Comparative Education
HE Jiaqi; WANG Yashuang
Engineering doctorate education plays a strategic role in driving industrial innovation and addressing complex engineering problems. Focusing on engineering doctorate collaborative training in the context of China’s Excellence Engineer education reform, this study takes the structure of leading responsibilities as its analytical focus and conducts a comparative analysis of materials from the United States, the United Kingdom, the Netherlands, and Japan. The findings show that, across different institutional contexts, the configurations of leading responsibilities among government, universities, enterprises, and social actors at key functional nodes form four relatively stable collaborative training models: the market-driven autonomous collaboration model, the public-intermediary coordination model, the university-alliance co-governance model, and the industry-university-government institutional collaboration model. Cross-model comparison further indicates that the transition of engineering doctorate training from project-based cooperation to institutionalized collaboration depends on five supporting conditions: the clarification of primary responsibilities in collaboration, the institutionalization of collaborative relations, the complementary alignment of collaborative timelines, the public credibility of collaborative quality assurance, and the practical orientation of collaborative outcomes. Through typological analysis and mechanism identification, this study provides an institutional reference for optimizing engineering doctorate collaborative training within China’s Excellence Engineer education reform.
