論文
1

A Comparative Study on the Evaluation of International
Brand Major in Chinaʼs Higher Vocational Electronic Commerce Based on Text Analysis :Perspectives from Enterprises, Students, and Teachers

Kong Lingjian【Abstract】Following paper explores and compare evaluation of higher vocational electronic commerce
brand Chinese majors in content of enterprises, students, and teachers perspectives, and diﬀerences between
each of them. This study collected textual data from these three groups through an online survey, and utilizes
KH Coder to conduct word frequency, co-occurrence network, and thematic analysis. It was found that enterprises and students share a similar viewpoint regarding the evaluation of International Brand Major in Higher
Vocational Electronic Commerce, particularly in its alignment with societal and enterprises needs. This concurrence is evident in the emphasis on developing skilled professionals through industry-academic collaborations or practical operations. In contrast, teachersʼ evaluations focus more on the importance of nationalizedteaching teams and high-quality educational resources for nurturing skilled talent.
【Keywords】Vocational Colleges, International Brand Major, Evaluation, Khcoder

1．Introduction
Universities majors are talent cultivation foundation and carrier, The development of Brand Major in higher
education institutions is imperative to enhance their operational capabilities, elevate the quality of talent cultivation, and augment their market competitiveness. Provinces across China have progressively bolstered the construction of Brand Major in higher vocational colleges. Notably, Shandong Province embarked on this initiative in2006, spearheading the development of branded vocational education Major. This movement was followed by Liaoning Province in 2007, Hubei Province in 2012, Guangdong Province in 2016, and Sichuan Province in 2022,
each setting forth objectives to establish these brand Major in universities. In 2021, Jiangsu Province articulated its
commitment to expedite the development of high-level international talent cultivation, advanced international scientiﬁc research collaboration, and quality international cooperative exchanges, by advocating for the establishmentof international talent cultivation branded specializations. However, there is a considerate gap in research concerning the evaluation of these International Brand Major. This study using the electronic commerce Chinaʼs higher
vocational colleges Major as a model, integrates the perspectives of the direct recipients of educational outcomes（enterprises）, the target audience for the construction of international brand major（students）, and the key inﬂuencers（teachers）into the evaluation framework, and strive to discover evaluation content with public credibility.

2．Literature Review
2. 1

Literature research
Initially, in the realm of international talent cultivation research, Yang et al.（2018）examined reforms in theconstruction of higher educationʼs curriculum system and teaching methods in the cultivation of global talents.
Huang et al.（2021）deﬁned the concept of internationalized talents and proposed improvement suggestions from4－

論文the perspectives of government, enterprises, and higher education institutions. Zheng et al.（2021）highlighted theshortcomings in vocational collegesʼ approach to cultivating internationalized talents. Jiang（2021）suggested
strategies for vocational educationʼs international talent cultivation based on principles of equality, reciprocity, inclusiveness, openness, and shared innovation. In the international context, Japanʼs “Strategy for International Talent Cultivation” emphasized that, beyond language and communication skills, international talents should possess
independence, proactiveness, challenge-seeking, coordination, adaptability, a sense of responsibility and mission,and an understanding of foreign cultures. Seeber and Lepori（2014）identiﬁed education as ʻthe fourth dimensionof foreign policyʼ and found that domestic policy support accelerates the internationalization of higher education.
Soria and Troisi（2014）, applying empirical approach, discovered that participation in on-campus international activities signiﬁcantly enhances studentsʼ globalization, internationalization, and cross-cultural competencies.
Furthermore, in the context of Brand Major construction research, Huang et al.（2017）emphasized that theestablishment of Brand Major in higher education must strengthen the synergy with discipline construction, relying on dominant disciplines and transforming disciplinary advantages into practical choices for brand construction.
Cao（2017）suggested that Brand Major construction should encompass planning and design, standardized management, reform and innovation, discipline team, infrastructure building, social services, and public opinion propaganda. Li and yang（2018）proposed implementing Brand Major construction through assigning responsibilities atvarious levels, decomposition of construction tasks, and implementation of standardized sub-projects management.
Hua et al.（2019）observed a ʻhigh investment, low outputʼ trend in the construction of Brand Major at Jiangsu
Provinceʼs universities, and subsequently recommended the development of a categorized performance evaluation
system, promoting construction through evaluation, and implementing comprehensive process monitoring. Li et al.
（2021）developed an evaluation system for the construction of higher education Brand Major, comprising six dimensions : benchmarking, visibility of outcomes, innovation in mechanisms, achievement of objectives, and others.

