THE TRANING OF APPLIED TALANTS IN FOOD SCIENCE MAJOR-BASED ON THE PRACTICE PRIVATE UNIVERSITIES
Keywords:
Applied Talent Development, Food Science Education, IPPIE Model, Competency-Based Education, Private UniversitiesAbstract
This study aimed to (1) examine the structural characteristics of an application-oriented talent cultivation system in private undergraduate Food Science programs based on the IPPIE framework; (2) analyze the relationships among IPPIE dimensions and students’ learning outcomes; (3) identify structural constraints in the current training system; and (4) propose an optimized model for applied talent development.
A sequential mixed-methods design was employed. The qualitative phase involved semi-structured interviews with eight experts in curriculum development, higher education, and industry collaboration to validate the IPPIE framework (Input, Process, Partnership, Integration, and Evaluation). The quantitative phase surveyed 526 undergraduate students from private universities offering Food Science programs. Data were analyzed using descriptive statistics, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA).
Results indicated that the IPPIE framework comprises five interrelated dimensions that form a coherent system of applied talent cultivation. Students rated all dimensions at a high level, particularly curriculum structure and teaching implementation. EFA confirmed excellent sampling adequacy (KMO = 0.990; Bartlett’s χ² = 9405.560, p < .001), extracting four latent constructs: Competency Development, Curriculum Structure, Faculty and Mentorship, and Teaching Implementation. CFA demonstrated an excellent model fit (GFI = 0.975, CFI = 1.000, RMSEA = 0.000), confirming strong reliability and validity of the measurement model.
The study proposes a validated IPPIE model integrating educational inputs, pedagogical processes, university–industry collaboration, institutional integration, and evaluation systems. The findings contribute to competency-based education theory and provide practical implications for improving applied talent training in private higher education institutions.
References
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education.
Billett, S. (2009). Workplace learning: Concepts, policy and practice. Springer.
Chen, Y. (2020). Practice-based learning in food science education and employability development. Journal of Vocational Education Studies, 12(2), 45–60.
Chen, Y. (2021). Mentorship and reflective learning in applied higher education. Higher Education Research Review, 18(3), 112–126.
Clarke, M. (2018). Rethinking graduate employability: The role of curriculum integration. Studies in Higher Education, 43(5), 1–15.
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From National Systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, 29(2), 109–123.
Ge, X. (2018). Curriculum reform in applied universities: Challenges and strategies. Applied Education Review, 9(1), 33–48.
Gu, X. (2017). Competency-based education in higher engineering education reform. Journal of Engineering Education Research, 35(4), 1–10.
Jackson, D. (2016). Re-conceptualising graduate employability: The importance of pre-professional identity. Studies in Higher Education, 41(7), 1230–1247.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Li, H., & Cheng, Y. (2024). New engineering education reform and innovation-driven development. China Higher Education Research, 45(1), 22–31.
Liyanage, L., & Adams, K. (2017). Skills development in higher education: Industry engagement and employability. Journal of Education and Work, 30(5), 1–18.
OECD. (2019). Future of education and skills 2030: OECD learning compass 2030. OECD Publishing.
Perkmann, M., Neely, A., & Walsh, K. (2013). Academic engagement and commercialisation: A review of the literature on university–industry relations. Research Policy, 42(2), 423–442.
Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators.
Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59(4), 338–352.
Wang, L. (2017). Assessment reform in applied higher education. Journal of Educational Measurement, 54(3), 201–215.
Wang, Y. (2020). University–industry collaboration and student employability in applied universities. Vocational Education Research, 11(2), 77–89.
Yang, J. (2020). Curriculum alignment and employability in food science education. Food Science Education Journal, 8(2), 55–68.
Yang, J. (2021). Laboratory-based learning and occupational readiness in food science. International Journal of Applied Science Education, 13(1), 19–34.
Zhao, H. (2019). Applied talent training in Chinese higher education institutions. Higher Education Development Review, 6(3), 90–102.
Zhong, B. (2017). Reform of engineering education under new industrial revolution. Journal of Higher Engineering Education, 28(6), 1–9.
