Through systematic review and analysis of the process of disciplines and majors adjustment in colleges and universities, it is found that there is a deep tension in the logic of the governance subject structure and adjustment standards in the disciplines and majors adjustment of colleges and universities in China. Specifically, the imbalance of the governance structure leads to a structural mismatch in the supply and demand of talents, and the swinging of adjustment standards among multiple logics intensifies the homogeneous competition in colleges and universities, which has led to a serious disconnection between the adjustment of standards and the construction of connotations under the rigid solidification of the system. Facing the construction of a leading country in education, the adjustment of disciplines and majors in colleges and universities urgently needs to break through the path dependence of "single subject dominance" and "linear logic wavering", and systematically build a new model of "multiparty collaborative governance" and "multivalue integration". From the perspective of macroeducation and the policy orientation of the new era, China should focus on building a collaborative governance pattern featuring government macrocontrol, effective market guidance and independent operation by universities, to achieve functional complementarity among different subjects; Reshape the value orientation of the integration of the three logics of social demands, academic research and individual development, and optimize the value framework for the adjustment of disciplines and majors; Deepen the education system reform driven by "connotative constructionmodel innovation" to solve the current structural contradictions and homogenization predicament in higher education.

Against the backdrop of deepening global technological revolution and industrial restructuring, the rapid adjustment of disciplinary frameworks to meet industry demands represents a breakthrough for optimizing higher education structures, enhancing the resilience of higher education development, and responding to major national strategic needs. Breakthroughs in cuttingedge technologies drive strategic competition in critical national sectors, while talent shortages in emerging and future industries, coupled with the demand for interdisciplinary convergence, propel swift adjustments in disciplinary frameworks, which ensures timely alignment between educational provision and industry requirements. The interplay of societal logic, institutional logic, market logic, and academic logic collectively forms the deepseated chain of reasoning underpinning the swift adaptation of academic disciplines to industry demands. The adjustment of disciplinary structures to rapidly respond to industry demands requires optimizing the response chain within a threedimensional model where national, market, and academic forces converge, which involves strengthening universities′ autonomy in disciplinary development, deepening industryacademia collaboration, advancing regional integration of science, education, and industry, and expanding international cooperative networks. Such measures will ensure disciplinary restructuring swiftly adapts to evolving industry needs.

Based on system analysis grounded in control theory, the relationship between intelligent and datadriven evaluation and the adjustment of academic discipline and major structures in universities can be characterized by four types of coupling: realtime monitoring and early warning, precise diagnosis and optimized adjustment, predictive guidance and forwardlooking planning, and dynamic adaptation and iterative upgrading. In terms of institutional design, universities should ensure that intelligent and datadriven evaluation adheres to the principle of balancing quality, distinctiveness, and contribution, while comprehensively building a scientific and systematic indicator framework and a diverse and reasonable standards system. At the same time, they should establish an effective coupling mechanism linking intelligent evaluation with the adjustment of discipline and major structures. Universities should construct a sound datagovernance framework to lay a solid foundation for intelligent and datadriven evaluation; Develop a threelevel datacockpit system to provide a systematic platform supporting evaluation; Build multidimensional profiling systems for degree programs and disciplines to enable precise structural mapping; Continuously upgrade dynamic monitoring and annual reporting systems for degree programs to generate evidencebased adjustment plans for discipline and major structures.

University students′ entrepreneurial persistence is a social action to overcome entrepreneurial adversity and sustain entrepreneurship with entrepreneurial success as the goal orientation. The thesis seeks to refine the mechanism of university students′ entrepreneurial persistence through grounded theoretical analyses of 14 interview materials. It is found that entrepreneurial motivation and behavior are the definite factor that triggers entrepreneurial persistence among university students. The entrepreneurial process is full of risks and challenges, when facing entrepreneurial adversities such as identity conflicts, member attrition and business losses, university students are prone to fall into the entrepreneurial frustration effects such as cognitive dissonance, emotional inhibition, and action disorder. After the process of selfadjustment and the influence of social relations, university students prudently adopt the four coping strategies of "rising to the challenge", "stopping loss in time", "delaying action" and "passive defense". University students have to go through the spiral upward process in which affirmative and negative meanings are transformed into each other, and prudent decisionmaking runs through the process, and individual entrepreneurial persistence embodies the characteristics of certainty of goal, negativity of process, and prudence of choice. Entrepreneurial college students should effectively manage the dynamic boundaries of their dual identities as "students" and "entrepreneurs". On the basis of rationally analyzing their own entrepreneurial potential, they should persist in starting a business in combination with social circumstances, the experiences of others and individual conditions.

Mechanisms for cultivating top innovative talents reflect the institutional structures and strategic orientations of specific nations. This study employs a qualitative meta analysis to integrate 78 global cases, constructing a two dimensional "schema resource" analytical framework. It identifies four typical mechanisms: the "elite incubation type" with abundant schema and resources, the "innovation driven type" with scarce schema but abundant resources, the "state directed type" with abundant schema but scarce resources, and the "foundation cultivation type" with scarce schema and resources. The study reveals the institutional differences and operational logics of these four models in terms of selection, organization, cultivation, resources and synergy. The formation of national cultivation models exhibits significant path dependency, reflecting institutional choices made under the tension between global competition and domestic demands. Nevertheless, these four mechanisms possess not only structural stability but also an embedded logic of dynamic evolution. The synergistic change of schema and resources constitutes the key driving force for their model transformation. China should adopt a differentiated strategy based on regional endowments to establish an internal diverse and mutually supportive talent cultivation system.

