The open university is an important part of the Chinese education system,which has sucessivelyexperienced the development tages of radio and television empowerment and internet technologyempowerment,and is now entering the 3.0 era of atificial inteligence empowerment.The transformationand development of the open university not only possesses a clear and coherent internal operational logic,which can be condensed into a fou-dimensional progressive framework of"external challenges driving-internal development demands-diverse changes driving-comprehensive capabilities rising”,but is alsopromoted by external factors such as population structural changes,high-quality economic and socialdevelopment,and the development of new quality productive forces.During the 15th Five-Year Planperiod,the open universities should follow the strategic positioning of being an important participant in thepost-popularization era of higher education,a key supporter of vocational education modernization,and acore organiza tion of lfelong education publie services,as well as its action orientation of strengthening thenational open university system,improving the lifelong learning service platform,developing opencontinuing education,forming the national senior university system,and developing new digitaluniversities.It should respectively implement a series of major projects and key projects with strongguidance and wide coverage such as the open university system reconstruction projet,the deep integrationof industry and education project,the open university capacity building project,and the deep integration ofatificial inteligence project,using project-based approaches to promote the implementation oftransformation tasks such as digitalized operation and ifelong education servces,and ensure theireffectiveness.

Evaluation plays a guiding role in university development,and new research universitiesneed to establish appropriate evaluation mechanisms.The externalization and excessivequantification of traditional university evaluation models have led to problems such as universitiesfocusing solely on rankings,homogenization,and unhealthy competition,severely impactingteaching,research,and socia services.To break free from this vicious cycle,evaluations fo newresearch universities must adopt new value orientations that encourage instituions to independentlyconduct original research and cultivate outstanding innovative talents.Emphasis should be placed oninternal evaluation,peer review,qualitative assessment,and comprehensive performanceevaluation,guiding universities toward diversified,open,innovative,autonomous,and integrateddevelopment.Therefore,in evaluation practices,new research universities should use academicinnovation contribution,organic industry-academia collaboration,interdisciplinary integration,andstudent learning autonomy as explicit indicators,while incorporating the balance between academicand administrative power,societal participation in university governance,faculty involvement ingovernance,and the integration of teaching,research,and service as implicit indicators,therebysteering these universities toward sustained,high-quality development.

Against the backdrop of the convergence of the strategy of building a leading country ineducation and the digital China strategy,China's higher education governanceis undergoing aprofound transformation from"digital empowerment"at the level of technological tools to "digitalgood governance"at the level of value leadership.Based on the development process of digitaltransformation,the embedding of technological logic within the field of higher education governance and theinteractions and tensions among the four logics of state,market,academia,and administration.It furtherexamines the three main stages in this process:the "digital empowerment"stage dominated byinstrumental rationality,the "digital convergence"stage marked by the return to value rationaity,and thecurrent new stage of "digital-intelligence collaboration"characterized by generative artificial intelligence andthe pursuit of "intersubjectivity of value".To advance toward"digital good governance",this paperproposes four practical paths of modernizing higher education governance from the perspectives of top-leveldesign,power boundaries,educaion-oriented principles,and administrative structue,thereby promotinghigher education governance modernization.

The cultivation of top-notch innovative talents provides strategic support for buildingChina into a leading country in education.As two heterogeneous concepts,"top-notch"and"innovative"exhibit isomorphic,heterogeneous,tension-based,and process-oriented relationships,giving rise to divergent value orientations in talent cultivation.As China advances its goal ofbuilding a leading country in education,this divergence has become an important issue requiringclarification in the cultivation of top-notch innovative talents.From a fit perspective,cultivationshould not follow a single model.Instead,it should adopt context-sensitive dynamic adjustment anddifferentiated positioning according to national strategic needs,disciplinary characteristics,stages oftalent development,and individual endowment profiles.Accordingly,efforts should be made toimprove mechanisms for demand alignment and cross-sector coordination,disciplinary classificationcultivation and resource allocation,full-cycle cultivation and stage-based adjustment,andmutidimensional identification and individualized support,thereby providing a solid foundation forcultivating top-notch innovative talents in the new era.