2. 2

Evaluation
In the realm of international talent development research in higher education, the literature encompasses bothconceptual elucidation and the construction of systems and enhancement measures, as well as discussions pertaining to the international cultivation of talent in speciﬁc disciplines. However, most studies primarily focus on current state analyses and implementation strategies, while there are few researches on the index system related to theevaluation of the implementation eﬀect. Currently, vocational education is transitioning towards a higher level ofinternational exchange and cooperation. Consequently, there is an urgent need to develop an evaluative framework
for international vocational education that reﬂects national economic development trends and regional characteristics.
In terms of research on the construction of brand major in university, studies at the undergraduate level are
relatively comprehensive, with the elaboration of construction pathways, the assessment and testing of performance, and the development of evaluation systems. However, these are largely macroscopic descriptions based oncommonalities, and there is a lack of research on the construction of brand major in vocational education, which
fundamentally diﬀers from undergraduate education.

3．Advanced Research Methods and Data Analysis Techniques
3. 1

Innovative Research Methodologies
Upon collecting textual data, analysis is conducted using KH Coder, a widely-utilized software for unstruc－5

tured text analysis. KH Coder is renowned for its robust capabilities in quantitative content analysis and text data
mining. It supports multiple languages including Chinese, Japanese, English, French, and German. The software
excels in performing a variety of functions such as frequency analysis of words, part-of-speech analysis, context-speciﬁc keyword identiﬁcation, search capabilities, automated categorization, clustering, summary generation,correlation analysis, visualization and prediction of text. Through importing text into KH Coder, it allows for the
direct extraction of analytical results, signiﬁcantly reducing the need for manual intervention.

3. 2

Data Collection and Processing Methodology
The data was collected through the questionnaire star, a questionnaire collection platform to create a free ex-pository research questionnaire. The survey targeted three distinct groups : employees of e-commerce companies,
vocational college students in e-commerce major, and professional educators in the ﬁeld. The survey yielded 135,
105, and 89 eﬀective responses from each group respectively. In the analysis phase, conducted using KH Coder, aChinese stop-words list “cn_stopwords” was implemented to enhance the relevancy of the text data analysis. To
ensure the analysis accurately reﬂected the core content of the study, common but non-essential terms such as“E-commerce”, “Major”, “Vocational college”, and “Student”—frequently found in research titles—were additionally excluded from the analysis.

4．Textual Visualization Analysis
4. 1

Comparative Analysis of High-Frequency Words
High-frequency words, those that appear frequently and are commonly used in a text, reﬂect its central theme.

To conduct this research, this paper extracted high-frequency words from texts reﬂecting the perceptions of enterprises, students, and teachers towards International Brand Major in Chinaʼs Higher Vocational Electronic Commerce. These words were analyzed to identify the key issues of interest to enterprises, students, and teachers. The
analysis results are presented in Table 1 :Table 1：Top 10 High-Frequency Words and Comparative Frequency Analysis
Enterprises
Perspectives
1
2

6－

Practice
Academic
programFrequency

Students
Perspectives

Frequency

Teachers
Perspectives

Frequency

48

Abilities

50

Internalization81

42

Knowledge

31

Faculty41

3

Abilities

37

Managerial

31

Global40

4

Sector37

Reticulation

20

Collaborative

26

5

Market33

Corporations

17

Pedagogical23

6

Pedagogical28

14

Corporations

21

7

Corporations

24

Manipulate

13

Teachers

19

8

Collaborative

23

Societies

10

Abilities

18

9Marketing

20

Demand10

Exchanges

1710

Teachers

17

Practice

9

Technical
ability

Academic
program16

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Analysis of Table 1 reveals distinct perspectives based on diﬀerent stakeholders. From the enterprises viewpoint, words like “Practice”, “Abilities”, “Sector”, “Market”, “Corporations”, and “Collaborative” are prominent, reﬂecting real-world social and market needs. From the studentsʼ perspective, terms such as “Abilities”, “Reticulation”, “Corporations”, “Technical ability”, and “Practice” are frequent, highlighting practical aspects of operations.
In contrast, the teachersʼ perspective is dominated by words like “Internationalization”, “Faculty”, “Global”, “Collaborative”, “Teachers”, “Exchanges”, and “Academic program”, indicating a focus on international communicationand cooperation.
High-frequency words semantic analysis suggests a considerate degree of similarity between enterprises concerns and students regarding International Brand Major in Chinaʼs Higher Vocational Electronic Commerce development, particularly focusing on practical skills cultivation skills essential for enterprises. On the other hand, theteachersʼ focus is primarily on the international expansion of the teaching faculty and curriculum, which signiﬁcantly diﬀers from the former perspectives. Additionally, the words “enterprise” and “capability” are common
high-frequency terms across all three groups（enterprises, students, teachers）, reﬂecting a shared assessment content for “developing student capabilities based on enterpriseʼs needs”.

