Developing a Quality-Driven Capstone Project Pedagogical Framework through Institution-Community Partnership and Vocational-Academic Convergence: A Case Study of the National Collaborative Design Initiative (Ninghai Implementation)

Abstract

Under China’s national innovation-driven development strategy, higher education institutions must urgently reform conventional educational models. Traditional graduation design systems not only inadequately develop students’ practical competencies but also demonstrate substantial disparities with industrial requirements. This study investigates the Ninghai United Graduation Design Initiative through a case study analysis, ethnographic fieldwork, and interviews. By systematically examining the program’s implementation processes, we propose an innovative pedagogical framework integrating school-community collaboration and industry-academic integration. The framework comprises six key components: 1) school-local cooperative mechanisms, 2) multi-institutional coordination models, 3) practice-oriented assessment systems, 4) talent cultivation programs, 5) achievement transformation with intellectual property management, and 6) impact expansion strategies. Implementation challenges include resource integration barriers, intellectual property conflicts, and talent supply-demand mismatches. Proposed solutions emphasize institutional safeguards, optimized benefit distribution models, dynamic curriculum renewal, and digital skills development. This research provides actionable insights for aligning academic training with industry needs in higher education reform.