To rejuvenate the country through science and education, the university is an important position of China's personnel training system and a base for the production of human resources in our country. The higher education in the popularization stage has made a profound change in the employment mode of graduates, which makes the discipline structure and personnel training mode of colleges and universities adapt to the requirements of the market and society. Based on the employment situation of colleges and universities, this paper analyzes the significance, dilemma and suggestions of constructing a feedback mechanism for the quality of graduates, so as to help colleges and universities cultivate more high-quality talents.

The research aimed to: 1) analyze components and indicators of digital transformation leadership among school administrators, 2) assess their leadership needs, and 3) develop mechanism models to promote this leadership. A mixed-method approach was applied, involving three sample groups: 8 experts, 406 administrators, and 7 experts. Data collection tools included semi-structured interviews, leadership scales, needs assessments, and focus group discussions, with analysis performed through construct validity testing, needs assessment, and content analysis. The findings revealed: 1) The components and indicators of digital transformation leadership showed structural validity, as confirmed by the model’s alignment with empirical data (Chi-Square = 82.3, df = 65, p = 0.072, CFI = 0.998, TLI = 0.997, RMR = 0.00965, RMSEA = 0.0256). 2) Among the leadership components, “innovative knowledge” ranked highest in need (PNImodified = 0.075), followed by “ideological influence” (0.066), “consideration of individuality” (0.055), “intellectual stimulation” (0.052), and “inspiration” (0.053). 3) Mechanism models for promoting leadership emphasized enhancing these five components to strengthen administrators’ skills in applying technology, managing teaching and development plans, and fostering innovation. Administrators were encouraged to tailor strategies to individual needs, inspire personnel, and create a commitment to organizational change and development. These mechanisms aim to equip administrators to effectively lead transformations, motivate staff, and drive educational institutions to adapt and thrive in evolving environments.