4. 2

Comparative analysis of co-occurrence networks
Co-occurrence networks are graphical representations constructed from the relationships between high-fre-quency words. These networks reveal the inter-connectedness of information content, uncover extended thematic
information, and analyze the evolutionary process of disciplinary thematic structures. The results of co-occurrence
through the function of co-occurrence network are shown in Fig. 2. In the analysis results, the size of each bubble
indicates the frequency of a wordʼs occurrence. Bubbles of the same color represent a single node cluster, while thethickness of the connecting lines signiﬁes the degree of closeness between the two thematic words.
Initially, the analysis of the co-occurrence network for high-frequency words in the ﬁeld of International
Brand Major in Chinaʼs Higher Vocational Electronic Commerce, from an enterprisesʼ perspective（Figure 1）, re-Fig. 1：Co-occurrence Network Analysis from an enterprises Perspective－7

Fig. 2：Co-occurrence Network Analysis from a Students Perspective

veals three major clusters. These are the “Practice”-centered cluster, which is primarily associated with keywords
like “Enterprises”, “Industries”, “Courses” and “Collaboration”; a “Capability”-centered cluster, linked with “Qualities”, “Skills” and “Teaching resources”; and a “Market”-centered cluster, connected with “Need” and “Teaching”.
These clusters reﬂect the emphasis of enterprises in the Evaluation of International Brand Major in Chinaʼs Higher
Vocational Electronic Commerce. They highlight the need to adapt to enterprises and industry demands, optimize
course content through enterprise-school partnerships, and focus on developing high-quality, skilled professionals.
Second, the analysis of the co-occurrence network for high-frequency words in the ﬁeld of International
Brand Major in Chinaʼs Higher Vocational Electronic Commerce, from a studentʼs perspective（Figure 2）, identiﬁes four major clusters. These include : a “Network”-centric cluster, closely related to keywords such as “Enterprises”, “Operations”, “Marketing” and “Market”; a “Knowledge”-centric cluster, linked with “Skills”, “Practice” and“Operation”; a “Capability”-centric cluster, associated with “Project”, “Management”. and a “Demand”-centric cluster, connected with “Personalization”, “Society” and “Needs”. These clusters reﬂect the emphasis of students in the
Evaluation of International Brand Major in Chinaʼs Higher Vocational Electronic Commerce, emphasizing the adaptation to societal demands and the importance of acquiring speciﬁc skills and management capabilities relevant
to real-world enterprises environments.
Finally, the analysis of the co-occurrence network for high-frequency words in the ﬁeld of International Brand
Major in Chinaʼs Higher Vocational Electronic Commerce, from a teacherʼs perspective（Figure 2）, reveals two
major clusters. The ﬁrst cluster, centered on “Internationalization”, predominantly connects with keywords such as“Teams”, “Teaching”, and “Teachers”. The second, focused on the “International” aspect, is linked to “Communication”, “Collaboration” and “Coursework”. These clusters reﬂect the emphasis of teachers in the Evaluation of International Brand Major in Chinaʼs Higher Vocational Electronic Commerce, emphasizing the provision of superior
educational resources and services to meet the demands and development of international markets.

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Fig. 3：Co-occurrence Network Analysis from a Teacherʼs Perspective

4. 3

Comparative Analysis of Themes
Initially, an analysis of themes from the perspective of enterprises in International Brand Major in Chinaʼs

Higher Vocational Electronic Commerce（see Table 2）, it is found : Topic 0 primarily encompasses the ability toadapt to industry and market demands, and to cultivate high-quality skills and knowledge talents through enterprises collaboration. Topic 1 emphasizes the need for professional courses to be relevant to practical applications, withoccupational competencies and management skills aligning with market and industry growth requirements. Topic
2 reﬂects the alignment of teaching capabilities with enterprises and market demands, with faculty possessing extensive expertise in marketing and management.
Furthermore, studentsʼ perspective topic analysis in International Brand Major in Chinaʼs Higher Vocational
Electronic Commerce（see Table 3）, it is found : Topic 0 primarily focuses on the ability to cultivate skillful talents in networking, marketing, platform operation, and management. Topic 1 underscores the ability to meet market and societal needs, fostering skills in software and platform operation, as well as project management. Topic 2
highlights proﬁciency in enterprises management and practical operational skills.
Finally, an analysis of themes from the perspective of teachers in International Brand Major in Chinaʼs Higher
Vocational Electronic Commerce（see Table 4）, it is found : Topic 0 underscores the signiﬁcance of an international faculty, highlighting their role in oﬀering students access to superior educational resources and environments.
Topic 1 focuses on the availability of international teaching resources, pivotal in nurturing talents equipped with a
global perspective. Topic 2 centers on the presence of an internationally diverse teaching staﬀ, emphasizing their
proﬁciency in fostering skill-based talent development.