This study innovatively constructs a four-party evolutionary game model. On the basis of clarifying the gaming process of collaboratively cultivating high-level outstanding engineers, this study examines the key factors influencing the stakeholders′ strategic choices through simulation, providing a basis for decision-making in multi-stakeholder collaborative cultivation. The findings demonstrate as follows: first, the evolution of the collaborative system presents a phased dynamic transition from "governmentguidance" to "marketdrive", with the transition efficiency constrained by government regulation costs; Second, there exists a positive feedback mechanism based on benefit sharing among industry, university, and research subjects, where stable total benefits and a reasonable distribution structure are core to maintaining this loop; Third, the longterm stability of the system depends on the relative relationship between collaborative benefits and opportunity costs, with the intensity of government rewards and punishments being a critical regulating variable. Based on these findings, the study recommends that governments establish clear policies to support collaborative efforts, universities proactively seek cooperation opportunities, enterprises take responsibility for industryrelated training, and research institutes contribute with research support. These actions are essential for enhancing the quality and efficiency of highlevel outstanding engineer training.

 Industryeducation integration in vocational education is a key pathway for implementing the strategy of building China into a leading country in education. As the principal coordinating body, local governments play a crucial role, and the effective exercise of their governance functions is essential. Drawing on new public governance theory, this paper constructs an analytical framework for examining local governments′ governance functions in vocational education industryeducation integration, systematically reviewing and analyzing the core issues they face. The study finds that local governments encounter three major tensions in performing their governance functions: an institutional supply tension between authorityresponsibility allocation and governance demands, a coordination tension between administrative management and collaborative governance, and a value integration tension between goal orientation and interest coordination. These tensions arise from unclear delineation of governmental authority and responsibility, weak collaborative governance mechanisms, and significant divergences in the interests of multiple actors. To address these challenges, local governments should improve authorityresponsibility allocation mechanisms to enhance institutional adaptability, build network governance mechanisms to strengthen coordination and collaboration capacity, and optimize goalguidance mechanisms to reinforce value integration leadership. Through these efforts, local governments can promote the highquality development of vocational education industryeducation integration.

Based on industryuniversity joint patent cooperation data from the top 50 engineering universities in the Soft Science Chinese University Ranking by Field (2024), and taking the implementation of the "Emerging Engineering Education" initiative in 2017 as the temporal node, this study employs social network analysis, temporal exponential random graph models, and a coupling coordination degree model to reveal the evolutionary characteristics of industryuniversity collaboration networks under policy intervention and their interactive effects with regional economic development. The findings are as follows: first, the "Emerging Engineering Education" initiative has effectively reshaped the structure of industryuniversity collaboration networks; Second, the initiative, temporal stability, and triadic closure structures are identified as driving mechanisms for the evolution of these networks; Third, the regional landscape of industryuniversity collaboration shows a trend of localized clustering within regions and an evolution from "unipolar radiation" to "multipolar linkage" between regions; Fourth, although the coupling coordination degree between industryuniversity collaboration and regional economic development has increased annually, the overall level remains relatively low, indicating an initial stage characterized by "emphasis on linkage over transformation". In the future, colleges and industries should respond to the call for "Emerging Engineering Education" initiative to enhance their capacity for industryuniversity collaboration; Build a diversified mechanism and break down the barriers of industryuniversity collaboration network structure; Optimize the spatial layout and promote the coordinated development of industryuniversity collaboration both within and outside the region; Focus on system efficiency and promote the coupling and mutual benefit of science and education with the economy.

 Against the backdrop of new quality productive forces reshaping the logic of economic and social operation, as a core hub for knowledge innovation and human capital cultivation, higher education assumes a critical mission in the generation of new quality human capital. Drawing on human capital theory, this study proposes the concept of new quality human capital, structured with cognitive capital as the foundation, integrative innovation capital as the core, and symbiotic value capital as the guiding orientation. From the three dimensions of knowledge integration, capability catalysis, and value shaping, the study elucidates the empowering mechanisms of higher education and constructs a "fourphase, threeloop" system model to clarify its functional chain. To accelerate the generation of new quality human capital, higher education institutions should optimize disciplinary layouts, reform talent cultivation models, develop excellent faculty, and deepen digital empowerment, thereby providing sustained human capital support for the development of new quality productive forces.

Influenced by judicial oversight and the "Best Practice Framework" issued by the Office of the Independent Adjudicator for Higher Education, prestigious British universities such as Oxford and Cambridge have developed student disciplinary frameworks grounded in four core ruleoflaw principles: functional appropriateness, natural justice, equitable discretion, and systematic institutionalization. By establishing specialized disciplinary bodies staffed with professionals, safeguarding procedural fairness, formulating granular discretionary benchmarks, and bridging internalexternal remedial pathways, these institutions have delineated precise legal boundaries for student discipline, thereby propelling the selfregulatory transformation of university disciplinary authority. In contrast, China′s implementation of student disciplinary systems continues to grapple with legal predicaments, including the lack of professional expertise in disciplinary organizations, insufficient guarantees of due process, the absence of standardized discretionary guidelines, and fragmented rights remedy mechanisms. Looking ahead, the evolution of China′s student disciplinary systems toward ruleoflawdriven good governance must prioritize the creation of specialized disciplinary institutions, the clarification of due process principles in both conceptual and operational dimensions, the development of tripartite disciplinary matrices integrating "misconduct categories, severity gradations, and sanction tiers," and the construction of an organically articulated remedial system that effectively connects campuslevel appeals, administrative reconsideration, and judicial review—all of which constitute an indispensable pathway for advancing the normative legitimacy of China′s higher education disciplinary regime.