Driven by industrial transformation and upgrading, vocational undergraduate education has achieved rapid development. As a new form of higher vocational education, vocational undergraduate education undertakes the historic mission of cultivating high?level technical and skilled talents. After being upgraded, some vocational undergraduate colleges suffer from the phenomenon of “changing the signboard without transforming core connotations”, and are confronted with practical dilemmas including ambiguous functional orientation and imperfect quality assurance systems. They tend to drift academically toward general undergraduate education on the one hand, and find it hard to break away from the path dependence on skill training at the junior?college level on the other hand. From the perspective of industry?education integration, vocational undergraduate colleges should effectively connect education and industry, integrate theory with practice, and dynamically adapt to present?day demands and future development, so as to break down barriers among the education chain, talent chain and industrial chain. To match such functional orientation, it is necessary to reconstruct industrial genes in curriculum and teaching, upgrade teachers from “dual?certificate” competence to “dual?capability” competence, transform governance mode from school?enterprise cooperation to school?enterprise co?governance, and build an industry?adaptation?centered quality assurance system. These measures will promote connotative and categorized development of vocational undergraduate education.