Based on the “common interest” perspective, this research utilized the three - level coding process of Procedural Grounded Theory, classified “enhancing the adaptability of vocational education” culture - cognitive schema into “cooperative motiva? tion” culture - cognition schema, “self - identity” culture - cognition schema, and “innovation and entrepreneurship” culture - cogni? tion schema through in - depth interview of 26 stakeholders of university - industry cooperation. These schema led the individuals to comprehend adaptability of vocational education in similar way, guided their behavior, and reflected the suspension representation of vocational education, such as “structural embedding”, “concerted efforts” of cooperation and development, and “rich colors” of inno? vation and entrepreneurship. The paper puts forward measures such as “relationship embedding” in vocational education, building a “sharing platform” for knowledge and skills, and training ability based on the position under the guidance of “common interests”, weaken the negative effects of suspension representation, progressively enhance the adaptability of vocational education.