Under the background of the emerging engineering education advancing in depth,themaster of engineering,as a strategic talent force serving the construction of an innovative country,plays a key role in solving the bot tleneck of engineering technology transformation,supportingindustrial transformation and upgrading,and improving the national scientific and technologicalcompetitiveness.Based on the evaluation model of CIPP,this study analyzes 56 relevant trainingplans,admission brochures and other documents from the first batch of 10 national-leveloutstanding engineering college construction universities.Through structured coding and multi-dimensional comparison,the systemically deconstructed mechanism and practical characteristics ofthe cultivation of engineering masters at top universities were analyzed.The research found that thetransformation of engineering master's cultivation presents the characteristics of goal positioningunder strategic guidance,coupled with diverse demands;The starting construction characteristics ofintegrating university and enterprise resouces and quality adaptation screening;The three-in-onecultivation model of"teaching-learning-assessment"oriented towards practical application;Thecharacteristics of multiple outcome evaluations oriented towards outcome production and corecompetence attainment.In the future,to promote the reform of engineering master's cultivation,itis necessary to clarify the hierarchical target positioning of national guidance,universityclassification,and professional dynamic adjustment;Building an institutionalized,organized anddifferentiated collaborative education ecosystem;Promoting the course teaching transformationoriented towards engineering orientation,project-driven and technology empowerment;Improve theability attainment evaluation mechanism with multiple entities,forms and nodes.

Organized research has become a pivotal mechanism for enhancing university teachers'innovation capacity.From the perspective of the integration of scientific research and education,thisstudy surveyed 2,753 faculty members from 104 universities nationwide to explore how organizedresearch and the science-education nexus influence their innovation capacity and the underlyingmechanisms.The findings reveal that organized research significantly promotes faculty innovationthrough the mediating effect of the science-education nexus.Specifically,the mechanisms includeorganizational institutions that integrate research and teaching resources,the construction ofinterdisciplinary knowledge-production networks,and value guidance provided by academiccommunities.Nevertheless,structural constraints such as misaligned incentive mechanisms and lowwillingness to engage in interdisciplinary activities persist,and disciplinary type exerts significantmoderating effects on multiple paths.Based on these results,the study proposes establishing aquality-oriented evaluation and incentive system for research,an organizational ecosystem thatfosters interdisciplinary collaboration and coordinated innovation,an empowerment mechanism thatsynergizes research-oriented teaching and learning with the science-education nexus,a differentiatedsupport and resource optimization mechanism for organized research that reflects disciplinarydiversity,and a promotion mechanism that classifies and transforms the integration achievements ofscience and education.

Dynamic academic program adjustment as the core mechanism for reshaping thedisciplinary system and the training model,not only drives innovation at the macro level but alsoposes challenges to the career development of university teachers at the micro level.Based on theresults of undergraduate professional registration and approval by the Ministry of Education from2020 to 2024,this paper systematically analyzes the characteristics and optimization logic ofdynamic academic program adjustment.In the reform of professional adjustment,individualteachers face an adaptive crisis,manifested as a weak awareness of autonomous development incognition and confusion in knowledge depreciation and transformation;At the organizational level ofuniversities,there is a lack of institutional support,and the adaptation of teachers lacksdevelopment planning and forward-looking training;At the educational administrative managementlevel,there is a lack of a "teacher-university-market"linkage mechanism.Based on this,a three-tierstrategy system should be constructed,in which teachers,universities,and educationadministrative departments work in concert:teachers should transform the external pressure ofdynamic academic program adjustment into internal driving force for self-iteration and growth basedon the career construction theory;Universities should build a three-in-one mechanism of forward-looking reserves,existing capacity empowerment,and diversified evaluation for teacherdevelopment;Educational administrative departments should coordinate the allocation of universityteachers and build a platform for industry-university collaboration,ultimately achieving the abilityleap and sustainable development of the university teacher team.

