중국 대학생들의 취업교육 만족도 영향 요인에 대한 구조모형 연구

Abstract

In the late 1990s, the expansion of admission to higher education institutions in China began the great historical process of China's higher education transition from "elitism" to "popularization".At the same time as the popularization of higher education, the employment of college students has also begun to change to marketization.With the expansion of the scale of college graduates year by year, the pressure of college students' employment is becoming more and more prominent.Compared with developed countries such as the United States and other countries in the nearly 100 years of exploration history, the history of employment education for college students in China is relatively short.Under the severe employment situation, the purpose of this study is to provide some new ideas to solve the outstanding problems in the employment education of college students, so as to help college students achieve high-quality employment. In order to explore the development of employment education in China, the author combs the evolution of employment policy in China and the relevant literature on employment education in China.China's employment education is related to China's employment policy.Employment education in China has gone through three different periods.Under the national characteristics of the socialist system, China has established a highly centralized planned economy system, including the employment of college and university students.The state enrols students on a regular basis according to demand and plan. Then the constructive talents needed by the country are trained so that the talents can be allocated to the jobs arranged by the country. There are no unemployment situations.Therefore, it does not involve employment education.In the second stage, the "supply and demand meet and independently choose" employment policy under the reform and opening-up system is a balanced employment stage of supply and demand. The "double bag" policy, which was distributed by the original country's tuition fee and graduation fee, has been changed to pay tuition and fees for graduates or go to school at their own expense. After graduation, the school recommends employers, employers and graduates to choose a balanced employment status of supply and demand.Although this employment system has expanded the enrollment scale of universities and promoted the rapid development of university education, it is more dynamic than the "double package" employment policy under the planned economy system. However, in order to pursue its own development and expand the enrollment, some universities have the practice of reducing the scores of large numbers of self-funded students, which leads to the lack of fairness in college education.At the same time, some universities have a large number of popular majors, which has caused structural unemployment of talents to some extent in the future. In addition, when graduates and employers choose in both directions, they will also be subject to some restrictions in the graduate family register and employment industry. But overall, the employment system at this stage needs to be balanced, and the problem of employment difficulties is not highlighted.Therefore, this stage appeared employment education budding, but did not form a complete employment education system.In the 21st century, the Chinese government and enterprises have taken active policy measures in economic and social development and industrial restructuring to promote economic and social development and achieve sustainable development. The Chinese government has adopted a variety of policies to promote employment education, such as "selecting college graduates to work in villages", "three support and one support" (teaching, agriculture, medicine and poverty alleviation).Employment policy at this stage is a contradiction between supply and demand, and employment education in China has entered a period of development. Chinese universities have set up independent employment guidance institutions one after another, and have increased theoretical research and practical exploration of employment education.Therefore, this paper's research on the satisfaction of college students' employment education will help schools to provide targeted solutions and promote students' employment. In this study, the service quality and customer satisfaction theory, customer satisfaction index model and student satisfaction theory are analyzed comprehensively. In view of the problems existing in employment education research, this paper systematically studies the satisfaction of employment education by quantitative research methods.Firstly, the author combs the Swedish Customer Satisfaction Index Model (SCSB), the American Customer Satisfaction Index Model (ACSI), the European Customer Satisfaction Index Model (ECSI), and the Tsinghua University Customer Satisfaction Index Model (CCSI).Secondly, through literature analysis and questionnaire survey, the structural dimensions of employment education satisfaction are tested and corrected in empirical research. At the same time, the undergraduate employment education satisfaction scale was compiled to meet the requirements of measurement.This paper discusses the relationship between job satisfaction and its predecessor variables— perception quality, perception value, student expectation, school image, job education satisfaction, and student loyalty.The structural equation model of job satisfaction in undergraduate education is preliminarily constructed. It provides a basis for improving the satisfaction of undergraduate employment education, improving the quality of undergraduate employment education services and promoting the long-term development of schools. Using the structural equation method to study the satisfaction of undergraduate employment education not only provides feedback channels for undergraduate employment education. It also helps universities to make targeted improvements in employment education. It has important theoretical and practical significance for universities to improve the quality of talent training and promote the training of undergraduate employment education.