Construction of a Differentiated Training Framework for Applied and Vocational Undergraduate Fintech Majors in Private Universities: A “Six-Dimensional Integrated” Analytical Model

Abstract

With the deepening of the classified development strategy of higher education in China, it has become common for private universities to simultaneously offer applied undergraduate and vocational undergraduate programs. However, both types of programs in fintech majors generally face the dilemma of homogenization in talent training models. Guided by the “Differentiated Positioning and Distinctive Development” strategy of private universities, and centered on the deep integration of “Business + Accounting + Technology” (BAT), this study constructs a “Six-Dimensional Integrated” dual-track differentiated training analytical model based on Competency-Based Education (CBE) theory, Outcome-Based Education (OBE) philosophy, and the theory of differentiated development. The model encompasses six dimensions: training objectives, curriculum systems, teaching models, practical teaching, faculty development, and evaluation systems. Through literature analysis, comparative research, and case verification, this study systematically elaborates the differentiated positioning logic, standard boundaries, and implementation paths for each dimension. The findings demonstrate that the proposed framework effectively addresses the homogenization challenge by establishing clear categorical boundaries between applied and vocational undergraduate programs while maintaining integration pathways for student mobility. This study provides a theoretical framework and practical reference for private universities to achieve complementary development of both program types in fintech education.