Since the Academic Degrees Committee of the State Council officially introduced the term “professional degree” in 1996, China’s postgraduate education has formed a postgraduate education system in which “academic” and “professional” degrees coexist. A “professional degree” is a type of degree set up to meet the needs of specific vocational fields in society and educate high-level application-oriented professionals with clear vocational and application orientations and strong professional abilities and qualities capable of engaging in practical work creatively [1]. The educational goal of professional degree graduate students is to educate application-oriented professionals who have certain theoretical research skills and abilities and can adapt to the needs of specific industries and fields [2].

In September 2020, the Academic Degrees Committee of the State Council and the Ministry of Education jointly released the Program for the Development of Professional Degree Graduate Education (2020–2025), marking a new stage of development of professional degree graduate education in China. It is stated in the program that professional degree graduate education mainly focuses on the needs of specific vocational fields in society and educates high-level application-oriented professionals with strong professional abilities and professionalism who can creatively engage in practical work.

At a time when the division of labor in society is becoming increasingly refined and specialized, professional degree graduate education has the unique advantage of meeting the diversified needs of professionals [3]. In November 2021, the Ministry of Education in China issued the Notice of the Academic Degrees Committee of the State Council on the List of Additional Doctoral and Master’s Degree Authorization Points to be Audited in 2020. In the results of the degree authorization audit, more than 1500 new master’s degree authorization points were added, of which, 1115 were professional degrees, accounting for more than 70%. In 2021, the number of enrollments of professional degree master’s students accounted for 60.8% of the total enrollment of master’s students. Among them, the number of enrollments of professional degree master’s students in engineering ranked first, becoming the largest and widest type of professional degree education in China.

At present, some universities of applied sciences in China adopt university–industry collaboration for postgraduate education. Students raise problems in enterprise practice, discover solutions in practice and theoretical study, and finally test research results in practice, which is an exploration and attempt to educate professional degree graduate students in universities of applied sciences ^[4][5][4,5]. This mode takes engineering students through the whole process of postgraduate education and emphasizes the full coverage of engineering practice and uninterrupted engineering training [6]. In their first year, students receive centralized theoretical study at university, and then go to enterprises directly to get familiar with relevant technologies and complete a 10–12 month internship under the guidance of enterprise supervisors. In their second year, students return to university to continue studying theoretical knowledge and carry out research under the guidance of university supervisors in combination with the projects carried out during the internship in enterprises. In their third year, students put research results into engineering practice. Students find and ask questions in real environments of engineering practice sites, determine research plans, form research topics, and develop feasible solutions or designs for solving problems under the dual guidance of enterprise supervisors and university supervisors [7].

2. University–Business Cooperation

University–business cooperation, also known as industry–academia collaboration, is an area of research that has gained increasing attention in recent years [8]. The main objective of such cooperation is to facilitate knowledge transfer between universities and businesses, leading to the development of innovative products and services ^[9][10][9,10]. Research in this area has identified a number of key factors that can facilitate or hinder successful university–business cooperation ^[11][12][11,12]. For example, trust between the two parties, effective communication, and a shared understanding of goals are seen as important factors that can contribute to successful collaborations [13]. On the other hand, differences in organizational culture, conflicting priorities, and intellectual property issues are identified as potential barriers to collaboration [14]. Studies have also examined the different forms that university–business cooperation can take, including joint research projects, licensing agreements, and industry-sponsored research ^[15][16][15,16]. The effectiveness of these different forms of collaboration varies depending on factors such as the type of industry, the nature of the research, and the goals of the collaboration [16]. The current research suggests that university–business cooperation can be a valuable means of promoting innovation and economic development, particularly in the science, technology, engineering, and mathematics (STEM) fields [17]. However, it also highlights the importance of effective communication, trust, and a shared vision in order to realize the full potential of such collaborations [18]. In recent years, there has been a growing recognition of the benefits of university–business cooperation for both academic and business communities ^[19][20][19,20]. For universities, such collaborations can provide access to new research opportunities, funding, and industry expertise, as well as opportunities to apply research in practical settings. For businesses, university partnerships can provide access to cutting-edge research and talent as well as the opportunity to collaborate with leading experts in their field. As a result, there has been an increasing emphasis on fostering university–business collaboration, with initiatives such as industry–academic consortia, joint research centers, and technology transfer offices [20]. These initiatives aim to facilitate partnerships between universities and businesses, providing a framework for collaboration and ensuring that research outcomes are relevant and applicable to industry needs. However, while the potential benefits of university–business cooperation are clear, there are also challenges to be overcome. For example, there can be cultural differences between academic and business environments, as well as differences in the pace of decision-making and approaches to risk. In addition, the ownership of intellectual property and the sharing of benefits from collaborative projects can be complex issues that require careful negotiation [21]. To address these challenges, there is a need for effective communication and clear understanding of the objectives and expectations of all parties involved. This includes establishing effective governance structures, identifying shared goals, and ensuring that the benefits of collaboration are fairly distributed. In conclusion, university–business cooperation is an area of research that is rapidly evolving and has the potential to drive innovation and economic growth. While there are challenges to be overcome, the benefits of collaboration between universities and businesses are clear, and initiatives to facilitate such collaborations are likely to continue to grow in importance in the coming years.

