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Abstract

Urbanization, vocational education, and industry in China have been influenced by policy and economic changes. This article outlines potential solutions for the integrated development of urbanization, vocational education, and industry in China. By integrating the development ideas of the triple helix model based on international related research literature, this article proposes a development model for China’s industry-education city integration. Taking the Liuzhou rail transit industry-education city as an example, this article adopts a comprehensive and sustainable development approach, including urban management, industry-education integration, and industry innovation and entrepreneurship, centered around the characteristics of urbanization, vocational education, and industry. The development of China’s industry-education city through the triple helix model has brought about innovations in education, industry, urban form, policy, technology, and social culture, which can help China’s urbanization, vocational education, and industry achieve spiral development.

Keywords

triple helix model industry-education city industry-education integration rail transit

Introduction

China’s industrial landscape, vocational education, and urban spaces face multifaceted challenges stemming from policy, environmental, and social disparities, which in turn foster evolving development patterns and opportunities (Dong et al., 2015; Yazhuo, 2022; L. Zhang et al., 2022). In response to the demands of socio-economic progress, China has propelled various innovative urbanization initiatives (He & Liu, 2022; Tan et al., 2017; J. Wang et al., 2023). This review introduces the concept of the Triple Helix and its incorporation into China’s implementation of Industry-Education City (IEC), thereby outlining the conceptual framework for these Chinese IEC. Industrial advancement not only drives productivity and per capita income but also diversifies economic structures, diminishing a country’s vulnerability to poverty and external shocks (Andreoni, 2013; Boly, 2011; Zhang, 2017). Continuous industrialization necessitates robust educational and technological support. Over recent decades, the globalization and knowledge economy surge have catalyzed significant transformations in higher education systems worldwide. Universities have shifted from their traditional roles of teaching and research toward a tertiary mission emphasizing economic development. Despite differing perspectives on this tertiary mission, a common viewpoint underscores universities’ entrepreneurial role in socio-economic development, forming the foundation of entrepreneurial universities and stressing collaboration with external stakeholders (Sam & Sijde, 2014). The trajectory of industrialization and university towns has spurred urbanization by providing more employment and learning opportunities, drawing people into cities. Consequently, other businesses such as construction manufacturers, retailers, and service providers have followed factories to meet workers’ product demands, resulting in increased employment opportunities and housing needs, thereby forming urban areas (Morikawa, 1989; Pacione, 2001).

This paper uses the specific case of the Liuzhou Rail Transit Industry-Education City in China to propose a research-based set of construction recommendations, primarily focusing on the fusion model of industry and education within Chinese urban centers. The “integration of industry and education, and the unity of school-enterprise” educational model presents a new avenue for vocational colleges in China. Various governments have integrated industrial parks with vocational educational campuses in urban planning, fostering mutual integration in concepts, blueprints, construction, and usage to enhance the capacity for the development of educational services industries (Hai-Tao, 2022; Jing, 2020). In 2017, the Guangxi Department of Education and the Liuzhou municipal government signed an agreement establishing the “Guangxi Modern Vocational Education Reform and Development Demonstration Zone” (Liuzhou Municipal People’s Government, 2017). Additionally, in July 2021, Liuzhou was selected as one of the first cities on the “National Pilot Cities for Industry-Education Integration” (National Development and Reform Commission, 2021). Simultaneously, the city proposed in the “Liuzhou City’s opinions on accelerating the development of rail transit industry” to introduce rail transit vehicle manufacturing enterprises with strong research and development capabilities, constructing a rail transit industry park in the Liudong New Area near the vocational education campus and automotive city (Liuzhou Municipal People’s Government, 2019). The amalgamation of the rail transit industry park, vocational education campus, and automotive city in Liuzhou’s Rail Transit Industry-Education City will establish a robust foundation in industry, education, and urban development. Their construction and development chart a novel path in exploring the Chinese Industry-Education City model, fostering various innovations contributing to the sustainable development of Chinese cities.

Literature Review

Literature on the Triple Helix Model

The Triple Helix model, initially developed and pioneered by Loet Leydesdorff and Henry Etzkowitz, is a multifaceted, multifunctional, and nonlinear innovation paradigm. They posited that changes in knowledge production and distribution drive innovation, explaining the transformation in the functions and relationships among universities, industry, and government as the foundation of innovation (Leydesdorff & Etzkowitz, 1996). Early works on the Triple Helix debated conceptualizing its three fundamental elements (Leydesdorff & Etzkowitz, 1998). In the Triple Helix, the university-industry-government nexus is paramount for the development of a knowledge-based economy (Leydesdorff & Etzkowitz, 2001), foreseeing increased innovation within the university in such an environment (Etzkowitz, 2003; Etzkowitz & Leydesdorff, 2000). This dynamic fosters both independence and interconnectedness among universities, industry, and government. They engage in cooperative competition, not only fulfilling their traditional roles but also taking on interdisciplinary functions. As they evolve and interact, universities establish companies, invest, while enterprises provide training, and governments steer investments and training (Etzkowitz, 2003; Etzkowitz & Leydesdorff, 2000; Leydesdorff & Etzkowitz, 2001).

Early discourse on the Triple Helix focused on the foundational role of universities in research knowledge production (Leydesdorff & Etzkowitz, 1996), transitioning to Mode 2 that emphasized applied scholarships and knowledge-based problem-solving (Etzkowitz, 2003; Etzkowitz & Leydesdorff, 2000; Leydesdorff & Etzkowitz, 1998). Compared to traditional innovation systems, the Triple Helix model accentuates the significance of networks and clusters. It analyzes the dynamic models of change in university-industry-government relations and their consequences. The Triple Helix model may vary among countries and can be dynamically analyzed at regional, national, and transnational levels (Etzkowitz, 2003; Lengyel & Leydesdorff, 2011; Park et al., 2005). Researchers quickly developed unique terminologies such as “entrepreneurial university” and “triadic networks.” In Mode 3, discussions centered on constructing regionally competitive entrepreneurial ecosystems embedded in heterogeneous and competitive configurations of knowledge production, dissemination, and utilization, particularly learning into knowledge systems (Carayannis et al., 2018). Furthermore, the methodologies, propositions, concepts, along with the related empirical, conceptual, and policy agendas from the Triple Helix perspective, have prompted critical examination by numerous scholars (Leydesdorff & Ivanova, 2016).

