Informatization Platform.

Abstract: Based on the survey of enterprises, schools and students, this study collects the demands of the three parties,

and makes use of existing information technology to explore and build a sharing and integrated school-

enterprise cooperation information platform. The empirical results show that the support, effectiveness and

closeness of the information cooperation platform affect the willingness of enterprises to participate in the

school-enterprise information cooperation platform. Among them, corporate interest correlation plays a

mediating effect. Therefore, the development of horizontal and vertical collaborative innovation cooperation

mode can promote the deep cooperation between the university and enterprise.

https://orcid.org/0000-0003-0530-6677

https://orcid.org/0000-0002-9732-2641

1 INTRODUCTION

With the continuous reform of China's education

information technology, information technology has

gone deep into every link of education. Educational

informationization is an effective way to accelerate

the realization of educational modernization, and it

is the basic connotation and remarkable

characteristic of educational modernization.

"Education Informatization 2.0 Action Plan" was

issued by the Ministry of Education of China takes

education informatization as the endogenous

variable of education systematic reform. Under the

background of "Internet Plus", big data and the new

generation of artificial intelligence, school-enterprise

cooperation and industry-education integration are

important means for the reform of talent training

mode in colleges and universities. Only by

accurately grasping the relationship between

information technology and university-enterprise

cooperation, and giving full play to the supporting

role of information technology, can colleges and

universities promote the connotation quality of

university-enterprise cooperation. At present,

undergraduate colleges and universities across China

have generally strengthened the cooperation with

enterprises in information education, and developed

a large number of school-enterprise cooperation

projects with their own characteristics, so as to

support the cultivation of high-quality talents.

However, there are still some problems, such as

insufficient ideological attention and insufficient

practice transformation, in using information

technology to promote university-enterprise

cooperation. Therefore, this study focuses on the

important breakthrough point of education

informatization to comprehensively support

university-enterprise cooperation, and explores a

new mode of university-enterprise cooperation, so as

to promote high-quality and sustainable

development of university-enterprise cooperation.

2 LITERATURE REVIEW

The school-enterprise cooperation information

platform is a part of the construction of school-

enterprise cooperation information. The

informationization of school-enterprise cooperation

includes the informationization teaching of school-

enterprise cooperation, the post practice of

informationization technology, and the construction

Peng, L. and Jeang, B.

Research on the Path of Constructing Informationization Cooperation Platform Between Universities and Enterprises Under the Background of Education Informationization.

DOI: 10.5220/0011916700003613

In Proceedings of the 2nd International Conference on New Media Development and Moder nized Education (NMDME 2022), pages 591-596

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

591

of informationization platform. The school-

enterprise cooperation information platform refers to

the realization of the platform operation of school-

enterprise cooperation information teaching, on-the-

job practice and public services. In recent years, the

research on university-enterprise cooperation has

become a hot topic in the academic field. According

to the research of Li (2012), the lack of smooth

communication channels between the university and

enterprise, weak cooperation ability between the

university and enterprise, large cultural differences

between the university and enterprise, and

insufficient support of policies and regulations will

directly affect the willingness of enterprises to

participate in the cooperation. Han (2015) believes

that modern information technology can effectively

integrate the resources of universities and

enterprises, effectively realize the information

connection between universities and enterprises

through information technology, strengthen the

closeness of cooperation and the support of

information technology, so as to better cultivate

high-level talents to meet the needs of society. For

example, communication costs, sharing of resources

and information technology. At the same time, some

scholars have discussed the mode and mechanism of

school-enterprise cooperation by analyzing the

influencing factors of school-enterprise cooperation

and the functions of both sides. Liu (2018)

conducted a feasibility investigation on the refom of

school-enterprise cooperation talent training mode in

vocational education under the background of

"Internet +", and believed that school-enterprise

informatization cooperation could promote the in-

depth cooperation between them. Therefore, the

current cooperation mode between universities and

enterprises is still based on the shallow cooperation

model. Only by constructing a horizontal and

vertical collaborative innovation cooperation mode

can we promote the deep cooperation between

universities and enterprises (Zhou and Chen, 2022).