3. Integration of Industry and Education

Integration of industry and education is an area of research that focuses on the collaboration between educational institutions and industry to better align education with the needs of the workforce [22]. This approach emphasizes practical training and real-world experiences, which can enhance the employability and job readiness of graduates [23]. Research in this area has identified several key themes that are important for the effective integration of industry and education ^[24][25][24,25]. One key theme is the need for educational institutions to engage with industry partners to develop relevant curricula and training programs. This includes partnerships with businesses, government agencies, and industry associations to ensure that graduates have the necessary skills and knowledge to meet the needs of the job market. Another important theme is the need to provide students with opportunities for experiential learning, such as internships, apprenticeships, and work-integrated learning programs. These opportunities allow students to gain practical experience and develop industry-specific skills, which can improve their employability and make them more attractive to employers [26]. Research has also examined the benefits and challenges of industry and education integration ^[27][28][27,28]. Some of the benefits include improved student employability, better alignment of educational programs with industry needs, and increased innovation and productivity within industry. However, challenges include funding and resource constraints, differences in organizational cultures and priorities, and concerns around academic autonomy and independence [29]. The current research suggests that the integration of industry and education can be an effective way to improve student employability and align education with industry needs [30]. However, effective collaboration between educational institutions and industry partners requires careful planning and coordination, as well as ongoing monitoring and evaluation to ensure that the partnership remains effective and sustainable over time [31]. To further promote the integration of industry and education, many educational institutions have implemented various programs and initiatives aimed at strengthening ties with industry partners [32]. For example, some universities have established industry advisory boards, which provide input into curriculum developments and help to identify opportunities for collaborations with industry. Other institutions have created work-integrated learning programs, which offer students opportunities to gain practical experience through internships, co-op placements, and other forms of experiential learning. Moreover, some countries have implemented policies and programs aimed at promoting the integration of industry and education at a national level [33]. For instance, Germany has a long-standing tradition of apprenticeships, which allow students to combine vocational training with on-the-job learning, providing a pathway to employment in the manufacturing and engineering sectors. Meanwhile, countries such as Singapore and Australia have established government-funded programs to encourage closer collaboration between educational institutions and industry. Despite the progress made in this area, challenges still remain. For instance, it can be difficult for educational institutions to maintain effective relationships with industry partners, particularly when there are differences in priorities or goals [34]. There may also be challenges around the sharing of intellectual property and the ownership of research outcomes, which can impact the sustainability of collaborative relationships ^[35][36][35,36]. In conclusion, the integration of industry and education is a rapidly evolving area of research that has the potential to improve student employability and drive economic growth ^[37][38][37,38]. While there are challenges to be overcome, effective collaboration between educational institutions and industry partners can help to ensure that graduates are equipped with the skills and knowledge needed to meet the needs of the workforce [39]. As such, it is likely that initiatives aimed at promoting the integration of industry and education will continue to be an important focus for research and policy in the years to come.