Strategic Orientation and Dual-Professional Competence: The Serial Mediating Effects of Resource Input and Industry–Education Integration
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This study examined the relationship between university–enterprise strategic orientation and teachers' dual-professional competence, assessed the influence of strategic orientation on resource input and industry–education integration, and investigated the indirect pathways through which strategic orientation contributes to dual-professional competence. Data were collected from 279 full-time faculty members at a Chinese private university, selected through stratified sampling by discipline, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that strategic orientation had no significant direct effect on teachers' dual-professional competence. However, it significantly influenced resource input, which in turn promoted industry–education integration. Industry–education integration, in turn, had a significant positive effect on dual-professional competence. Resource input and industry–education integration jointly mediated the relationship between strategic orientation and dual-professional competence. These findings provide a useful reference for application-oriented universities seeking to align strategic priorities, resource support, and industry collaboration to enhance teacher competence
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