Causal Factors and Strategies for Enhancing the Effectiveness of Educational Administration of Newly-Founded Regional Universities in Guangxi Region, the People’s Republic of China
Notice bibliographique
Résumé
The research objectives of this study were to study the factors that affect the effectiveness of educational administration of Newly-founded Regional Universities in Guangxi Region, the People’s Republic of China, develop and validate the factors and structural equation model of the effectiveness of educational administration, and develop strategies for enhancing the effectiveness of educational administration. A mixed qualitative and quantitative research method was used in 3 research phases. Phase 1 was to study and evaluate the factors that affect the effectiveness of educational administration. Focus Group discussions were conducted in Zhaoqing University with best practice using purposive sampling. Phase 2 was to develop and validate the structural equation model about the factors that affect the effectiveness of educational administration. The sample group consisted of 361 people working in 4 Newly-founded Regional Universities in Guangxi Region, the People’s Republic of China, multi-stage random sampling was used. The research instrument was a questionnaire with a reliability value of 0.976. Phase 3 was to develop strategies for enhancing the effectiveness of educational administration. The sample consisted of 6 stakeholders selected by purposive sampling from 4 Newly-founded Regional Universities in Guangxi Region. The instrument used was a semi-structured interview and strategy evaluation by experts. The research results found that: 1) The causal factors included latent variable Organizational Leadership, Faculty Management, Major Development, Student Development, and University-Enterprise Cooperation. And the factor Effectiveness of Educational Administration was the endogenous variables as result. This study had a total of 6 factors, which included 28 indicators. 2) A structural equation model of the effectiveness of educational administration of Newly-founded Regional Universities was established, which was consistent with the empirical data (CMIN/DF = 1.125, p-value = 0.058, RMSEA = 0.019, SRMR = 0.040, CFI = 0.992, TLI = 0.991), and the path coefficients were all significant at the 0.05 or 0.01 level. Latent variable Organizational Leadership, Faculty Management, Major Development, and Student Development had significant and positive effects on enhancing the effectiveness of educational administration of Newly-founded Regional Universities in Guangxi Region, with the total effect coefficients being 0.426, 0.394, 0.322, and 0.327 respectively and 3) The stakeholders from Newly-founded Regional Universities in Guangxi Region proposed strategies base on the analysis of the model, and the strategies were approved by evaluations of 9 experts of educational administration from Guangxi Region.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».