Recent efforts have aimed to expand the TH model beyond three helices and differentiate between the two underlying models and their graphical representations proposed by Etzkowitz and Leydesdorff, providing new insights into the TH model. Advocates of a “Mode 3” of knowledge production propose a fourth helix to reintegrate “society” or “the public”—viewed in terms of media-based and culture-based public and civil society—into the model, alongside a fifth helix representing the natural environment (Carayannis & Campbell, 2012).

The university’s heightened significance in technology transfer (TT), company formation, and regional revitalization within the knowledge society positions it at the forefront. Conversely, in an industrial society, it assumes a secondary role (Cai & Etzkowitz, 2020). This emphasis diverges from previous innovation strategies, which emphasized interactions between firms or between firms and governments (Carayannis et al., 2022). The innovation helix models (triple, quadruple, and quintuple) have significantly contributed to the field, highlighting the university’s expanded role within a knowledge-based society (Cai & Lattu, 2022; Figure 1).

Figure 1.

Triple helix model. Source. (Etzkowitz, 2008, p. 16).

However, the literature on the Triple Helix model has not adequately addressed contextual effects (Cai, 2015) nor identified environments that could enhance interaction among universities, industries, and governments to promote knowledge synergies (Leydesdorff & Ivanova, 2016). From a critical perspective, the Triple Helix model was derived from successful innovation cases in a Western context, assuming its operation within highly liberal markets and democratic decision-making contexts (Cai, 2015). It also overlooks tensions in the interactions within the Triple Helix (Juha Tuunainen, 2002).

Conceptualizing the Triple Helix Model in the Context of China’s Industry-Education-City Model

In China, innovation and production are inseparable. To achieve the integration of industry and education, the Triple Helix theory is not only used to study the collaborative innovation among universities, industries, and governments but is also applied in another Triple Helix structure composed of education, industry, and urban areas (Jing, 2020; National Development and Reform Commission, 2021). This broader framework encompasses a wider education chain, a more comprehensive industrial chain, and an expanded governmental role in urban policies and planning (He & Liu, 2022; Hongbo, 2021).

The first industrial revolution introduced mechanical production facilities starting in the late 18th century, intensifying throughout the 19th century (Oztemel & Gursev, 2020). Over years of development, humanity has entered Industry 4.0. The concept of Industry 4.0 encapsulates a range of future industrial developments concerning Cyber-Physical Systems (CPS), encompassing the Internet of Things (IoT), the Internet of Services (IoS), robotics, big data, cloud manufacturing, and augmented reality (Pereira & Romero, 2017). According to methods devised by the United Nations Industrial Development Organization, a country’s Industrial Competitiveness (IC) can be assessed through three indicators: industrial capability, intensity, and quality (Andreoni, 2013). With changing global value chain patterns, competition among industrial chains, regions, and countries has become increasingly fierce. The industrial chain is the backbone of economic cycles (Lin & Teng, 2023). The industrial chain involves the production, research, and peripheral support of local characteristic industries, encompassing all stages and domains of a product’s lifecycle. The characteristic of collaborative industrial development lies in the interaction, interdependence, and mutual support among various sectors, creating a conducive external development environment, elevating technological levels, and enhancing production efficiency. From the perspective of division of labor, the upgrading of industrial structure fundamentally manifests as the deepening division of labor in the industrial production process (Lin & Teng, 2023). In urban areas, industries will fully utilize educational facilities, faculty, and students to compensate for industrial deficiencies in production, research and development, and personnel, seeking new technologies to enhance productivity. Enterprises require a well-educated workforce, while pleasant living conditions attract skilled workers to the region (X.-J. Wang et al., 2017). Simultaneously, utilizing urban facilities, markets, and funds promotes innovation and entrepreneurship in related industries. A prosperous industry also enhances its influence on the entire society.

Medieval universities garnered admiration for their basic autonomy and academic independence. If universities lack a clear distinction between academic research and other forms of intellectual activities, their vitality weakens. It is necessary to differentiate academic research from other types of intellectual activities (Adelman, 1974). Controversies over the nature and purpose of universities are rooted in philosophical differences between theory and practice. Some scholars often defend the concept of universities devoted to purely theoretical activities. Others argue that universities should assume more practical responsibilities. Neither the theoretical nor the practical concept of universities can accommodate all the important goals expected of university research and teaching. Classical pragmatism argues that universities should maintain their status through promoting economic applications that promote social justice and through criticism, offering free education and vocational education, and social influence (Goetze, 2019). The higher education sector urgently needs professionals who can train students, master new educational technologies, and new teaching and administrative tools (Chugh et al., 2023). Public expenditure heavily favors higher education, sacrificing continuing education and vocational education and training (Mason, 2020). Industry 4.0 has a particular impact on education and training. Some argue that this leads to technological unemployment, while others believe that even if the labor market is disrupted, there is no insurmountable employment crisis. The relationship between technology and skills is far more complex than before (James, 2018). The education chain, relying on characteristic industries, closely follows the product’s entire lifecycle and domains, not only encompassing universities but also vocational high schools, vocational schools, and related majors. Through deep integration with the industry, these educational sectors help students learn through production and life using novel, open teaching methods (Guangbo, 2020). Besides traditional teaching and training venues in schools, urban areas can utilize actual production teaching training in enterprise production premises and various complementary facilities, resolving the difficulties in enterprise training and school teaching simultaneously (Huabai, 2021).

