Higher education in China′s central and western regions is the endogenous force of the development strategy for the central and western regions. The comprehensive revitalization of higher education in the central and western regions is a powerful move to optimize the distribution of regional higher education resources, and also is a new mission and responsibility of the development of higher education in the central and western regions. To promote the comprehensive revitalization of higher education in the central and western regions, we need to form a cluster development vision of seeking common ground while shelving differences, mutual promotion and benefit, and multidimensional interaction from the perspective of symbiosis. We also need to promote the comprehensive revitalization of higher education in the central and western regions to resonate with industrial innovation at the same frequency, so as to better promote the innovation and development of higher education service industry in the central and western regions; to optimize the talent project management system, and to promote regional talent coordinated development. What′s more, to achieve the highquality revitalization of higher education in the central and western regions, we should adhere to the development concept of openness, inclusiveness and innovation, and highlight essential characteristics of endogenous innovation, social interaction and organizational coordination.

 

In the real world, dilemmas of university traditional teaching paradigm might be the overemphasis on the logic of knowledge convey than knowledge generation in teaching content design, the conflict between largescale teaching and personalized learning in teaching model transformation, and the lag of practice in teaching ideal innovation. The emergence of virtual teaching provides a new path for university talent training innovation. The integration of virtuality and reality will enable teachers and students to carry out teaching and learning in dual dimensions of reality and virtuality, which will bring significant changes in university teaching content, model and ideal, and lead to transformation and innovation of university teaching paradigm. Therefore, universities should take the integration of virtual teaching into real teaching as a breakthrough point, use dual advantages of virtuality and reality to resolve core problems of teaching and learning, cross the digital divide based on national new infrastructure construction, improve the policy and theoretical support system of the integration of virtuality and reality, reform and innovate the existing university teaching paradigm, and accelerate the construction of new national competitive advantages.

Big data has become an important tool to promote the transformation of higher education governance. Big data enables higher education governance to transform its governance structure, expand its governance subjects, expand its governance boundaries and innovate its governance rules internally. In terms of value logic, big data enables higher education governance to be mainly embodied in shaping data thinking, reconstructing value cognition, surpassing technical rationality and realizing characteristic development. At present, the governance of higher education enabled by big data has some practical dilemmas, such as lack of system guarantee for data application, weak research ability of data technology, information risk of databased governance and weak humanistic care of technologybased governance. In the future, it is necessary to further standardize data governance, and improve the modern university system with Chinese characteristics; explore the value of the data, and stimulate the internal power of higher education governance; be based on the overall data, and achieve collaborative governance of higher education; interpret the data in depth, and highlight the peopleoriented value orientation.

China′s vocational undergraduate education is still in the early stage of development, the schoolrunning practice has not made breakthrough progress, and there are multiple realities, such as the ambiguous schoolrunning positioning, the prominent contradiction of schoolrunning model, the lack of specialized system design, and the lack of typified schoolrunning paradigm. Therefore, China needs to make it clear that vocational undergraduate education is vocational higher education which is to cultivate professional technical talents; cultivate the characteristic schoolrunning model of vocational undergraduate education by combining "making good use of the situation" and "borrowing the stage to sing"; construct the schoolrunning system of vocational undergraduate education through three dimensions of the profession, teaching and curriculum; form the schoolrunning paradigm of vocational undergraduate education through the standard and evaluation, so as to solve "neck" problems in the steady development of vocational undergraduate education, such as "what to do", "who will do", "how to do" and "how to evaluate", and to comprehensively promote the steady and longterm development of vocational undergraduate education.

 

Multisubject governing provides a new way to solve complex and dynamic governance problems of higher vocational education, and optimize the framework, perfect the mechanism and improve the efficiency of the governance. In the process of higher vocational education internationalization, Jiangsu province, facing multisubject governing, establishes a policy system formed by reticularinteracted subjects, commonbenefit objects and serviceoriented tools, and builds the government′s catalytic leadership mechanism, resource investment sharing mechanism and collaborative advantage sharing mechanism. Jiangsu province′s policy practice in higher vocational education internationalization shows that, multisubject governing promotes the internationalization of higher vocational education, and promotes good governance of higher vocational education. Referring to Jiangsu province experience, other regions in China can establish the compound governing structure, innovate the meshing governing mechanism, and pursue the integrated governing efficiency, so as to deepen multisubject governing of higher vocational education.

