Sustainable Development Model of Mixed-Ownership School-Running in Higher Vocational Colleges in Shandong Province - Research Findings

Oct 15, 2026

Uploaded by Margaret

Addressing practical dilemmas in mixed-ownership higher vocational colleges in Shandong Province—such as ambiguous property rights, imperfect governance mechanisms, and insufficient resource integration—this study examined the current status of mixed-ownership school-running across five pilot institutions. Using a Krejci and Morgan sampling approach, 586 participants were selected: 365 students, 115 teachers, and 106 administrators. A mixed-methods design (questionnaires, semi-structured interviews, focus groups, and expert evaluations) built and validated a five-dimensional sustainable development model. Results show a moderate overall level (M=3.272, SD=1.045), and strong reliability/validity (Cronbach’s α=0.978; KMO=0.990).

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Research Background

Research Objectives and Significance

Research Framework

Literature Review

Sustainable Development Model of Mixed-Ownership School-Running in Higher Vocational Colleges in Shandong Province Qi Shuzhan 1, Chollada Pongpattanayothin 1,*, Patchareephorn Bangkheow 1 & Sunate Thaveethavornsawat1 1Educational Management for Sustainable Development, Bansomdejchaopraya Rajabhat University, Bangkok, Thailand *Correspondence: Bansomdejchaopraya Rajabhat University, Bangkok 10600, Thailand. E-mail: [chollada65@yahoo.com](chollada65@yahoo.com) Received: January 8, 2026 doi:10.5430/wje.v16n1p74 Accepted: February 7, 2026 Online Published: March 9, 2026 URL: [https://doi.org/10.5430/wje.v16n1p74](https://doi.org/10.5430/wje.v16n1p74) Abstract Addressing practical dilemmas in mixed-ownership higher vocational colleges in Shandong Province—such as ambiguous property rights, imperfect governance mechanisms, and insufficient resource integration—this study identified a population of 8,906 individuals across five pilot institutions and aimed to examine the current status of mixed-ownership school-running, a population of 8,906 individuals across five pilot institutions. Based on the Krejciand Morgan sampling table, a sample of 586 participants was selected, comprising 365 students, 115 teachers, and 106 administrators. A mixed-methods design incorporating questionnaires, semi-structured interviews, focus group discussions, and expert evaluations was employed to examine the current status of mixed-ownership school-running, to construct a sustainable development model, and to verify its adaptability and feasibility. The results indicate that the overall level of mixed-ownership school-running is moderate (M = 3.272, SD = 1.045), with the educational environment scoring the highest (M = 3.389) and property rights attributes scoring the lowest (M = 3.197) . The research instruments demonstrated high reliability and validity (Cronbach’s α = 0.978; KMO = 0.990) . A five-dimensional sustainable development model—comprising Property Rights Attributes, Educational Environment, Campus Environment, Management Environment, and Resource Environment—was constructed and validated at a high level. This study provides empirical evidence and a practical framework for standardizing and promoting the sustainable development of mixed-ownership vocational institutions in Shandong Province. It offers a regional reference for similar educational reforms nationwide. Keywords: higher vocational colleges, mixed-ownership school-running, sustainable development model, empirical research, Shandong province 1. Introduction 1.1 Research Background In 2022, UNESCO released the Strategy for Technical and Vocational Education and Training (2022-2029), explicitly stating that vocational education must align with employment demands and the Sustainable Development Agenda. Since the 2014 Decision of the State Council on Accelerating the Development of Modern Vocational Education first proposed exploring mixed-ownership vocational colleges, relevant policies have continued to deepen. Consequently, Mixed-ownership school-running has become a core pathway for revitalizing vocational education and deepening industry-education integration. As a central province for vocational education, Shandong became oneof China's first pilot provinces for industry-education integration in 2015. It took the lead in issuing local policies for Mixed-ownership school-running and implementing linked incentive measures across "finance, fiscal support, land, and credit." To date, Shandong has established 47 mixed-ownership higher vocational colleges and 322 mixed-ownership secondary colleges, attracting over 12 billion RMB in social investment and providing 70% of the new labor force for regional industries. However, prominent problems such as unclear property rights division, low enthusiasm for enterprise participation, and imperfect governance structures persist in practice, seriously restricting the sustainable development of this school-running model and

FAQs

What problems in mixed-ownership school-running does the study target in Shandong Province?

It focuses on ambiguous property rights division, imperfect governance mechanisms, and insufficient resource integration that hinder sustainable development.

How many participants were included, and what roles did they represent?

A total of 586 participants were selected, including 365 students, 115 teachers, and 106 administrators across five pilot institutions.

What method and data sources were used to construct and verify the model?

The study used a mixed-methods design combining questionnaires, semi-structured interviews, focus group discussions, and expert evaluations.

Oct 15, 2026

Uploaded by Margaret