Urbanization primarily refers to the transformation of rural populations into urban lifestyles, manifested by an increase in urban populations, expansion of urban built areas, formation of landscapes and urban environments, and changes in social lifestyles (Morikawa, 1989). The definition of urbanization holds three layers of meaning: first, urbanization accompanies an increase in the proportion of urban populations; second, urban growth, that is, an increase in urban populations; third, urbanization refers to a city’s lifestyle, social behavior characteristics extending to the entire society (Pacione, 2001). China’s path to urbanization is considered unique as it does not resemble that of developed economies nor replicates the patterns of developing countries (Tan et al., 2016). Chinese urbanization refers to the increase in the number of cities and the expansion of urban spaces, resulting in a concentration of the population in cities over a certain period. Simultaneously, urban material civilization and spiritual civilization continuously extend to the periphery, creating new spatial patterns and landscapes along with the continuous changes in regional industrial structures (Chaolin et al., 2012). China’s land finance model (provinces raise operating funds through land transfers) has led to rapid urbanization. As the urbanization process matures, accelerating market expansion and reducing reliance on the land finance model by improving education and technology to promote industrial transformation and improve industrial structure will be key to achieving high-quality urbanization in the future (Guo et al., 2022). Urban areas resulting from industrialization provide better opportunities for housing and education. As industrialization promotes economic growth, the demand for improving the education and public engineering institutions unique to urban areas increases. Urban living allows people to benefit from diversity and market competition (Zhang, 2017). Urban areas utilize characteristic industries within them to develop corresponding industrial chains. The government formulates corresponding policies and plans, perfects transportation, quality education, quality medical care, and natural ecological landscapes in urban areas. Urban governments encourage residents to actively engage in self-management, creating a self-sustaining ecosystem in industries, education, tourism, commerce, and residence, constantly aggregating resources for self-upgrading. Such urban areas with high-end elements will attract more professional talents and funds, cultivating a favorable industrial culture and environment (Chunsheng & Weiwei, 2020; Figures 2 –5)

Figure 2.

The industry-education city model.

Figure 3.

Educational chain.

Figure 4.

Industrial chain.

Figure 5.

City.

Materials and Methods

This study conducted a comprehensive search by initially identifying the global trajectory of the Triple Helix and its development. Subsequently, it explored the transitions within industries, universities, governments, and their evolution within the context of China’s integration of industry and education, forming the industry-education linkage within urban areas, known as the Chinese model of the Triple Helix. Major journal databases, including CNKI, Baidu Scholar, Web of Science, Google Scholar, as well as journals, books, reports, and governmental documents from official websites were utilized. To ensure data richness, advanced search terms combined “industry” with “education,”“industry” with “urban,”“education” with “urban,” and the tri-combination of “industry,”“education,” and “urban.”

This research primarily focused on vocational education, complementary industries, and their urban contexts, exemplified by the Liuzhou Rail Transit Industry-Education City in China, examining the significance of the ecosystem where the Triple Helix operates. This study adopted the “Ecosystem as Helix” concept (Carayannis et al., 2018), conducting a construction foundation, strengths, and stakeholder analysis of the Industry-Education City in China based on the Triple Helix model. It addressed four key research questions:

(1) What are the foundations and strengths of the Industry-Education City in Liuzhou?

(2) What is the management and operational model of the Industry-Education City in Liuzhou?

(3) How do industry and education collectively function within Liuzhou’s Industry-Education City?

(4) What role does Liuzhou’s Industry-Education City play in innovation and entrepreneurship?

Results

Establishment of the Foundation for the Liuzhou Rail Transit Industry-Education City

The People’s Republic of China encompasses 293 prefecture-level cities, distributed among 4 municipalities, 23 provinces, 5 autonomous regions, and 2 special administrative regions (Ministry of Civil Affairs of the People’s Republic of China, 2020). Positioned in the central region of the Guangxi Zhuang Autonomous Region in southwestern China, Liuzhou city thrives as a hub for heavy industries. Its urban features, industrial landscape, and vocational education prowess stand out significantly within China, making it the focal point for regional analysis in this study (Hongbo, 2021). Envisioned within this study is the establishment of the Liuzhou Rail Transit Industry-Education City, situated in the Liudong New Area of Liuzhou city, which has witnessed the development of a series of facilities including the Liuzhou Automotive City and Liuzhou Vocational Education Park.

Distinct Policy Foundations

Several documents including the “Guangxi Zhuang Autonomous Region Vocational Education Demonstration Characteristic Majors and Training Base Construction Project Management Measures (Trial)” (Department of Education of Guangxi Zhuang Autonomous Region. 2016), “Measures for Promoting School-Enterprise Cooperation in Vocational Schools” (Ministry of Education et al., 2018), “Layout adjustment and professional structure optimization scheme of Liuzhou secondary vocational school” (Liuzhou Municipal People’s Government, 2018), “Liuzhou City’s ‘14th Five-Year Plan’ development plan for education” (Liuzhou Municipal People’s Government, 2022), and the “Liuzhou City deepens the implementation plan for the integration of industry and education” (Liuzhou Municipal People’s Government, 2021b) recurrently emphasize the significance of “school-enterprise cooperation and integration platforms.” The comprehensive planning and development between vocational education parks and industrial parks implement a “industry-specialty” cluster development model, enhancing the alignment and coherence between the vocational education specialty chain and the industrial chain, thereby optimizing the vocational education services for industrial layout.

