Dance Vocational Education as a Component of Composite Human Capital: A Study

Abstract

Study aims to systematically reassess the economic value of dance vocational education from an expanded human capital theory perspective, addressing the prevalent contradiction between its societal perception and its underestimated actual worth. The paper first constructs a novel theoretical analytical framework, proposing that dance skills are not merely singular bodily techniques but rather a composite, specialized form of human capital. This capital is formed through the deep integration of three dimensions: "Technical Somatic Capital," "Non-cognitive Psychological Capital," and "Cultural-Symbolic Creative Capital," with its value rooted in the organic whole formed by these dimensions and their dynamic synergistic effects. Building on this, the research delves into the micro-mechanisms through which this composite capital achieves economic returns in the labor market. It reveals key pathways: establishing credible signals through a "Signaling Mechanism" in environments of information asymmetry; creating high added value via a "Direct Productivity Enhancement Mechanism" in both core and derivative fields; and dynamically expanding career boundaries through a "Career Matching Optimization and Capital Transfer Mechanism." Subsequently, the study elevates its perspective to the macro level, arguing that the accumulation of dance human capital on a large scale acts as a key element driving the prosperity of the creative industry, empowering urban soft power renewal, promoting socio-cultural integration, and shaping the national cultural image, thereby generating strategic synergistic resonance with broader economic and social development. Finally, the research outlines a blueprint for an empirical testing strategy based on multi-source public data, aiming to provide a rigorous methodological foundation for the future verification of the theoretical propositions presented. The conclusions of this study hold significant theoretical implications and policy relevance for transcending instrumental rationality and repositioning the value of arts education from the perspective of strategic human capital and social innovation infrastructure.