As a complex social institution, the functions of universities continue to evolve and develop, and have experienced the transformation from talent training to scientific research and then to social service. From the industrial age to the age of digital intelligence, the structure and function of higher education are undergoing unprecedented and profound changes. Strategic leadership of higher education is the system jump of higher education functions in the era of digital intelligence, and it mainly refers to core competencies such as thought leadership, value leadership, talent leadership, scientific leadership, industrial leadership and cultural leadership in knowledge transfer, personnel training, scientific and technological innovation and serving national and regional economic and social development strategies, including core elements such as strategic thinking power, strategic innovation power, strategic support power and strategic influence. The strategic leadership of higher education has further established the new historical orientation of China′s higher education development, promoted the new strategic position of China′s higher education development, and expanded the new functional orientation of China′s higher education development. China should pay attention to the qualitative change and leap from a big education country to a strong education country, based on the generation mechanism of higher education strategic leading ability, and achieve strategic leap with the goal of creating a new form of human civilization and focusing on improving the strategic mission of higher education; To realize the modernization of higher education as the goal, to build a highquality education system as the focus, to achieve a systematic leap; To serve the highquality development of the population as the goal, to improve the level of education as the focus, to achieve a phased improvement; To serve the highquality economic and social development as the goal, to strengthen the comprehensive strength of higher education as the focus, to achieve structural improvement; To achieve the goal of independent training of highlevel talents, to deepen the reform of postgraduate education as the focus, to achieve a hierarchical leap.

The enrollment policy for master′s degree students is an important guarantee for the selection of talents in China′s higher education. Based on 158 master′s degree enrollment policy texts from 1981 to 2023, this study constructs a threedimensional analytical framework of "policy toolsenrollment linkspolicy objectives" based on the structural theory and process theory of policy tools, and explores the practical dilemma of master′s enrollment policy, and the interest game relationship in policy implementation. The results show that the change of China′s master′s enrollment policy is the result of the coupling of internal and external dynamics and the multiagent game, and the enrollment policy has achieved a dynamic balance of fairness, quality and efficiency under the effect of multidimensional policy tools, prescriptive enrollment links and diversified policy objectives. However, there are also some problems, such as the single dependence of policy tools and the imbalance of combination, the dilemma of dividing and centralizing power, and the prominent scaffolding phenomenon in the process of policy implementation. In view of this, relevant policymaking entities should promote the optimization and improvement of China′s master′s enrollment policy by optimizing the structure of policy tools to promote the accurate implementation of enrollment policies; Gradually solving the problem of insufficient classification selection, implementing flexible admission, and exploring the decentralized governance model; Gradually eliminating the "scaffolding phenomenon", strengthening dynamic supervision and information disclosure to enhance the transparency and credibility of enrollment.

The coordinated governance of higher education in the Yangtze River Delta region is an inherent requirement for the higher education sector in the province to achieve higher quality integration. Viewed from the perspective of historical institutionalism, the evolution of the policy of coordinated governance of higher education in the Yangtze River Delta region has the characteristic of "critical junctures", which can be roughly divided into three stages of incubation and germination, exploration and development, and acceleration and improvement. The stagespecific forms of policy evolution mainly manifest as incremental policy continuity and breakthrough policy transition. The former has the hue of path dependence and mainly realizes incremental policy continuity through learning effects and adaptive expectations mechanisms. The latter′s driving mechanism elements mainly include the governance practices of diverse coordinated governance actors, specifically the autonomous coordinated initiatives of local governments to promote policy upgrading, the toplevel intervention of the central government to release policy pulling effects, and the deepening cooperation among local universities to accumulate policy transition momentum. The basic trend of the evolution of the policy of coordinated governance of higher education in the Yangtze River Delta region is mainly constrained by structural, environmental, and actor elements. Therefore, it is necessary to clarify the responsibilities of diverse coordinated governance actors in the region, enhance the degree of policy fit with economic and social development, deepen the reform of monitoring and evaluation within the region, and so on, in order to further optimize the policy of coordinated governance of higher education in the Yangtze River Delta region.

Based on the theory of institutional change, this study constructs an analytical framework for policy change from the dual perspectives of contextual adaptability and expected net return. Through an examination of elements such as rights and obligations, training system, and teacher qualification system within teacher education policies, it is found that changes in teacher education policies typically arise from low contextual adaptability and low expected net return. The adjustments from free to charged tuition and back to free tuition, the establishment and reform of the teacher qualification system, as well as the transition from a threetier to a twotier training system, all exhibit longcycle, incremental changes marked by key developments. The replacement of free normal university students by statefunded ones demonstrates a dual impetus for change, characterized by both low contextual adaptability and high expected net return. With the spillover effects of policy knowledge and proactive planning by decisionmaking bodies, although the twotiered training system exhibits good contextual adaptability, the newly proposed threetiered training system, driven by higher expected net return, can catalyze predictive change through the establishment of models, supported by cooperation among various stakeholders. The core beliefs of policy elements exhibit high contextual adaptability and low expected net benefits postchange. The pursuit of educational equity in terms of rights and obligations, the emphasis on teacher ethics and conduct in the qualification system, and the commitment to building a highquality professional teacher workforce in the training system are typically reinforced by adjustments to the surfacelevel beliefs of policies. Based on the evolution trend of teacher education policy elements, education authorities and training institutions can comprehensively apply four mechanisms of policy change to optimize teacher education policy elements, promoting highquality professional development of teachers.