By 2020, the municipal finances of Liuzhou city had allocated over 28 billion RMB for the first and second phase projects of the Liuzhou Vocational Education Park, covering an area of 35 million square meters. Ten multimillion-dollar teaching factories have been constructed, capable of providing specialized training for tens of thousands of individuals annually (Guangbo, 2020; Shuqin, 2018). Designated as one of the initial cities for the Modern Apprenticeship Pilot Program in China (General Office of the Ministry of Education, 2015), Liuzhou city issued the “Implementation Plan for the Pilot Work of Modern Apprenticeship in Vocational Education in Liuzhou City,” establishing the Liuzhou Vocational Skills Public Training Base, reinforcing 17 professional groups around the city’s advantageous industries, with a cumulative investment of 1 billion RMB (Liuzhou Municipal People’s Government, 2021d). Furthermore, leveraging opportunities brought by initiatives like “Made in China 2025,”“Internet Plus,” and the “Belt and Road,” Liuzhou city has further executed a series of policies such as the “Liuzhou City Action Plan for Upgrading Vocational Education Internationalization (2021–2025)” (Liuzhou Municipal People’s Government, 2021c). These policies orient the educational programs based on industries, facilitating the dynamic adjustment of specialties in line with industrial development, accelerating the integration and advancement of industries with vocational education specialties.

Distinct Urban Foundations

This industrial zone is situated within the Liudong New Area, adjacent to the Liuzhou Automotive City, planned subsequently to its establishment. In the realm of industry-education integration, the current vocational education park in Liuzhou city stands in close proximity to SAIC-GM-Wuling, Dongfeng Liuzhou Motor, where various major academic institutions specializing in automotive disciplines have engaged to varying extents in collaborations with enterprises, providing training services for employees. The forthcoming Shangqin Rail Transit Industrial Park is also positioned in the Liudong region, intending to co-establish a training base with the Liuzhou Railway Vocational Technical College, while LiuGong has partnered with the Liuzhou Vocational and Technical College to establish a global customer experience center (Meiying, 2017). Given that the Rail Transit Industry-Education City is situated in a new area without the land constraints of an old city, coupled with secured funding for supporting infrastructure, and distinct industry characteristics, this sector constitutes a high-tech industry guided by national emphasis. The clear convergence between education and industry paves the way for a conducive environment in the new area, attracting practitioners trained in relevant fields, thereby fostering the formation of an industry-driven atmosphere (Guijia & Yuan, 2021). With these preliminary conditions, the subsequent development of the Industry-Education City is set upon a solid foundation.

Unique Industrial Foundations

The vocational education park is in proximity to SAIC-GM-Wuling, Dongfeng Liuzhou Motor, two complete vehicle manufacturing enterprises, and has already introduced supporting industries such as United Electronics and Linglong Tire, contributing to the continuous improvement of the automotive industry chain. Simultaneously, First Automotive Works Liuzhou Special Vehicle and Shangqin Intelligent Transportation Industrial Park are also preparing to settle in the Liudong area where the vocational education park is located (Meiying, 2017). To promote the development of rail transit, Liuzhou city has introduced the “Opinions on Accelerating the Development of Rail Transit Industry in Liuzhou City,” with plans for the immediate construction of Lines 1 and 2, totaling 41.8 km, and long-term prospects involving Lines 3, 4, S1, S2, S3, and S4, with a combined planned length of about 230 km. Liuzhou city has successfully signed agreements with eight rail transit enterprises, employing a “project+ industry” model for the phased construction of the Intelligent Transportation Industrial Park. Currently, plans involve the construction of a 1,400-mu rail transit vehicle repair base, maintenance center, supporting industrial base for parts and electromechanical systems, vehicle depot, and training base. Long-term provisions include reserved expansion areas, planning and layout for rail transit supporting manufacturing bases, vehicle research and development centers, and logistics centers, thereby facilitating the ever-improving integration of the automotive and rail transit industry chains (Liuzhou Municipal People’s Government, 2019). These developments serve as an excellent industrial foundation for the establishment of the Industry-Education City.

Unique Vocational Education Foundations

By the year 2023, the Liuzhou Vocational Education Park is expected to further establish a comprehensive vocational education zone comprising three secondary vocational schools (Liuzhou First Vocational School, Liuzhou Second Vocational School, Guangxi Advanced Technical School, etc.), four higher vocational colleges (branch campuses of Liuzhou Vocational Technical College, Liuzhou Railway Vocational Technical College, Liuzhou Urban Vocational College, branch campuses of Guangxi Ecology Vocational Technical College, Liuzhou Engineering Institute, Guangxi University of Science and Technology’s Automotive College, etc.), and two undergraduate colleges (Liuzhou Institute of Technology and Guangxi University of Science and Technology’s Automotive College), forming a complete hierarchy of vocational education (Liuzhou Municipal People’s Government, 2022; Shuqin, 2018). This contributes positively to the future development of the Industry-Education City. The construction of the Hub doesn’t necessitate extensive new development but targeted refurbishments of existing facilities.

Liuzhou Railway Vocational Technical College, characterized by its prominent focus on railway-related disciplines, was formerly under the jurisdiction of the former Ministry of Railways. Over decades of operation, the college has cultivated a substantial number of technical personnel for the railway sector, undertaking various nationwide staff training programs. In recent years, it has collaborated on tailored training programs with multiple national railway bureaus and metro companies, receiving commendation for its students from these employers. The institution has also partnered with Russia’s Ural State Transport University and Moscow State University of Railway Engineering, jointly nurturing talents for the railway developments in Russia and China. Agreements have been signed with various schools such as Thailand’s Phra Nakhon Si Ayutthaya Vocational College, Ban Pong Industrial and Community Education College, to promote cooperative educational programs. Additionally, the college spearheaded the establishment of the China-ASEAN Rail Transit Vocational Education Group (Ting, 2019). Leveraging its deep expertise in railway-related fields and to align with Liuzhou’s focus on developing rail transit, the college swiftly introduced a comprehensive suite of urban rail transit-related disciplines, complementing the associated professional clusters. Collaborating with relevant enterprises, it has rapidly developed curriculum structures, co-authored instructional materials, and devised talent development schemes.

