Research on the Collaborative Talent Cultivation Model of “Teaching–Research–Training–Competition” for E-Commerce Majors in the Context of Industry–Education Integration: A Case Study of the “JD Class”

Changshen Hu; Huibing Hao; Xuanming Cao

doi:10.6981/FEM.202611_7(11).0005

Authors

Changshen Hu School of Economics and Management, Suqian University, Suqian 223800, Jiangsu, China
Huibing Hao School of Economics and Management, Suqian University, Suqian 223800, Jiangsu, China
Xuanming Cao School of Economics and Management, Suqian University, Suqian 223800, Jiangsu, China

DOI:

https://doi.org/10.6981/FEM.202611_7(11).0005

Keywords:

Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.Industry–education Integration; Teaching–research–training–competition Integration; E-commerce; Applied Talent Cultivation; JD Class.

Abstract

Against the backdrop of the digital economy, e-commerce education commonly struggles with curricula that lag behind industrial practice, shallow industry–education integration, and a weakly articulated synergy among teaching, research, practical training and competition. Drawing on Outcome-Based Education (OBE) and on China’s policy agenda for deepening industry–education integration, this paper examines three years of practice in the “JD Class”, a joint programme operated by Suqian University and JD.com, and develops a “four-in-one” model in which teaching, research, training and competition are structurally coupled and mutually reinforcing. The model rests on four design choices: a competency-driven reconstruction of the curriculum around platform operations, data analytics, content marketing, customer service and supply-chain coordination, delivered through authentic JD business tasks under a dual-instructor arrangement; a three-tier practical training system that progresses from campus simulation, through rotation-based internships in JD’s regional operations, to venture incubation; a course–competition integration mechanism in which competition rubrics, deliverables and judging criteria are embedded in course assessment; and a joint governance mechanism in which the firm takes part in curriculum design, textbook development and student assessment. Evidence from three years of implementation indicates that students’ operational, analytical and project-delivery capabilities improved markedly, that employers report faster onboarding with average ramp-up time shortened by nearly 40 per cent, and that the programme has catalysed curriculum renewal and the development of “dual-qualified” faculty. The paper closes with implications for local applied universities and with an agenda for longitudinal, multi-case evaluation.

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