As an important part of the internationalization of higher education in China,Chinese-Foreign Cooperation in Running School serves as a key carrier for cultivating talents with globalcompetence.Based on Bronfenbrenner's ecosystem theory and integrated with the grounded theoryresearch method,this study systematically analyzes the prominent problems in the cultivation ofstudents'global competence in Chinese-Foreign cooperative school-running institutions in China.The results show that there are four hierarchical dilemmas in the cultivation of students'globalcompetence:broken transmission of macro strategies,failed coordination of meso mechansms,disconnection of micro teaching elements,and ineffective transformation of outer-layer practices.Accordingly,from the perspective of ecosystem reconstruction,this study proposes hierarchicaloptimization pathways,including establishing a dual-driving mechanism guided by strategy andsupported by institutions,building a governance hub featuring cross-departmental collaboration anddynamic resource allocation,advancing full-factor innovation in in-depth curriculum integration andteaching models,and constructing a two-way circulation system integrating in-depth practice andfeedback of research outcomesIt aims to provide theoretical support and practicalparadigms foraddressing the challenges in cultivating talents with global competence.

The postdoctoral period represents a critical transitional stage in an indivdual's academiccareer,where structural tensions between career security and scholarly development are increasinglyevident.Using data from the 2023 Nature global postdoc survey,this study draws on career anchortheory and social cognitive career theory to construct a two-dimensional"maintenance-development"career anchor framework and systematically examines types of postdoctoral career anchors and theireffects on academic career development.The findings reveal that postdoctoral researchers worldwidegenerally face a structural tension characterized by high developmental expectations but lowperceived career security.Based on the two dimensions of maintenance and development,postdoctoral career anchors across representative countries can be classified into four types:navigators(high maintenance-high development),climbers(low maintenance-high development),drifters(low maintenance-low development),and settlers(high maintenance-low development).The distribution of postdoctoral career anchor types across different countries exhibits diversecompositional patterns,reflecting the diversity of national postdoctoral institutional environmentsand development stages.Empirical results further indicate that the high maintenance-highdevelopment career anchor exerts a significant positive effect on postdoctoral academic careerdevelopment.In contrast,the low maintenance-high development career anchor has limitedinfluence on the academic career development of Chinese postdoctoral researchers,showing only amarginal positive effect on the dimension of academic recognition.The academic career developmentof postdoctoral researchers in China should be promoted through reshaping academic identity at theinstitutional level,constructing a multi-dimensional support system at the organizational level,andreinforcing resilience strategies at the individual level.

The provincial-level coordination and allocation mechanism for vocational educationresources is a key governance mechanism for addressing new demographic realities such as negativegrowth,declining birth rates,population aging,and regional population shifts.Currentdemographic trends have posed significant challenges to the coordinated allocation of vocationaleducation resources across provinces,including a disconnect between skilled workforce supply andindustrial development needs,resource allocation lagging behind changes in popuation agestructure,and inherent conflicts between accelerating population mobility and fixed resourcedistribution patterns.Additionally,the coordination mechanism faces persistent issues such asfragmented governance frameworks,static resource allocation approaches,and discrepancies inperformance evaluation systems.To address these issues,a high-level coordinated governancesystem should be established.This involves creating a provincial vocational education committee,building a resource operation platform,and estabishing a cross-departmental data-sharingmechanism to achieve effective inter-departmental collaboration.Furthermore,a data-drivendynamic resource allocation mechanism should be implemented,utilizing continuous monitoring,intelligent early-warning systems,and flexible adjustments to achieve the dynamic deployment ofresources.Finally,a contribution-oriented performance evaluation system must be refined.Thisrequires clarifying an evaluaion philosophycentered on developmental contribution,constructing anevidence-based decision-making toolkit,and rigorously applying evaluation results to rectifyincentive distortions and bridge feedback gaps.