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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Chi Che
Payap University
Humanities Education Library & Information Science Social Sciences Other

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Beyond diagnosis: using PNImodified and composite priority indices to orchestrate meta-skills-driven academic management innovation Chi Che; Sukanya Chaemchoy; Pruet Siribanpitak
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38478

Abstract

This study translates an academic management–meta-skills integration framework into a data-driven innovation roadmap for private higher education institutions (HEIs) in Sichuan, China. Using an explanatory sequential mixed-methods design, Phase 1 surveyed 400 undergraduates who provided dual ratings of current performance (degree of success, D) and desired priority (importance, I), enabling computation of the modified priority needs index (PNImodified=(I−D)/D) across meta-skills domains and academic management subcomponents. In Phase 2, institutional leaders and senior academics rated the feasibility and impact of aligned innovations; these ratings were integrated with PNImodified to calculate a composite priority index (CPI) and propose phased implementation sequencing. Results indicated the largest perceived meta-skills development needs in adaptive expertise (PNImodified=0.48) and relational dynamics (0.34). At the academic management level, curriculum development (0.56) and evaluation and assessment (0.45) emerged as the most critical domains. Curriculum structuring (0.65), instructional design (0.53), meta-skills evaluation modules (0.59), and learning engagement (0.59) consistently ranked as top subcomponent priorities and were positioned as Phase 1 actions in CPI-based sequencing. Experts rated the overall innovation as highly suitable (M=4.55) and feasible (M=4.53). The combined indices provide a practical decision tool for sequencing meta-skills-oriented academic management innovations in Sichuan private HEIs.
From gaps to modules: design thinking for meta-skills in Chinese private universities Chi Che; Sukanya Chaemchoy; Pruet Siribanpitak
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.26930

Abstract

This study addresses persistent misalignment between academic management and meta-skills development in Chinese private higher education institutions (HEIs). It aimed to design, validate, and disseminate an academic management innovation that embeds four meta-skills domains adaptive expertise, relational dynamics, creative agility, and strategic synthesis into curriculum, teaching, and assessment in Sichuan private HEIs. A multi-phase mixed-methods design aligned with design thinking (empathize, define, ideate, prototype, test) was employed. Data were collected from 400 undergraduates (meta-skills questionnaire), 805 academic and administrative staff (PNImodified needs survey), and 20 experts (interviews, focus groups, and rubric-based evaluations). Quantitative analyses used descriptive statistics, analysis of variance (ANOVA), reliability indices, and PNImodified prioritization, while qualitative data underwent thematic content analysis and integrative synthesis. Results indicated moderate overall meta-skills, with strategic synthesis and relational dynamics weakest, and significant disciplinary variation for strategic synthesis. The highest reform priority was curriculum design, followed by assessment and teaching-learning practices. Across two validation rounds, experts reported improved feasibility and consistently high relevance and innovation. The resulting next-gen academic management framework offers an empirically grounded, adoption-ready pathway for modular academic management innovation.
Meta-skills-oriented academic management in higher education: evidence from Chinese HEIs Chi Che; Sukanya Chaemchoy; Pruet Siribanpitak
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.37685

Abstract

Higher education institutions (HEIs) increasingly face pressure to develop graduates’ meta-skills, yet meta-skills are typically treated as learner-level outcomes rather than an institutional management orientation that can reshape academic management systems. This study proposes and tests a meta-skills-oriented academic management framework that links meta-skills orientation (metacognitive capacity, emotional intelligence, and motivational competence) to academic management frames (structural, human resource, political, and symbolic) and institutional performance. Using a cross-sectional survey of 2,406 academic administrators and faculty from 60 Chinese HEIs (national key, provincial, and regular colleges) selected through stratified sampling, the study employed validated questionnaire measures and analyzed data via structural equation modeling (SEM) (AMOS 26.0). The model demonstrated acceptable fit (CFI=0.968; RMSEA=0.042). Meta-skills orientation positively predicted structural (β=0.685), human resource (β=0.573), political (β=0.412), and symbolic (β=0.524) frames (all p<0.001), while structural (β=0.486) and human resource (β=0.445) frames significantly predicted institutional performance (all p<0.001). Multi-group analysis indicated stronger meta-skills-to-structural pathways in national key universities than other HEI types. The findings position meta-skills orientation as an actionable institutional logic and provide frame-specific levers for evidence-based academic management reform.
Policy–governance–culture dynamics in Myanmar education reform: implications for transformational leadership practice Chi Che; Win Pa Pa Tun
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39057

Abstract

Myanmar’s education reform faces a persistent enactment gap because policy intent is filtered through governance feasibility and culturally grounded legitimacy norms. This study examined whether transformational leadership functions as a mediation practice that buffers policy–governance misalignment and under what conditions that buffering is stronger. The novelty of this study lies in proposing and testing an integrated policy–governance–culture (PGC) leadership mediation model that explains reform enactment through the joint effects of structural misalignment, leadership buffering, and culturally conditioned legitimacy. An explanatory sequential mixed-methods design combined a two-wave time-lag survey of teachers and middle leaders from 48 schools (N=720) with semi-structured interviews to clarify mechanisms. Measurement models showed acceptable-to-strong fit (CFA: CFI=0.956, TLI=0.948, RMSEA=0.044, SRMR=0.041). Multilevel SEM (ICC_RE=0.11) indicated that policy–governance misalignment directly reduced reform enactment (β=−0.15, p=.003) while increasing leadership mediation practices (β=0.25, p
Co-Authors Pruet Siribanpitak Sukanya Chaemchoy Win Pa Pa Tun