Shifting from quantity expansion to quality and efficiency improvement is an important proposition for connotative development of overseas postgraduate education in China. This study focuses on teacherstudent interaction, puts forward the concept of supervisors′ intercultural adaptive guidance, and explores process mechanism and boundary condition of supervisors′ intercultural adaptive guidance affecting academic achievements of international postgraduates. Empirical results show that supervisors′ intercultural adaptive guidance positively affects academic achievements of international postgraduates through cognitive and emotional mediation paths. Deeplevel cultural distance weakens the relationship between supervisors′ intercultural adaptive guidance and academic selfefficacy; deeplevel and surfacelevel cultural distance enhance the relationship between supervisors′ intercultural adaptive guidance and interaction comfort. To improve supervisors′ intercultural adaptive guidance ability, supervisors should adjust their guidance behaviors to adapt to cultural particularity of international postgraduates, pay attention to the cognitive and emotional state of their students, and grasp the cultural distance situation. Institutes of cultivating international postgraduates should provide assistance and support, build a comprehensive interactive support system between supervisors and international graduates, improve process management, and provide training opportunities for supervisors.

 

Different worldclass universities are in different social environments, with different structural characteristics, and have their own strengths and differences in performing various functions. From the perspective of functions, this study interviews 50 university leaders, scholars and experts from all over the world to explore differences and influencing factors in function performance of worldclass universities in China, the United States and Europe. The results show that firstclass universities in China, the United States and Europe have differences in performing functions of talent training, scientific research and social service, which reflects the phenomenon of organizational allomorphism in worldclass universities. Affected by historical and cultural, economic and political, and university management structure factors, worldclass universities are facing competitive, institutional, coercive, normative and mimetic pressures. There is no "special model" or "Western model" in worldclass universities, and a real worldclass university should be creative integration of best characteristics of the East and the West.

The future technology school is a critical new organizational form for cultivating leading talents of future key core technologies, and exploring and developing future key core technologies. Based on the analysis of the first batch of 12 future technology schools, the study conducts indepth analysis on the value motivation, basic mechanism and practical approach of future technology school construction facing emerging engineering education. Value motivations of the construction of future technology schools are to serve the country′s major strategic needs, to cultivate international competitive advantages, and to carry out institutional reform in colleges and universities. The basis mechanism of the construction of future technology schools is the synergy and coconstruction of three dimensions: constructional subjects, constructional objects and action logics. Practical approaches of the construction of future technology schools under the background of emerging engineering education are to build an interdisciplinary platform of scienceeducation integration and multidisciplinary collaboration in terms of the organizational construction; to build an multisubject, wholeprocess and integrated education system in terms of mechanism innovation; to perfect the projectled, module crossover and   personalized talent training system in terms of curriculum teaching; to promote the formation of a comprehensive governance community with dynamic feedback and continuous improvement in terms of quality assurance.

Nowadays, innovation and entrepreneurship education has been an integral part of higher education. Improving the quality and efficacy are essential to economic and social development, and to Party and state education policies. This study analyzes the innovation and entrepreneurship education system in colleges and universities based on the actornetwork theory. Results show that in the process of innovation and entrepreneurship education system construction in colleges and universities, human and nonhuman actors have different roles and respective motivations. In order to build the actor network, colleges and universities, as key actors, need to "translate" other actors. The problems might include that network "connection points" without enough support force make innovation and entrepreneurship education system construction in colleges and universities shelved, network administration makes the education system construction profitoriented, and inefficient cooperation makes the education system construction not united. To eradicate network heterogeneities above, this study proposes to reinforce network "connection points", and enhance the support force of innovation and entrepreneurship education system in colleges and universities; reshape network functions, and reform the innovation and entrepreneurship education mechanism; pay attention to network relations, and construct the diversified coordination mechanism in the innovation and entrepreneurship education system.

The fundamental purpose of university education is to clarify the common human nature and promote the growth of human beings. Therefore, university education to promote the construction of a community with a shared future for mankind is a kind of humanistic practice. Universities in the modern sense internalized the ancient Greek liberal education thought, formed the humanistic pursuit of improving the quality of spiritual life, and has made it the consistent mission of university education. Improving the quality of spiritual life is the humanistic connotation of the construction of a community with a shared future for mankind through university education. The construction of a community with a shared future for mankind through university education is based on the premise of the human spirit from spontaneous to conscious awakening, and takes realizing the freedom of human existence as the practical goal. The positive interaction between the premise and the purpose is the mechanism of realizing the construction of a community with a shared future for mankind through university education. University education should cultivate students′ cultural understanding to make them consciously form a consciousness of coexistence; cultivate students′ rational freedom to realize the unity of individual rationality and relationship rationality; cultivate students′ creative labor accomplishment to make them transform cultural understanding and rational freedom into the reality of existence freedom in practice, and finally realize positive interaction between spiritual consciousness and existence freedom.