China’s graduate quality management system is designed to ensure that students possess the necessary skills, knowledge, and competencies for future success. This system is rooted in China’s ambitious educational reforms aimed at cultivating a highly skilled workforce to drive economic growth and innovation. Effective graduate quality management significantly impacts employment levels, training models, and national policy formulation. This study investigates the quality management approaches of 56 vocational institutions in Yunnan Province using a 5-level questionnaire and a quantitative research methodology. A sample of 556 individuals was selected through stratified random sampling. Exploratory factor analysis identified five primary components of the quality management model: College graduate quality (mean = 4.56, SD = 0.49), teaching quality (mean = 4.39, SD = 0.42), hardware environment (mean = 4.38, SD = 0.44), social support (mean = 4.37, SD = 0.42), and job satisfaction (mean = 4.38, SD = 0.42). College graduate quality and teaching quality were the most influential factors, while hardware environment, social support, and job satisfaction had lesser impacts.

This study aims to take Chinese higher vocational colleges professional group leaders as the research subjects to analyze the components of their key competencies, develop the competency model of professional group leaders (PGL), and analyze the main factors influencing the model. It provides a powerful help for improving the scientific level of the construction and management of the teaching staff in higher vocational colleges and filling the gap in the research on the quality and ability of Chinese professional group leaders. A mixed research method is deployed in this study. Data are collected with the help of a self-administrated questionnaire and a semi-structured interview based on grounded theory. Data analysis involves structural equation modeling using AMOS, complemented by qualitative coding in NVivo. It concludes that the competency development model of professional group leaders comprises two main dimensions: explicit competencies and implicit competencies. Explicit competencies include cross-border adaptability (CBA), resource integration ability (RIA), innovation and development practice ability (IDPA), management leadership ability (MLA), and interdisciplinary scientific research ability (ISRA). Implicit competencies include personality attitude (PA), and intrinsic motivation (IM). The study fills a significant gap in the literature by providing a detailed model of competency for professional group leaders in the context of higher vocational education, offering a practical framework for improving the training and management of teaching staff and promoting the development of professional groups effective in vocational colleges.

Addressing society’s current ethical dilemmas necessitates urgent reinforcement of moral standards. Transforming student behavior necessitates integrating legal and social measures through proactive youth cultivation within educational institutions. This study focuses on a participatory, strategic approach to managing ethics in private vocational colleges in Thailand. The researchers gathered data through structured, in-depth interviews and opinion surveys from a sample group of 400 individuals, which included directors and department heads of these colleges. The research identified two main dimensions and eleven factors essential for moral education management in private vocational colleges. The first dimension encompasses six critical factors: resource management, structural policies, educational services, personnel, financial management, and materials and equipment management. The second dimension includes five key factors: school strategies, administrative policies, teacher roles, student engagement, and community stakeholder involvement. Statistical analysis supports the causal relationship model, revealing a Chi-Square value of 33.492 and a P-value of 0.055. This comprehensive approach aims to foster sustainable moral development and cultivate desirable societal behaviors among students. It contributes to national stability and aligns with educational and vocational development plans, effectively addressing broader socio-economic challenges. The findings underscore the importance of strategic, ethical management in private vocational education institutions as a cornerstone for nurturing a morally responsible student body and supporting national development goals.

The issue of quality of higher vocational education in China has become a common concern in all aspects of society, and promoting the improvement of the quality of education within higher vocational colleges is an important way to realize the high-quality development of higher vocational education. Based on the self-constructed five-dimensional model of factors influencing the improvement of the quality of education within higher vocational colleges, an empirical study was conducted using questionnaires and SPSS27.0 software on the teacher and student groups within 13 higher vocational colleges in Hainan Province, and the results showed that the teacher groups of different genders, titles, ages, academic qualifications and disciplines as well as the student groups of different genders and admission modes have different opinions on factors such as the level of governance, education and teaching, the integration of industry and education, student development and policy guarantees; and that there are different degrees of perception differences between teachers’ and students’ groups on the effect of internal education quality improvement. In order to promote the internal quality improvement of higher vocational colleges, it is necessary to improve the construction of modern university system to enhance the governance level, deepen the integration of production and teaching to innovate the education and training mode of talents, promote the development of the whole chain of education to improve the comprehensive quality of students, strengthen the construction of teaching staff to deepen the reform of education and teaching, and innovate the internal education policy and system to regulate the management order.