Urban Management of Liuzhou Rail Transit Industry-Education City

The entire organizational management of the Rail Transit Industry-Education City can be structured akin to a board of directors, overseeing the town’s administration. The board predominantly directs the overall development trajectory. CRRC, China Railway Nanning Bureau, and Liuzhou Light Rail, representing industrial leadership akin to chairpersons, steer the “industry” aspect, while the government assumes the role of management directors, responsible for the “town,” and the Liuzhou Railway Vocational Technical College serves as the technical and educational director, responsible for the “education” component. The residents, including local original landowners and attracted lessee merchants, collectively form a committee responsible for “commerce.” Additionally, strategic investors appointed as directors are accountable for the “investment.” All these directors collaboratively deliberate and decide on town development strategies (Wu & Sarker, 2022; Xue, 2021).

Local governments should respond to national calls for decentralizing power, altering past models of complete control. Simultaneously, they should repose trust in CRRC, China Railway Nanning Bureau, and Liuzhou Light Rail, established as premier manufacturing service and operating companies domestically and internationally over numerous years. These entities possess the capacity and impetus to spearhead the development of the Rail Transit Industry-Education City.

Integration of Industry and Education in the Liuzhou Rail Transit Industry-Education City

The integration of educational institutions offering rail transit-related programs and the industry chain has been a long-desired synergy between schools and enterprises, promoting the convergence of industry and education. Efforts should focus on actively exploring partnerships between various departments and industry enterprises within Liuzhou Railway Vocational Technical College, considering each department as an integral component of the town collaborating with various rail transit enterprises. Leveraging the town’s industrial resources, schools can engage in educating enrolled students (Feng & Lidan, 2022). Simultaneously, enterprises can utilize the educational resources to train their existing employees (Deng & Cao, 2018; Zhang, 2017; L. Zhang et al., 2019), while the government can leverage town resources to provide employment training for social and targeted poverty alleviation groups (Zhiping, 2019). Specific measures can be implemented in the following areas:

Rail Transit Research and Innovation

Establishment of rail transit exterior and functionality research and development stations. Through the Industry-Education City platform, online and offline research and development bases and stations can be established, engaging residents, tourists, and online communities to discuss station exteriors, rail transit vehicle design, and branding. When research conditions permit, focus can shift to route selection, station design, tunneling, bridge and roadbed design, auxiliary facility design, rail vehicle component research and development, vehicle integration, and exploration across various scientific disciplines, harnessing the collective insights of the community (Liuzhou Railway Vocational Technical College). This collaboration aims to create a client-driven force in rail transit development (Xiaofeng, 2021). The amalgamation of professional strengths from schools and enterprises in big data facilitates R&D in line with industry needs and directions (F. T. Zhang et al., 2022). Collaborative efforts between schools and automotive enterprises in recent years have equipped students with practical R&D skills (Chunyan, 2019). Upon graduation, students, assessed and endorsed by enterprise personnel and school instructors, seamlessly integrate into the workforce, reducing recruitment errors in assessing their abilities. Such collaboration significantly enhances R&D efficiency, lowering talent recruitment and development costs for enterprises (Peng & Libo, 2018).

Rail Transit Route Design and Training

Establishment of a rail transit route design department. Over the years, China has planned and designed various railway lines to cater to economic development needs, notably in Liuzhou, formerly a Southwest railway hub of the China Railway Corporation (Zhihuan et al., 2021). With resources such as China Railway’s Nanning Survey and Design Institute (formerly Liuzhou Railway Bureau Survey and Design Institute), Liuzhou Intelligent Transportation Research and Design Institute, and Liuzhou Railway Vocational Technical College, the town has the capacity to establish a route design department, led by railway survey and design units, guided by school instructors, and supported by urban rail enterprises (Liuzhou Municipal People’s Government, 2021a; Liuzhou Railway Vocational Technical College, 2022; Zhihuan et al., 2021). Such a department can swiftly provide clients with survey and design services. The Industry-Education City can serve as a platform for displaying, evaluating, gathering feedback, and modifying design proposals. Student involvement in these projects enhances their understanding of survey and design methodologies (Jiayi et al., 2016). Visitors from ASEAN countries get firsthand exposure to advanced Chinese technology and even receive preliminary rail route designs based on geological and hydrological data, potentially leading to real-life case studies in the future (Varandas & Nogueira, 2021).

Rail Transit Line Construction and Training

Establishment of a rail transit line construction department. China’s long-term railway network plan aims to construct an extensive modern railway network, including high-speed rail networks connecting cities with populations exceeding 500,000, with projects extending to Laos, Kyrgyzstan, and other nations (National Development and Reform Commission et al. 2016; Li et al., 2021). Liuzhou boasts several ongoing light rail projects and resources such as China Railway Construction 25th Bureau Group Co. and Liuzhou Railway Vocational Technical College in rail transit construction (China Railway 25th Bureau Group Corporation Limited, 2011 Jianjun & Dijie, 2021; Liuzhou Railway Vocational Technical College 2022). These resources can converge in the Industry-Education City’s rail transit line construction department, directed by railway construction units, guided by school instructors. It involves project design, review, optimization, simulation and verification of construction techniques, learning of construction safety, technology, and equipment operation. Collaborative efforts between enterprises and instructors train students and workers, enabling students to engage in real projects even during holidays. Continuous learning and practical skill validation are integral to mastering skills (Juxian, 2020). Regular retraining for employees ensures lifelong learning. Instructors maintain contact with the field, ensuring relevance to construction operations (Liu, 2019).

