[目的/意义] 一级学科更名伊始，针对信息资源管理（ Information Resource Management，IRM）本科人才就业“不匹配”问题，探索人才培养模式的创新路径，助推“学为所用-人岗匹配”目标的实现，在提高就业质量的同时保障学科的可持续发展。[方法/过程] 从就业“不匹配”视角切入，采用“问题导向→实证调研→路径创新”的研究范式，对“不匹配”就业的IRM本科毕业生和专业对口的用人单位进行半结构化访谈，基于扎根理论构建IRM本科人才就业“不匹配”的影响因素模型，并在此基础上提出就业“不匹配”视角下IRM本科人才培养路径优化的具体方案。[结果/结论] 从学生主体（关键层）、用人单位（导向层）、就业环境（驱动层）、学科教育（支撑层）四个维度构建IRM本科人才就业不匹配SEET影响因素模型，进而从“原动力-支持力-拉动力-源动力”四个维度提出促进IRM本科人才就业匹配的优化路径，并从宏观、中观、微观三个层面重点分析如何借助一级学科更名的窗口期，实现学科融聚、服务融慧、人才融贯的IRM学科创新发展。
[Purpose/Significance] At the beginning of the renaming of the first-level discipline, aiming at the problem of IRM undergraduate talents' "mismatch" in employment, this paper explores the innovative path of talent training mode, and promotes the realization of the goal of "Learning for use-matching between talents and posts", in improving the quality of employment at the same time to ensure the sustainable development of disciplines.[Method/Process] From the perspective of "mismatch" in employment, the paper adopted the research paradigm of "problem-oriented → empirical research → path innovation", semi-structured interviews were conducted with IRM graduates who were "mismatched" for employment and professional employers, and the influencing factors model of IRM undergraduate talent employment "mismatch" was constructed based on the grounded theory, on this basis, the paper put forward the specific scheme of IRM undergraduate talent cultivation path optimization from the perspective of employment "mismatch".[Result/Conclusion] This paper constructs the SEET model of influencing factors of IRM undergraduate talent employment mismatch from four dimensions:student body (key layer), employer (guidance layer), employment environment (driving layer) and discipline education (supporting layer), then from the "original power-support power-pull power-source power" four dimensions proposes the promotion IRM undergraduate talent employment matching optimization path, the paper also analyzes how to realize IRM discipline subject fusion, service fusion wisdom, talent fusion by means of the window period of the first-level discipline renaming from macro, middle and micro levels.
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