International Journal of Educational Innovation and Science, 2026, 7(1); doi: 10.38007/IJEIS.2026.070107.
Chao Lu1, Hua Xie2, Yong Li3, Jun Wang4, Jiamin Gu5
1 Shaanxi University of Technology, Hanzhong 723000, Shaanxi, China
2 Hanzhong Branch, China United Network Communications Co., Ltd.
3 Hanzhong Branch, China Telecom Group Co., Ltd.
4 Shaanxi Gubo Robot Technology Co., Ltd.
5 Hanzhong Industrial Economy Development Center
The construction of Emerging Engineering Education (3E) places higher demands on the engineering practice ability and industry insight of faculty teams. However, university faculty currently face three major dilemmas: insufficient engineering practice ability, lagging industry insight, and lack of guidance motivation. Based on the "Competition-Innovation Integration • Three-Dimensional Synergy" cultivation model, this paper proposes a tripartite tutor structure consisting of "academic tutors + industry tutors + entrepreneurship tutors" and their collaborative working mechanism, and constructs a tutor capability development and evaluation model based on the "project community." A three-year empirical study conducted at the School of Physics and Telecommunication Engineering of Shaanxi University of Technology shows that: the tutor structure has been significantly optimized, with the proportion of "dual-qualified" teachers increasing from 45.8% to 83.3%; the number of competition awards guided by tutors increased by 156%; the collaborative mechanism based on the "project community" improved tutor guidance efficiency by 42.3%; after the incentive policy reform, teachers' annual guidance workload increased by 65.2%. This study provides an operable systematic solution for solving the difficulties in building the 3E faculty team.
Emerging Engineering Education; dual-qualified teachers; tutor team; project community; industry-education integration
Chao Lu, Hua Xie, Yong Li, Jun Wang, Jiamin Gu, Building a Dual-Qualified Tutor Team via Project Communities in Emerging Engineering Education. International Journal of Educational Innovation and Science (2026), Vol. 7, Issue 1: 52-63. https://doi.org/10.38007/IJEIS.2026.070107.
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