Interdisciplinary development calls for innovation in talent evaluation. The "transplantation" of the traditional concept and method of talent evaluation leads to the double "technical failure" dilemma of crossdisciplinary talent evaluation. From the perspective of the "evaluation essence" of ontology and the "evaluation paradigm" of methodology, under the evaluation paradigm of scientism, traditional disciplines regard talent evaluation as the "power technology" to discipline members and consolidate the benefit pattern of disciplines, resulting in the lack of macroinstitutional support and micropractical power for the development of crossdisciplines. China should rethink the nature of evaluation, change the understanding of the nature of evaluation from "power technology" to "political technology", take this as a logical starting point, encourage the evaluation paradigm from scientism to constructivism, and promote the breakthrough of talent evaluation paradigm.

As the key carrier of the cultivation of top innovative talents, the optimization and adjustment of the discipline structure in universities is directly related to the quality of the cultivation of innovative talents. Starting from the interaction between the two, this paper reveals the virtuous cycle mechanism of the cultivation of topnotch innovative talents, which drives the optimization of disciplines and specialties, supports the cultivation of talents by the optimization of structure, and the cultivation results feed back the structural adjustment. The research finds that there are four outstanding problems in the current discipline structure of universities: the singlediscipline education mode restricts the individual development of topnotch innovative talents, the fragmentation and homogenization of disciplines and specialties block the cultivation of comprehensive innovation ability of topnotch innovative talents, the solidification of discipline resource allocation restricts the development of topnotch innovative talents, and the closed discipline specialty structure inhibits the growth of topnotch innovative talents. To solve these structural problems, universities constructs a systematic optimization path: reconstructing the knowledge supply model, breaking the professional differentiation pattern, innovating the resource allocation model, and building an open collaborative system. This structural optimization system aims to promote the deep integration of topnotch innovative talent training and disciplinary professional construction.

Promoting the development of new quality productive forces is the historical mission that vocational education should undertake in the new era, and it is also the realistic need of highquality development of vocational education, which has the inevitability of historical logic, theoretical logic and practical logic. New technologies, new economies, and new forms of business are the three dimensions to understand the new quality productive forces, and vocational education promotes the formation of new quality productive forces with the innovation mechanism of applied technological breakthroughs, the production increase mechanism of skilled talent training, and the guarantee mechanism of indepth connection between industry and education. Based on this, it is suggested that vocational education should start from the direction of technological innovation, talent training, and deepening of industry and education, give full play to the support of technological innovation, strengthen the competitiveness of skilled talents, and enhance the adaptability of vocational education, so as to actively respond to the demand of new quality productive forces for highly skilled personnel and technological innovation.

On the basis of referring to the relevant research of individualcentered method and variablecentered method, combined  with the actual situation of Chinese higher vocational college students (CHVCS), the study identified the types of career decisionmaking difficulties (CDMD) of CHVCS, explored the effects of demographic variables on the types of CDMD of CHVCS, and analyzed the effects of parental career intervention behaviors (PCIB) on the CDMD of CHVCS. The results found that CHVCS′ CDMD can be classified into four types: mild, low, moderate and high; There is a difference in the distribution of the types of CHVCS′ CDMD in terms of different genders and grade levels; the students′ independent decisionmaking ability and improve their cognition and active consideration of CDMD, and the influence of PCIB on the CDMD of CHVCS varies across genders, grades and types. In order to effectively alleviate and solve the CDMD of CHVCS, the study suggests that we should strengthen the students′ independent decisionmaking ability and improve their cognition and active consideration of CDMD: Improve the family support, parents should establish scientific and reasonable cognition of career decisionmaking and intervention ability; Enhance the career education, and establish and improve the career decisionmaking training and guidance of CHVCS.

Through the analysis of nearly 28000 undergraduate major adjustment data from 2014 to 2024, it was found that China has ushered in the largest scale professional structure adjustment in history, with an increasing number of new registration, approval, and revocation points year by year. The main trend is the iteration of traditional majors supported by national major strategies, regional industrial development, and new generation information technology. The practical logic behind the professional adjustment highlights the intertwined effects of policy targeting, knowledge production, and the pressure scenarios of student sources and employment markets. Research universities and applied universities respectively demonstrate a "gradual" exploration of new professional offerings led by academic logic, and a "rapid" promotion of professional registration and revocation led by market logic. Future professional adjustments should be coupled with major national strategies and industrial development needs, adhere to academic logic as the fundamental principle, explore cross disciplinary integration of "big majors" facing the forefront of disciplines, while adhering to the background of "traditional" and "unpopular" majors. Blindly following policies and market orientation to carry out unrealistic "chasing new" and "cutting old" should be avoided. The focus of professional construction should be on the connotation construction of curriculum system and other aspects, rather than blindly exploring new names and new systems.

Under the background of national service strategy, the matching between the discipline structure in graduate education and the industrial structure not only affects the service effectiveness of graduate education, but also determines the sustainability of graduate education. Based on the logic of supply and demand matching, this study analyzes the change trend of discipline structure, the matching trend of discipline structure and industrial structure, and the influence mechanism of discipline structure on industrial structure in China′s graduate education from 2011 to 2022 by using descriptive statistics, coupling coordination degree model, difference method and improved CD production function. The research conclusions are as follows: the discipline structure of postgraduate education shows the distribution pattern of "tertiary discipline>secondary discipline>primary discipline", and the proportion of tertiary discipline continues to rise; The coupling coordination degree of the dual system increases steadily, while the deviation degree of the dual system fluctuates reduction; The primary industry, secondary industry and tertiary industry disciplines have a positive impact on the primary industry, and the secondary industry and tertiary industry disciplines have a positive and negative impact on the tertiary industry. Therefore, China should perfect the crossintegration mechanism of tertiary industry disciplines and other disciplines to form a joint force for education; Improve the internal and external interaction of postgraduate education model, and improve the quality of education.