Abstract :

University–Enterprise Collaboration (UEC) has become a strategic priority in China’s higher education system, particularly within creative and practice-oriented disciplines such as Stage and Film Design. While policy initiatives emphasize employment outcomes and institutional integration, less attention has been paid to how students experience and interpret these collaborations. This study investigates the learning experiences of undergraduate students participating in a UEC programme at a private university in northern China. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom and field observations, and student reflective documents. Thematic analysis revealed three core dimensions of student experience: perceptions of learning gains and integration of theory and practice; challenges related to communication, workload, and adaptation; suggested improvements for instructional design and programme coordination. Students reported increased confidence, industry awareness, and professional readiness, but also expressed concerns about misaligned expectations, insufficient preliminary training, and inconsistent communication between institutional and enterprise mentors. To address this, they suggested implementing joint planning sessions or assigning liaison roles to enhance coordination and clarity.” The findings are interpreted through Constructivist and Experiential Learning Theories, emphasizing the importance of situated, and scaffolded learning environments. This paper offers practical implications for improving UEC programme delivery, especially in creative fields where the alignment of academic instruction with professional practice is essential. By foregrounding the student perspective, this study contributes new insights into the pedagogical design and emotional dynamics of collaborative education models in the Chinese higher education context.

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Keywords :

University–Enterprise Collaboration; Student Learning Experience; Experiential Learning; Constructivist Theory; Creative Education; Case Study; Private Higher Education

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