Performance evaluation of industry-education integration in higher education from the perspective of coupling coordination-an empirical study based on Chongqing

cooperation between schools and enterprises in five universities in Spain, and found that the cooperation between schools and enterprises was negatively correlated with the overall con- struction effectiveness [21]. Domestic research divides the performance of industry-education integration into three levels: macro, meso, and micro. The macro level focuses on the national level, focusing on issues such as the implementation effect of the industry-education integration policies, regional level differences, etc. For example, Liu et al. used the entropy method, coupling coor- dination degree model, and Tobit regression analysis model to study the spatial temporal evo- lution and influencing factors of production-education integration by constructing an evaluation index system for production-education integration in higher vocational education [22]. Luo et al. analyzed the effectiveness of the implementation of the industry-education inte- gration policies in China’s vocational education, and proposed the construction of an effective monitoring system for the implementation effect of the industry-education integration policies [23]. Chen et al. evaluated the performance of industry-education integration from the per- spective of resource integration, and found that the industry-education integration in higher vocational colleges has achieved some results, but the overall level of performance has yet to be improved, and the imbalance of performance has gradually become prominent, which requires

the joint action of multiple paths such as policy guidance, operation optimization and market drive [24]. Xu et al. divided the integration process of industry and education into resource construction stage and achievement output stage. Based on the network DEA model to evalu- ate the effectiveness of the industry-education integration in China’s "Double High Plan" insti- tutions, it was found that the overall operational efficiency of the industry-education integration was at a medium level, with a certain degree of differentiation among institutions. The comprehensive efficiency of institutions in the eastern, western, central, and northeastern regions decreased sequentially. There were obvious regional characteristics in the integration of industry and education in institutions [25]. At the mesoscopic level, the research focuses on the scientific research output and innova- tion achievements of the industry-education integration, as well as the cooperation between enterprises and universities. For example, Cai et al. studied the impact of industry-university cooperation on university innovation performance in the Chengdu-Chongqing dual-city eco- nomic circle. Through regression analysis, it was found that industry-university cooperation had a significant positive effect on university innovation performance [26]. Wang et al. used panel data from 88 Chinese universities from 2007 to 2014 to empirically study the impact of university-enterprise cooperation activities on scientific research performance, as well as the

moderating role of university type. It was found that the impact of university-enterprise coop- eration on university scientific research performance was inverted U-shaped, and university type had a significant negative moderating effect on the inverted U-shaped curve relationship between university-enterprise cooperation and university scientific research performance [27]. Li conducted research on the logic and path of the construction of industry-education integra- tion communities from the perspective of new productivity, pointing out that industry- education integration communities fully highlight the needs of industry enterprises, and are a new organizational form that can enhance industry development performance and support high-quality development of the industry [28]. Micro level focuses on individual institutions such as the effect of school-enterprise cooper- ation in joint schooling and collaborative education. For example, Zhu systematically con- structed a performance evaluation index system for vocational school enterprise cooperation projects, and conducted performance evaluation using the school enterprise cooperation proj- ects between the school and the enterprise as an example [29]. Zhou et al. constructed a perfor- mance evaluation index system for the industry-education integration in higher vocational PLOS ONE Performance evaluation of industry-education integration in higher education based on coupling coordination PLOS ONE | https://doi.org/10.1371/journal.pone.0308572 September 18, 2024 4 / 22