Therefore, this study first discusses the factors

influencing information cooperation between

colleges: informatization cooperation supporting

(ICS), information cooperation effectiveness (ICE),

information cooperation tightness (ICT), information

cooperation benefit correlation (ICI) and information

cooperation participation (ICP), and then build new

mode information cooperation platform between

colleges.

3 RESEARCH HYPOTHESIS

3.1 The Relationship between

Informatization Cooperation

Supporting, Informatization

Cooperation Effectiveness,

Informatization Cooperation

Tightness, Informatization

Cooperation Benefit Correlation

and Informatization Cooperation

Participation

The factors that determine the participation of

school-enterprise cooperation are mainly reflected in

cooperation support, such as the allocation of

teachers (Zhang, 2010); Effectiveness of

cooperation, such as whether the cultivated students

meet the needs of enterprises (Tian, 2019);

Tightness of cooperation, such as deep cooperation

model (Ying, 2019). In the process of school-

enterprise cooperation in vocational education,

enterprises will incur transaction costs, such as

execution costs, supervision costs and risk costs. For

enterprises, it is always their goal to maximize

economic benefits. Therefore, enterprises will

inevitably consider the return on investment before

participating in cooperation. If the school-enterprise

cooperation project cannot bring good economic

benefits to enterprises, enterprises will be more

cautious and conservative in their participation in

school-enterprise cooperation (Xiao, 2016). At the

same time, enterprise managers' understanding of

and willingness to participate in school-enterprise

cooperation also determine enterprise participation,

while cooperation mode significantly affects

enterprise managers' willingness to participate in

cooperation. The high cost invested by the

enterprise, the talents cultivated by the enterprise

may not be used by the enterprise, and the high

turnover rate of on-the-job internship students all

have the uncertain factors of expected benefits. Zhou

and Ran (2021) conducted a qualitative study on

behavior and revenue, which showed that the

participation willingness of enterprise masters

affects the enthusiasm of enterprise cooperation and

the quality of student training. Therefore, the

following hypotheses are proposed in this study.

H1: The informatization cooperation supporting

is positively correlated with information cooperation

benefit correlation;

H2: The information cooperation effectiveness is

positively correlated with the information

cooperation benefit correlation;

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H3: The informatization cooperation tightness is

positively correlated with the informatization

cooperation benefit correlation;

H4: The informatization cooperation supporting

is positively correlated with participation in

information cooperation;

H5: The effectiveness of information cooperation

is positively correlated with the participation in

information cooperation;

H6: The informatization cooperation tightness is

positively correlated with the participation in

information cooperation;

H7: The informatization cooperation benefit

correlation is positively correlated with

informatization cooperation participation;

H8: The informatization cooperation benefit

correlation plays a mediating role between

information cooperation support and information

cooperation participation;

H9: The informatization cooperation benefit

correlation plays a mediating role between

effectiveness of informatization cooperation and

participation in informatization cooperation;

H10: The informatization cooperation benefit

correlation plays a mediating role between

informationization cooperation closeness and

informationization cooperation participation.

4 RESEARCH DESIGN

4.1 Sample Source

In this study, 304 enterprises in Guangdong,

Zhejiang, Sichuan and Guangxi were selected as the

research objects. Questionnaires were collected by

on-site and online distribution. A total of 400

questionnaires were distributed and 321

questionnaires were collected. Among them, the

questionnaires with consistent answers and

incomplete answers were all removed. After

removing the unqualified questionnaires, 304

questionnaires were valid, and the effective

questionnaire recovery rate was 94.70%.

4.2 Preparation of the Scale

Based on Factors Scale for Enterprises to Participate

in School-Enterprise Cooperation compiled by

Zhang (2010). This study compiled Factors Scale for

Enterprises to Participate in School-Enterprise

Cooperation in Vocational Undergraduate Education

through joint discussion with five experts of

cooperative education enterprises. The scale consists

of three parts, including basic information of

enterprises (6 items), factors of enterprises'

participation in school-enterprise cooperation (12

items), and enterprise participation (4 items). After

the pre-test, the reliability and validity of the scale

were high.

4.3 Research Methods

SPSS21.0 software was used to analysis the

reliability and validity. AMOS software was used to

construct SEM model. Exploratory factor analysis

and confirmatory factor analysis were used to test

whether the hypothesis was valid.

