【Abstract】As an emerging and multidisciplinary college， University of Applied Technology features the certain kind of applied technology， and the technical talents from the university like this have drew great attention from society. However， how to positioning the talent cultivating objective is very critical to balance the mismatching between talents supply of universities and talents demand of the society. This article focuses on the analysis of existing issue that lays in talent cultivating objective positioning for transitioning from academic universities to technology applied universities for local institutes， and clarification of the characteristics of talent training objective positioning in western developed countries as well. Given this， put forward how domestic universities of applied technology locate and reconstitute talent cultivating objectives.

【Key words】University of Applied Technology； Technical talent； Multidisciplinary； Talent cultivating； Positioning and reconstitute

1.Problems in target positioning of talent cultivating of local not-transformed undergraduate colleges

（1）Some of local not-transformed undergraduate colleges determine the talent cultivating objective not depend on their self-development demand.

Whether local undergraduate colleges can cultivate students to be the ones that can help with the local development is not only connect with the lasting development of the colleges themselves but also affects the successful transformation and upgrade of local industry structure. Though some of the local colleges take an active response to the transformation of being one of the applied technology universities， they do not set the talent cultivating target depend on their self-development demand. However，due to short histories， less practical experience in running a school， not being capable of training talents to be well-qualified ones， trapped in enrollment problems and getting into awkward conditions that undergraduates face job crisis， some of the local undergraduate colleges are compelled to do the transformation .However， during the process， those colleges do not manage to accomplish relative adjustments on teaching planning， teaching method， curriculum provision and arranging the theory courses and practice courses at a proper ratio systematically.

（2）Disconnection between objective positioning of talent cultivating of some local not-transformed colleges and transformation and upgrading of industry structure.

The homogeneous of major setting， ill-adapt to the need of the burgeoning industries， low transformation rate of research outcome， not being able to give scope to the value of knowledge innovation， and cooperation between the universities and local enterprise doesnt come to the best way， all those reflections lead to the prominence problems of structural unemployment of undergraduates. “The transformation and upgrade of industry structure will cause the diversity demand of quantity， level and structure of the technicians who are in good command of modern science and technology， and are also been trained with systematic skills.”Some of our local universities do not promote per local economy as change the method， modify the structure， and either dont set talent cultivating goals relevantly， which make both of the colleges and enterprises lack of promotion for development. That is to say， the talents that can not meet up with the need of local companies is resist to the further development of the economy. Moreover， talents graduating from local universities are not well-qualified， and are also isolated from the job market.

2. Features analysis on talent cultivating objective positioning of applied technology universities in western developed countries.

（1）Applied technology universities in western developed countries set objective positioning for talent cultivating based on their demands

Germany who has applied technology universities is with this prominent features； Sweden， Dutch and Finland are all set their objective positioning based on their self-development relatively. Sweden that focus not only on theoretical technology but also on professional expertise， which is based on their own development， not even so， in order to make the undergraduates solve practical problems individually， they are required to be equipped with great developing ability. Dutchs applied technology universities set their major objectives of talent cultivating as training their technical application and creativity abilities， and determine clearly that “undergraduates must have the ability to face the challenge and satisfy demands from work and have the quality to be in the real working situation to be the bridge between knowledge and practice”. Finland also make their students be with abundant theoretical knowledge and skillful practical operation ability. Given the above， applied technology universities of western developed countries are based on their actual demand， and set their objective as： in service to economic development and to be the applied and professional technical talents that meet the need of society.

（2）Applied technology universities in western countries emphasis on cultivating talents with practical ability and creativity.

1）Applied technology universities in Dutch and US focus on the ability of practical operation

Take Dutch as an example： being the biggest strength， applied universities there pay more attention to objective positioning of talent cultivating with great creativity. Furthermore， the talent cultivating have effective connection with major setting and region structure. US sets the goal of applied technology universities as “cultivating students to be applied with the ability of application， development and creating new advanced technology， and making this kind of ability promote with the development of industrial society”.

2）Applied technology universities in Germany and British focus on training of creativity

University of Applied Sciences - Hof， a typical applied technology university- which “curriculum arrangement shows the ‘a(chǎn)pplication-oriented running principle， and it really focus on the operation ability of their students， from their major setting， it fully fulfills Dewey ' s education idea which is embedding learning in practice”， and promote students creativity in an all-round way. Besides this， during the building of applied technology universities in Germany， all this universities are thinking more about their feature of being a technical university， not only the big ones but also the small ones， they all make their major setting match with industry structure of that region.

Polytechnics in Britain cultivate their students in the way which can adapt to the demand of society. The undergraduates as well as technical engineers are the planners for technical activities， and are responsible for technical issues and helping to find solutions to the problems. The talent cultivating objective positioning in Sweden conveys the local industry features， and is relatively concentric as well. This help with promoting the co-operation between schools and enterprises， which realizes the combination of working and studying.

3. How our domestic applied technology universities set the objective positioning and reconstitution of talent cultivating

（1）Domestic applied technology universities set the objection positioning of talent cultivating depend on actual demand of social economy development

It must be clear that the difference between applied technology universities and academic universities lays in the distinct characteristics of the talents they cultivating for society； for the talents graduating from the applied technology universities serve the production， job and daily life and also equip with the ability to take grass-roots work. Also the pattern of curriculum that combines the subjects with application is quite different from that in vocational colleges which take use of professional ability systematic curriculum. Emphasis more on talent objective positioning of local not-transformed universities should match with the requirement of rapid development and transformation and upgrading of manufacturing industry which is propelled by new industry revolution. In order to reach this goal， local universities that under transformation must enhance the autonomy of running a school and sense of mission， moreover， those universities should have their own features and school image， and should not follow the traditions of the academic schools simply and always.

（2）Domestic universities of applied technology should reconstitute talent cultivating objective based on features of talent cultivating positioning

For now， we are at the tentative period of what kind of talents this kind of university should cultivate， and many of the researchers look into this area， such as

“Research on German Universities of Applied Technology（FH）” reads that “there are three goals for students who study at applied technology universities； those are solve the problem that comes from production and social life； accomplishing new-developed research and technological project； and introducing、optimizing and supervising the utility of new method and new technique”. The author of “Analysis of Feasibility and Characteristics of Running Universities of Applied Technology”， Meng Qingguo， wrote in his article that universities should focus on training students to be with the ability of technology application and creativity.

From related researches， it is obvious that the future purpose of talent cultivating of applied technology will pay more attention to the capability development of graduates who will be with great utility， promotion， transformation ability of technology， which are different from the ones graduated from normal academic universities， and can better serve the local industry and enterprises operation， management and development. That is to say， our universities of applied technology should reconstitute objective of talent cultivating based on the features of talent cultivating objective position， which is cultivate the talents who are with great ability of application， promotion， and converting.

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作者簡(jiǎn)介：成偉偉（1989-），女，江蘇鹽城人，天津職業(yè)技術(shù)師范大學(xué)職業(yè)教育學(xué)院2014級(jí)研究生，研究方向：職業(yè)教育基本理論與政策。