生涯适应力视域下专升本学生就业观、能力观、发展观的协同重构 —— 基于普通本科院校的考察

摘要

在高校毕业生规模持续增长与就业市场不确定性加剧的新形势下，普通本科院校专升本学生面临“学历补短”与“能力重构” 的双重压力，成为就业研究中易被忽视的边缘群体。本文以生涯适应力理论为核心框架，整合行为经济学、本土化生涯观与国际经验，对专升本学生就业观、能力观、发展观的现实困境与生成机制进行理论阐释与逻辑建构。研究表明，专升本学生就业困境是观念偏差、能力错位、发展缺失三维嵌套的系统性问题，其“求稳焦虑”、学历依赖与短期主义倾向，本质是生涯关注不足、生涯控制偏弱、生涯好奇匮乏、生涯自信不足的集中体现。据此，本文构建“观念重塑、能力重构、发展引领”三位一体协同重构模型，明确就业的三个观之间“观念引领、能力支撑、发展续航”的循环耦合机制，并提出以生涯适应力四要素为主要内核、以具身体验为方式、以资源整合与数字赋能为具体支撑的实践路径。研究旨在为普通高等院校专升本生涯教育课程改革提供理论参照与可操作方案，推动学生从“被动求职” 转向 “主动生涯建构”。

Abstract

In the context of the continuous growth in the number of college graduates and escalating uncertainties in the job market, students who have transitioned from junior colleges to undergraduate programs at regular undergraduate institutions are confronted with the dual pressures of “academic qualification enhancement” and “ability restructuring,” thereby constituting a marginalized group that is often overlooked in employment research. This thesis adopts career adaptability theory as its core framework, integrating behavioral economics, localized career outlooks, and international experiences to theoretically elucidate and logically construct the realistic dilemmas and underlying mechanisms of the employment, ability, and development perspectives among these students. The research reveals that the employment challenges faced by these students represent a three-dimensional, intertwined systemic issue involving conceptual discrepancies, ability misalignment, and developmental deficits. Their “anxiety for stability,” reliance on academic qualifications, and short-term orientation are essentially concentrated reflections of inadequate career attention, diminished career control, a lack of career curiosity, and insufficient career confidence. Based on these findings, this thesis constructs a “conceptual reshaping, ability restructuring, and developmental guidance” trinity collaborative restructuring model, clarifying the cyclical coupling mechanism of the three part among the three employment perspectives. Furthermore, it proposes a practical pathway centered around the four key elements of career adaptability, utilizing embodied experiences as the approach, and leveraging resource integration and digital empowerment as specific supports. The research aims to provide theoretical references and actionable strategies for the reform of career education curricula for students transitioning from junior colleges to undergraduate programs at regular higher education institutions, facilitating their transition from “passive job seeking” to “proactive career construction.”

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