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
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".