Rail Transit Equipment Manufacturing and Training

Establishment of a rail transit equipment manufacturing department. China’s rail transit equipment manufacturing industry has witnessed over 60 years of development, evolving into a system encompassing independent research, advanced equipment, and large-scale operations, leading to remarkable achievements in high-speed train units and high-power locomotives (Jialing et al., 2021; Kangting, 2021). Liuzhou possesses resources such as the Intelligent Transportation Industry Park (comprising vehicle manufacturing, component support areas, auxiliary support areas), Liuzhou Locomotive and Rolling Stock Plant, and Liuzhou Railway Vocational Technical College in rail transit equipment manufacturing (Liuzhou Municipal People’s Government, 2021a; Zhijie et al., 2022; Zhihuan et al., 2021). These resources can be consolidated within the Industry-Education City’s rail transit equipment manufacturing department, led by Liuzhou’s rail transit equipment manufacturing units with technical services and teaching provided by school instructors. The City facilitates equipment design, trial production, optimization, quality assessment, process determination, and testing. Collaborative efforts between enterprises, schools, and research institutions have improved R&D efficiency, shortened product development cycles, and reduced R&D costs, resulting in mutually beneficial outcomes (Huabai, 2021; Yuhai et al., 2020).

Rail Transit Maintenance and Training

Establishment of a rail transit maintenance department. China’s extensive railway network requires substantial personnel for maintenance, especially as urban populations grow and the demand for urban rail transit and its maintenance increases (Jiang et al., 2020; B. F. Sun et al., 2020). Under the Belt and Road Initiative, rail transit built to Chinese standards also requires maintenance adhering to these standards (Huang, 2016; Li et al., 2021; H. J. Xiao et al., 2018). Liuzhou Railway Vocational Technical College holds a leading position in various aspects of domestic rail transit maintenance and operations, with its graduates employed by several regional railway bureaus (Liuzhou Railway Vocational Technical College 2022). These resources can be combined within the Industry-Education City’s rail transit maintenance department, led by Guangxi rail transit maintenance units with technical services and teaching provided by school instructors. Emulating railway companies, sections such as vehicle, infrastructure, electrical, passenger, and machinery maintenance can be established. Through collaborative efforts between rail transit professionals and students, this platform showcases China’s rail transit maintenance capabilities and talent development in the entire rail industry chain. This setup not only helps enterprises reduce maintenance costs but also enables schools to train students in real-world maintenance scenarios. Graduates from such environments ensure the standardization of professional skills, creating a symbiotic relationship between graduates and enterprises (Jiqin, 2018; Yuhui & Sega, 2022).

Rail Transit Sales and Training

Establishment of rail transit sales outlets. Within the Industry-Education City, customers can experience robust technical support, on-site trial rides, and immersive rail transit experiences. These real-life experiences, impossible for enterprises to replicate, offer customers the most tangible impressions (Hinnuber et al., 2019). Leveraging artificial intelligence to analyze customer needs and provide tailored recommendations enhances the inclination to purchase (Aftab et al., 2021; Franke & Schreier, 2010). A jointly established sales department by educational institutions and enterprises within the Industry-Education City, utilizing diverse forms of immersive marketing through entertainment, dining, landscapes, cultural exhibits, hotels, and technology, encourages voluntary and enthusiastic customer purchases. This cost-effective sales approach supplements enterprise sales strategies and showcases the soft power of businesses (Puyuan, 2021). Teachers and enterprise sales personnel within the City lead students in real sales training scenarios, preparing them for international business engagements.

Urban Upgrade of Liuzhou Rail Transit Industry-Education City

Internal Innovation and Entrepreneurship within Rail Transit

The development of various rail transit-themed accommodations, cinemas, restaurants, libraries, bars, desserts, tea houses, cultural and creative spaces, and other surrounding facilities enhances and enriches the Industry-Education City’s network. These additions act as vital “capillaries,” fulfilling the production and lifestyle needs of diverse population segments (Dong & Siu, 2013). Unlike commercial Central Business Districts (CBDs), the Industry-Education City, with its multifaceted and well-established self-sustaining functions, prioritizes innovation and compatibility over immediate financial returns. Consequently, the rental rates should be maintained at a moderate yet competitive level (Jiasong, 2021). Considerations for these surrounding areas by the Industry-Education City should revolve around their innovative capacity and alignment. Opening non-critical sectors to the public creates experiential projects (Poushneh & Vasquez-Parraga, 2017). For instance, offering access to various demographics and establishing simulated rail transit driving experiences, integrating cutting-edge VR train simulators, allows visitors to marvel at the thrill and sophistication of high-tech. Simultaneously, incorporating new train and scenario simulation data enhances data collection, transforming this space into a hub for youth science education and a museum for railway enthusiasts, catering to the increasing spiritual and physical needs of the populace, contributing positively to the rail transit consumer market.

Attracting External Innovation and Entrepreneurship in Rail Transit

Establishment of a strategic venture capital incubation department. Strategic venture capital incubation is a critical strategic initiative across China, shaping the country’s future development. China has entered a phase where industrial upgrades and high-end technology development are imperative (Jiang & Zhao, 2020; W. Xiao et al., 2018). Leveraging Liuzhou’s existing multiple rail transit production enterprises offers a targeted approach to innovation. This approach generates more synergies compared to other innovation directions, particularly in strategic emerging industries related to rail transit, which have the potential to drive Liuzhou’s overall advancement. Undoubtedly, the strategic venture capital incubation department serves as the soul of the entire Industry-Education City. It represents the most significant investment, yet it is crucial for the City’s future. All other departments should support it to ensure its effective operation (Chemmanur et al., 2014; Drover et al., 2017).

