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

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 Krejci and 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.