REFINING INNOVATIVE TEACHING PROCESSES FOR CORE COMPETENCIES AMONG TEACHERS IN VOCATIONAL UNIVERSITIES: AN EXPLORATORY MIXED-METHOD APPROACH INFORMED BY CHINA'S REFORM POLICY

Abstract

Objective: This study aims to explore stakeholders' perspectives on the "1+X" certificate policy and its impact on innovative teaching methods to enhance instructors' core abilities at vocational colleges. It also aims to develop a management model for innovation processes based on this policy and instructors' essential skills. Theoretical Framework: The project involves key stakeholders, including executives, teachers, and students. Consequently, this study commences with an exploration of the policy implementation process, drawing upon the practical experiences of these key stakeholders. Subsequently, it seeks to evaluate the proficiency levels of university teachers. Lastly, it endeavors to examine the relationship between the key factors of the innovative management process and teachers' competencies. Method: Using a sequential exploratory mixed-method approach, qualitative data was collected from vocational college administrators, industrial managers, and certified instructors in Yunnan and Chongqing in 2023. A purposive sample of 30 individuals was analyzed using data from institutional reports, interviews, and focus groups, with thematic analysis for interpretation. Results and Discussion: Qualitative findings identified three key factors affecting the management of innovative teaching processes and teachers' core competencies: policy implementation, training, and knowledge transfer. Based on these insights, the PTKT model was proposed and empirically tested with PLS-SEM. Results showed that knowledge transfer plays a mediating role between policy implementation and teacher core competencies, as well as between training and teacher core competencies, with all hypotheses supported. Research Implications: The study provides dual recommendations. For innovation management, it suggests administrators and HR managers focus on continuous skill development before, during, and after training, emphasizing aspects such as recruitment, selection, fostering a supportive work environment, and enhancing knowledge transfer. For future research, it proposes adopting action research methodologies, customizing courses, and engaging in project-based training and R&D activities to facilitate mutual learning.