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Table 2：Thematic analysis based on Enterprises Perspectives
Topic 0TF

Topic 1TF

Topic 2TF

Industry

0.23

Practice

0.29

Teaching

0.22

Cooperation

0.14

Curriculum

0.25

Market0.19Enterprise

0.09

Ability

0.20

Teachers

0.13

Demand0.09

Platform

0.08

Innovate

0.09

Education

0.09

Occupation

0.07

Opportunity

0.09

Quality

0.09

Marketing

0.06

Enterprise

0.08

Skill

0.08

Administration

0.02

Marketing

0.08

Knowledge

0.06

Demand0.01

Administration

0.05

Market0.06

Industry

0.00

Experience

0.05

Experience

0.05

Market0.00

Knowledge

0.02

Table 3：Thematic Analysis from the Perspectives of Students
Topic 0TF

Topic 1TF

Topic 2TF

Knowledge

0.26

Ability

0.57

Administration

0.26

Network

0.18

Demand0.10Enterprise

0.14

Marketing

0.08

Market

0.09

Have

0.12

Platform

0.07

Software0.09

Operation

0.11

Consumption person

0.07

Project

0.09

Society

0.08

Operations

0.07

Society

0.01

Practice

0.08

Personality turn

0.07

Platform

0.01

Skill

0.07

Implement

0.07

Provide0.01

Increase

0.07

Skill

0.05

Knowledge

0.00

Knowledge

0.02

Provide0.05

Administration

0.00

Individuation

0.02

Table 4：Thematic analysis based on Teachers Perspectives

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Topic 0TF

Topic 1TF

Topic 2TF

Teachers

0.32

International

0.22internationalization

0.56

Cooperation

0.20

Teaching

0.18

Ability

0.12

Curriculum

0.13Enterprise

0.16

Team

0.09

International

0.09

Exchange

0.13

Personnel

0.08

Teacher

0.09

Teacher

0.06

Technology

0.07

Ranks

0.07

Condition

0.06

Ranks

0.02

Condition

0.03

International students

0.06

Study abroad

0.02

Visual ﬁeld

0.03

Resource

0.06

Visual ﬁeld

0.02

Resource

0.02

Visual ﬁeld

0.03

Cooperation

0.00

Ability

0.01

Personnel

0.02

Teachers

0.00

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5．Conclusion
Triggered by globalization trends, production sector has stable demand on global vision talents. This shift has
thrust International brand major to the forefront of academic attention within higher education institutions, marking them as a pivotal focus in developing future professionals. This study, centering on Chinaʼs higher vocational
Electronic Commerce Major, delves into and elucidates the assessments made by corporations, students, and tertiary education faculty regarding the nurturing of globally-oriented talents within this domain. Enterprises predominantly appraise this specialty for its alignment with industry and market requisites, hinging on collaborative enterprises engagements and pragmatic course structures to cultivate high-caliber, skill-oriented professionals, while
also underscoring the necessity for faculty to possess profound expertise in marketing and management. Students
predominantly underscore the programʼs alignment with market and societal exigencies, emphasizing the acquisition of competencies in digital marketing, platform management, and operational skills inherent to professionaland managerial talent development. A notable consonance exists in the perceptions of enterprises and students towards the value of international brand specializations. Teachers on the evaluation of higher vocational e-commerce
majors are mainly reﬂected in the availability of international faculty, can provide students with better educational
resources and conditions of hardware and software, and to cultivate skilled personnel.
It has been found that both enterprises and students tend to have a consistent evaluation of the evaluation ofInternational Brand Major in Higher Vocational Electronic Commerce, mainly reﬂected in adapting to the needs ofsociety and enterprises, cultivating skilled talents through school-enterprise cooperation or practical operations,while teacher evaluation focuses on high-quality teaching resources such as national educational teams for preparing skillful and knowledgeable talents.
（孔

令建・こう

れいけん

客員研究員

常州機電職業技術学院専任教師）

Fund Projects This work was ﬁnancially supported by Jiangsu Education Department（Project approval number :2022SJYB1406）. Changzhou University Institute of Higher Education （Project approval number :CDGZ2023013）.

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