A Team-Based Excellence Model for Innovative Educational Management Among New-Generation University Administrators in Liaoning Province
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Abstract
Background and Aim: Higher education institutions are increasingly required to adapt to digital transformation, innovation-driven governance, and collaborative management practices in response to rapidly changing educational environments. However, many universities continue to face challenges related to fragmented management systems, limited digital integration, and insufficient teamwork in administrative processes. This study aimed to develop and validate the Innovative Educational Management Excellence Team (IEMET) Model for new-generation university administrators in Liaoning Province, China, and to propose practical implementation guidelines for innovation-oriented university management.
Materials and Methods: This study employed a sequential mixed-methods design conducted in three phases. Phase 1 involved a comprehensive literature review and semi-structured interviews with seven educational experts and university administrators to identify key model components and indicators. Phase 2 collected quantitative data from 312 academic leaders, faculty members, and university administrators selected through stratified random sampling from universities in Liaoning Province. The data were analyzed using descriptive statistics, reliability analysis, and second-order Confirmatory Factor Analysis (CFA) within a Structural Equation Modeling (SEM) framework. Phase 3 used focus group discussions with nine experts to formulate implementation guidelines for the model.
Results: The findings identified five core components of the IEMET Model: Management System Improvement, Performance Evaluation, Personnel Training, Digital Reform, and Teamwork. After item purification, 47 indicators were retained for model validation. The measurement model demonstrated strong reliability and validity, with Cronbach’s alpha of 0.889 and acceptable convergent validity indices. The second-order CFA indicated excellent model fit (χ²/df = 1.260, RMSEA = 0.026, CFI = 0.987, GFI = 0.952). Among the five components, Digital Reform showed the strongest influence on innovative educational management excellence, followed by Teamwork and Performance Evaluation. The qualitative findings further emphasized the importance of collaborative governance, digital infrastructure, data-driven decision-making, and innovation-oriented organizational culture in strengthening university administration.
Conclusion: The IEMET Model provides a validated and comprehensive framework for enhancing innovative educational management among new-generation universities. The integration of digital reform, collaborative teamwork, performance-based evaluation, governance improvement, and personnel development contributes significantly to administrative excellence and institutional innovation. The model offers both theoretical and practical implications for higher education institutions seeking sustainable transformation in rapidly evolving educational contexts.
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