5 EMPIRICAL RESULTS AND

ANALYSIS

5.1 Descriptive Statistical Analysis

Skewness and kurtosis in Table 1 are tests of normal

distribution of formal survey data. It is generally

believed that when the absolute value of skewness is

less than 3 and absolute value of kurtosis is less than

10, it indicates that the sample basically conforms to

normal distribution. As can be seen from Table 1,

the absolute value of skewness and kurtosis of all

measurement questions are all less than 3 and less

than 10, so it can be considered that the large sample

survey data of each measurement question in this

study basically meet the critical value requirements

and can be further analyzed.

Table 1: Descriptive statistical analysis.

Item

N Mean Sta. d

Skew. Kurt.

statistic statistic

CS1 304 3.64 1.02 0.40 0.50

CS2 304 3.69 1.02 0.40 0.46

CS3 304 3.74 1.01 0.56 0.18

CE1 304 3.77 1.08 0.74 0.04

CE2 304 3.67 1.05 0.60 0.16

CE3 304 3.8 1.08 0.92 0.28

CT1 304 3.94 0.96 0.92 0.63

CT2 304 3.91 0.94 0.73 0.20

CT3 304 3.88 1.00 0.80 0.30

CI1 304 3.75 0.97 0.45 0.65

CI2 304 3.67 0.97 0.47 0.16

CI3 304 3.69 0.97 0.31 0.49

CP1 304 3.79 1.16 0.79 0.16

CP2 304 3.69 1.19 0.53 0.67

CP3 304 3.63 1.08 0.39 0.47

CP4 304 3.69 1.14 0.57 0.40

CP5 304 3.67 1.10 0.56 0.37

Research on the Path of Constructing Informationization Cooperation Platform Between Universities and Enterprises Under the Background

of Education Informationization

593

5.2 Reliability and Validity Analysis

5.2.1 Reliability Analysis

Table 2: Reliability test.

Va r. I te m

CITC

Item's

deleted

Cronbach'a

Cronbac

h'α

ICS

CS1 0.793 0.891

0.902

CS2 0.668 0.908

CS3 0.705 0.904

ICE

CE1 0.726 0.853

0.880

CE2 0.657 0.865

CE3 0.612 0.872

ICT

CT1 0.628 0.870

0.896

CT2 0.710 0.856

CT3 0.800 0.841

ICI

CI1 0.723 0.843

0.873

CI2 0.642 0.857

CI3 0.641 0.857

ICP

CP1 0.774 0.885

0.867

CP2 0.779 0.884

CP3 0.757 0.889

CP4 0.759 0.888

CP5 0.766 0.887

As shown in Table 2, CITC is above 0.5, and most

of them are between 0.6 and 0.85, which indicates

that the latent variables of each question are well set,

indicating that the overall reliability of the

questionnaire is very high. Cronbach's α

coefficient was greater than 0.8, indicating that the

reliability of the questionnaire was high, and the

scale had high internal consistency and stability.

5.2.2 Validity Analysis

Table 3: Convergent validity analysis of each variable.

The path

Convergent validit

Sta.

factor

CR AVE

CS1 <--- ICS 0.836

0.875 0.682

CS2 <--- ICS 0.853

CS3 <--- ICS 0.774

CE1 <--- ICE 0.886

0.902 0.758

CE2 <--- ICE 0.865

CE3 <--- ICE 0.868

CT1 <--- ICT 0.858

0.898 0.745

CT2 <--- ICT 0.879

CT3 <--- ICT 0.857

CI1 <--- ICI 0.834

0.868 0.677

CI2 <--- ICI 0.853

CI3 <--- ICI 0.777

CP1 <--- ICP 0.835

0.909 0.668

CP2 <--- ICP 0.823

CP3 <--- ICP 0.806

CP4 <--- ICP 0.808

CP5 <--- ICP 0.810

Note: ** (P< 0.01), *(P<0.05)

Table 4: Discriminant validity analysis.