Collaboration among rail transit enterprises, educational institutions, and government bodies should initially focus on industries and academic disciplines existing within Liuzhou, such as transportation communication, signaling, critical components of rolling stock, contact rails, switches, integrated monitoring systems, power supply system equipment, track beams, bogies, and automated ticketing systems. This collaboration can guide funds into the entire rail transit industry chain and even the forefront of the industry. In an era of intensifying global competition where the strongest prevail, Liuzhou, with its established independent brands and substantial market share, needs to further enhance the layout of the entire industry chain, strengthen core technological capabilities, and boost the overall competitiveness of its industries to maintain a strong position in the industry and its discourse (Fu & Ng, 2021).

Actively attracting top-tier domestic and internationally renowned venture capitalists is imperative. These astute VCs hunt worldwide for cutting-edge technological developments (Howell, 2017). Their experience, insights, and ability to recognize and embrace new trends are unparalleled. Their involvement not only effectively guides innovation and entrepreneurship in Liuzhou but also fills the gaps in investment among educational institutions, enterprises, and governments (Gompers et al., 2020; Zhu et al., 2023).

Discussion

This study presents the Triple Helix Model, primarily comprising academia, industry, and government, focusing on knowledge production, distribution, innovation, and entrepreneurship, acknowledging its limitations (Cai & Etzkowitz, 2020). By expanding the scope of these entities, applied in China’s Industry-Education City, the adapted Triple Helix model mitigates these shortcomings. The primary constituents of this Chinese framework include:

(1) Educational institutions encompassing vocational high schools, secondary vocational schools, vocational colleges, applied universities, and research-oriented institutions.

(2) Micro, small, medium, and large enterprises collaborating with various educational institutions.

(3) Government departments such as the Development and Reform Commission, Education Bureau, Science and Technology Bureau, Industry and Information Technology Bureau, Finance Bureau, Human Resources and Social Security Bureau, Natural Resources and Planning Bureau, Big Data Development Bureau, State-Owned Assets Supervision and Administration Commission, and Taxation Bureau (Chunsheng & Weiwei, 2020).

While university-centric approaches overlook other tiers of educational establishments, these overlooked institutions foster significant innovation and entrepreneurship. The students from these institutions are integral to societal progress, their knowledge contributing to entrepreneurial endeavors that should not be overlooked. Within a certain scope, they also lead the advancement of society (Deng & Cao, 2018). Similarly, these overlooked educational institutions form a crucial part of the industries they align with, potentially not the most coveted yet indispensable for the continuous development and sustenance of more favored industries (Chunyan, 2019). This often results in more substantial innovation and entrepreneurship than perceived.

Furthermore, this study outlines the foundational aspects of constructing the Liuzhou Rail Transit Industry-Education City in China. While various regions implement central policies (National Development and Reform Commission, 2021), these policies are subject to time constraints, varying degrees of importance, and local financial, industrial, and land limitations (Guo et al., 2022). The convergence of pertinent policies, matching local characteristic industries with appropriate education and suitable land for physical and organizational aggregation, presents a rare opportunity. This forms a crucial groundwork for Triple Helix experimentation, necessitating significant efforts and courage from multiple parties.

Moreover, this study delves into the integration of industries and education within the Liuzhou Rail Transit Industry-Education City in China. Leveraging the established rail transit industry chain in Liuzhou, the city’s own Railway Vocational and Technical College has, over the years, established a comprehensive set of rail transit departments. Aligning research, design, construction, manufacturing, sales, and maintenance phases with corresponding disciplines, this Triple Helix model optimizes the strengths and weaknesses of the three primary entities. This optimization fosters mutual benefits among participating organizations and groups, facilitating shared prosperity (Guijia & Yuan, 2021). Industries within this setup effectively harness knowledge generated by universities, significantly shortening the chain of knowledge and innovation, offering swift feedback to industries. Students within the Industry-Education City benefit from shared educational facilities, accessing the latest, most practical knowledge and training. The town formed by these entities continually updates and develops due to thriving industries and education. Given the vast scope of entities involved in China’s Industry-Education Cities and the complexity of their internal relationships, various forms of innovation naturally increase (Guangbo, 2020).

Lastly, this study investigates innovation and entrepreneurship within China’s Liuzhou Industry-Education City. Developed nations have accumulated basic foundations for innovation in new fields and technologies (Oztemel & Gursev, 2020). China, however, faces rapid yet uneven development, necessitating participation in global technological competition while simultaneously upgrading numerous outdated educational and industrial facets. This multifaceted collaboration is imperative for sustainable Chinese development (Hongbo, 2021; Jiang & Zhao, 2020). China’s past development, reliant on inexpensive labor, land, and unprocessed pollutant emissions, reached its limits. As the Chinese economy comprehensively transforms, outdated industries shutter, prompting a focus on green, efficient, and sustainable industry-education integration in various cities (Chen & Jia; Song et al., 2018). With a burgeoning workforce desiring better lives, Industry-Education Cities in China emphasize knowledge inheritance and practical implementation. Innovations in learning production and production-based learning drive innovation and entrepreneurship within these cities. Emerging new technologies and products, as well as continuous improvements to existing ones, and the creation of new professions are direct outcomes of this approach (Kangting, 2021). This breaks the limitations of the traditional Triple Helix model, no longer restricted to university-centric knowledge production, distribution, innovation, and entrepreneurship.

