The Study of Educational Management in Internet New Media Majors in Chinese Universities

Abstract

This study examines educational management in Internet New Media majors across six Chinese universities spanning five institutional categories: two comprehensive universities and one university in each of the science and engineering, teacher-training, media, and arts categories. A mixed-methods design combined 483 valid student questionnaires with interviews involving 15 teachers and 10 educational administrators. A 40-person pilot assessed questionnaire reliability, with dimension-level Cronbach’s alpha coefficients of .898–.913. Descriptive findings and interview accounts were integrated through a policy–practice–effectiveness framework. Students rated curriculum–industry alignment positively (M = 3.92), whereas the student feedback mechanism received a lower rating (M = 3.34). Support for an additional digital feedback platform was also comparatively low (M = 3.42), suggesting that responsiveness and visible follow-up require attention alongside technical access. The media category recorded the highest reported mean scores across the three broad domains, although the lowest-scoring category varied by domain. Five reform strategies addressed curriculum renewal, employment information, student feedback, faculty development, and practice resources. The study’s contribution is an institutional comparison that connects management arrangements with students’ reported experiences and practical reform priorities. The findings support context-sensitive improvement and should be interpreted as descriptive evidence rather than causal effects.