Research on the Property Right and Incentive System Design of the Double-Qualified Master Studio-Guided by the Skill Inheritance and Talent Training

As a central platform supporting industry-education integration in vocational education, the sustainable operation of "dual-qualified" master teacher studios depends on clearly defined property rights and the establishment of coherent and data-informed incentive mechanisms. In practice, many studios face long-standing challenges, such as unclear ownership of instructional resources, ambiguous rights related to the use, transfer, and protection of knowledge-based outputs, and incentive structures that fail to motivate teachers or industry partners to engage consistently in studio activities. To address these issues, this study applies property rights theory and incentive theory to construct an analytical framework tailored to the operational characteristics of vocational training environments. A three-dimensional property rights structure is proposed, covering the clarification of ownership, the orderly transfer and shared utilization of pedagogical outputs, and systematic protection mechanisms that stabilize participation expectations and reduce governance risks. In parallel, a multi-tiered incentive system is designed, incorporating material rewards, career development pathways, recognition mechanisms, and opportunities for professional growth, thereby enhancing instructors' commitment to skill transmission and talent cultivation. The findings indicate that explicit delineation of property rights, the establishment of collaborative governance structures between schools and enterprises, and the balanced use of both material and non-material incentives can significantly improve the efficiency of skill inheritance and the overall quality of talent development. Supported by case-based evidence, the study further proposes actionable institutional pathways that can guide the standardized, high-quality, and sustainable development of "dual-qualified" master teacher studios within modern vocational education systems.