ICS ICE ICT ICI ICP

ICS

0.830

ICE .307* *

0.871

ICT .550* * .512* *

0.858

ICI .620* * .403* * .562 * *

0.822

ICP .510** .556* * .557 * * .542 * *

0.816

Note: ** (P< 0.01) *(P<0.05)

According to the results in Table 3 and Table 4, the

standardized factor loading of each item is greater

than 0.5, indicating that each item can well explain

its dimension. Combined reliability (CR) is one of

the criteria for determining the intrinsic quality of a

model, which reflects whether all the measured

items in each latent variable can consistently explain

the latent variable. As can be seen from the table, the

combined reliability CR is greater than 0.7,

indicating that all the measured items in each latent

variable can consistently explain the latent variable.

The AVE of each dimension was greater than 0.5,

and the square root of AVE was greater than the

correlation coefficient between each dimension,

indicating that the scale had good convergent and

discriminant validity.

5.2.3 Structural Model Analysis

As shown in Table 5, the fitting indexes of the

model all meet the requirements, so the path of the

model is analyzed.

Table 5: Model fit index.

Item X

GFI AGFI NFI IFI TLI CFI RMSEA

Sta. 1.210 0.966 0.928 0.977 0.994 0.997 0.996 0.019

Nor

< 3 > 0.8 > 0.8 > 0.9 > 0.9 > 0.9 > 0.9 < 0.08

Fitting Yes Yes Yes Yes Yes Yes Yes Yes

According to Figure 1and Table 6, the results

show:

ICS→ICI: β=0.35, t-value =4.817, P<0.05, so H1

was established;

ICE→ICI: β=0.17, t-value=2.655, P<0.05, so H2

was established.

ICT→ICI: β=0.35, t-value =4.837, P<0.05, so

H3 was established.

ICS→ICP: β=0.18, t-value =2.558, P<0.05, so

H4 was established.

ICE→ICP: β=0.37, t-value =2.463, P<0.05, so

H5 was established.

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ICT→ICP: β=0.21, t-value =4.416, P<0.05, so

H6 was established.

ICI→ICP: β=0.19, t-value =2.513, P<0.05, so H7

was established.

ICS-ICI-ICP: Interval value is (0.007, 0.157), no

contain 0, P<0.05, so H8 was established.

ICE-ICI-ICP: Interval value is (0.005, 0.059), no

contain 0, P<0.05, so H8 was established.

ICT-ICI-ICP: Interval value is (0.006,0.153), no

contain 0, P<0.05, so H8 was established.

Figure 1: Path analysis diagram

Table 6: Mediating effect test.

Path Est. Lower Upper P Result

ICS-

ICI-ICP

0.078 0.007 0.157 0.022 Valid

ICE-

ICI-ICP

0.042 0.005 0.059 0.024 Valid

ICT-

ICI-ICP

0.069 0.006 0.153 0.025 Valid

6 CONCLUSIONS

According to the results of path relationship

analysis, it can be seen that in the process of

building the school-enterprise information

cooperation platform, how to truly realize the deep

cooperation between the university and the

enterprise can motivate the enterprise to better

participate in the project of the school-enterprise

information cooperation platform. Therefore, this

study proposes the school-enterprise informatization

cooperation platform model (see Figure 2). The

platform is divided into four modules: university

information module, enterprise information module,

university-enterprise co-construction resource

module and student practice management module.

The main functions are: three sharing and six

common. Three sharing: teacher resources sharing,

course resources sharing, teaching resources sharing.

(1) Jointly develop professional personnel training

programs and curriculum development; (2) Jointly

implement the "3+1" cooperative education model;

(3) Jointly guide the graduation work tasks of

students; (4) Joint teaching; (5) Jointly supervise the

teaching and student training process; (6) Jointly

build a double-qualified team. Meanwhile, big data

can be used to analyze the information platform, so

as to facilitate the innovation of school-enterprise

cooperation model.

Figure 2: College-Enterprise informationization cooperative platform

Research on the Path of Constructing Informationization Cooperation Platform Between Universities and Enterprises Under the Background

of Education Informationization

595

Due to the constraints of time and resources, this

research still has some shortcomings. Future

research will further study the new mode of school-

enterprise cooperation, and stimulate the in-depth

cooperation between the two sides in teaching,

scientific research and management.

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