Limitations and Future Research Directions

This case study bears certain limitations. Its focus primarily lies in constructing an industry-oriented Industry-Education City. However, it remains constrained by various factors such as educational and economic levels, regional limitations, among others. Consequently, it inadequately portrays the diversity and vibrancy of China’s Industry-Education Cities. Developing a suitable quantitative model could offer a better assessment of the Triple Helix model’s effectiveness within these cities. Yet, selecting, establishing, and optimizing such a model, along with choosing variables, entail multiple methodologies and considerable uncertainty in data collection, posing challenges to research (Wu & Sarker, 2022). Furthermore, shifts in policies, leadership, investment styles, and focal points alter research content, potentially interrupting the research process and causing biases or even data loss (F. T. Zhang et al., 2022). Additionally, technological transformations within enterprises could alter existing collaboration patterns as companies seek to update the content and leadership styles in their partnerships (W. Xiao et al., 2018). Moreover, the annual intake of students by educational institutions undergoes gradual changes, influencing students’ qualities and aspirations, potentially steering them away from industry-focused pursuits (Mason, 2020). These aspects introduce variability into the Triple Helix model’s study in the context of Chinese industrial, vocational education, and urban integration research. Effectively and accurately evaluating the application of the Triple Helix model in China will be a pivotal and challenging aspect of future research.

Expanding the research scope to encompass a broader range of Industry-Education Cities, considering their distinctive attributes and dynamics, could enhance the understanding of the Triple Helix model’s applicability (Zakaria et al., 2023). Developing robust methodologies for data collection and analysis (Martynovich, 2011), accounting for the ever-changing landscape of policies, leadership transitions, and evolving educational paradigms, will be crucial (Meyer et al., 2014). Examining long-term trends in Industry-Education collaborations amidst technological shifts within enterprises can offer insights into sustainable partnership models. Furthermore, longitudinal studies tracking student preferences and career trajectories will unveil evolving trends and preferences, contributing to a comprehensive understanding of the Triple Helix model’s impact on educational and industrial pathways.

In summary, future research endeavors should aim for comprehensive evaluations of the Triple Helix model’s role in diverse Industry-Education Cities in China, accounting for the multifaceted and evolving nature of these ecosystems. Innovative methodologies and longitudinal studies will be pivotal in overcoming the limitations and providing deeper insights into the dynamics of Industry-Education-government collaborations in these unique settings.

Conclusion

The Triple Helix model has been extensively studied in academia and industry, with China actively engaging in its development. Firstly, drawing upon prior research on the Triple Helix, this study endeavored to introduce the model within the context of constructing the Rail Transit Industry-Education City in Liuzhou, China. Liuzhou became China’s pioneering city in integrating industry and academia. Leveraging its status as an industrial city, the municipal government focused on developing the rail transit industry, implementing policies and collaborating with vocational institutions such as Liuzhou Railway Vocational Technical College (Feng & Lidan, 2022). The city relocated both the rail transit industry and schools to a new district, forming the groundwork for Liuzhou’s Industry-Education City development (Meiying, 2017). Secondly, Liuzhou strategically coordinated shared industrial attributes, integrating industry, vocational education, and urban elements. This approach involved tailored urban management, capitalizing on the strengths of individuals for specialized tasks.

Moreover, this study illustrated how Liuzhou’s rail transit industry, coupled with vocational education, established collaborative departments encompassing research, design, construction, manufacturing, maintenance, and sales, fostering a fusion of industry and education within shared spaces (Liuzhou Railway Vocational Technical College 2022). Lastly, Liuzhou capitalized on its specialized expertise within the Industry-Education City to nurture diverse levels of innovation and entrepreneurship. This initiative not only cultivated new technologies and economic growth points but also revitalized the urban landscape, attracting various investments and possibilities for upgrades and renovations.

Most discussions surrounding the Triple Helix model internationally stem from the contexts of developed Western nations. However, this research is grounded in localized implementation following China’s central decision-making model (Z. Sun et al., 2018). China’s industries, vocational education, and urban landscapes continuously evolve alongside its economic growth, witnessing the emergence of new policies, vocational education forms, urban models, industries, and research directions, perpetually transforming the country’s Industry-Education integration (Z. Sun et al., 2018). Integrating the Triple Helix model into China’s Industry-Education Cities facilitates diverse forms of integration across different cities, various industries, and diverse vocational education models. This diversity contributes to showcasing the unique characteristics of these industries, education systems, and urban landscapes. This study provides a case emphasizing production and multiple participating entities, enriching the understanding and significance of the Triple Helix within regional innovation systems (Carayannis et al., 2018).

Footnotes

Acknowledgements

Chen Cheng and Si Cheng serve as co-first authorship in this study.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by Liuzhou Education Science “14th Five-Year Plan” 2022 vocational education topics (2022ZJA021).

ORCID iD

Chunsheng Feng

Data Availability Statement

Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.

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The Triple Helix Model for Industry-Education City Integration in China: A Development Approach

Abstract

Keywords

Introduction

Literature Review

Literature on the Triple Helix Model

Conceptualizing the Triple Helix Model in the Context of China’s Industry-Education-City Model

Materials and Methods

Results

Establishment of the Foundation for the Liuzhou Rail Transit Industry-Education City

Distinct Policy Foundations

Distinct Urban Foundations

Unique Industrial Foundations

Unique Vocational Education Foundations

Urban Management of Liuzhou Rail Transit Industry-Education City

Integration of Industry and Education in the Liuzhou Rail Transit Industry-Education City

Rail Transit Research and Innovation

Rail Transit Route Design and Training

Rail Transit Line Construction and Training

Rail Transit Equipment Manufacturing and Training

Rail Transit Maintenance and Training

Rail Transit Sales and Training

Urban Upgrade of Liuzhou Rail Transit Industry-Education City

Internal Innovation and Entrepreneurship within Rail Transit

Attracting External Innovation and Entrepreneurship in Rail Transit

Discussion

Limitations and Future Research Directions

Conclusion

Footnotes

Acknowledgements

Declaration of Conflicting Interests

Funding

ORCID iD

Data Availability Statement

References