Practice and Exploration of International Education Management System under the Background of Chinese-Foreign Cooperation in Universities and Colleges

Abstract

Chinese universities and colleges have increased worldwide cooperation, necessitating strong international education management systems.The study identifies four variables, including perceived benefits of the Chinese-Foreign Cooperation Program, teaching quality indicators of Chinese-Foreign Cooperation, international education management system quality, and four main hypotheses with supporting evidence. There are 327 college teachers in Shenzhen, China, provided data for the research, which used SEM analysis. The findings show that twelve of the sixteen hypotheses are approved, while the other four are rejected. The study discovered that the Perceived Benefits of the Chinese-Foreign Cooperation Program significantly moderates the relationship between International Education Management System Quality and all four components of Teaching Quality Indicators and that International Education Management System Quality significantly affects all four components of Teaching Quality Indicators. However, the Perceived Benefits of the Chinese-Foreign Cooperation Program significantly modify the relationship between International Education Management Service Quality and two components of Teaching Quality Indicators. International Education Management Service Quality significantly affects three components of Teaching Quality Indicators. These results highlight the value of making investments in the creation of an efficient international education administration system to raise teaching standards and increase the advantages of programs for Chinese-foreign cooperation.