PROMOTING THE USE OF EDUCATIONAL MANAGEMENT FOR ADMINISTRATIVE PERSONNEL BASED ON INTELLIGENT TECHNOLOGY AT SOUTHWEST JIAOTONG UNIVERSITY HOPE COLLEGE, CHINA

บทคัดย่อ

With the rapid advancement of intelligent technologies, higher education institutions are increasingly required to reform their educational management systems. However, application-oriented private universities often face significant resource constraints that complicate the implementation of digital-intelligent management. This study investigates the promotion of educational management based on intelligent technology among administrative personnel at Hope College of Southwest Jiaotong University, with the aim of understanding existing challenges, constructing a contextualized management model, and evaluating its effectiveness in practice. Guided by three research objectives, this study adopted a mixed-method research design. Qualitative data were collected through semi-structured interviews to explore the current status and challenges of digital-intelligent educational management, while quantitative data were obtained from a questionnaire survey administered to administrative personnel. Descriptive statistics, correlation analysis, and difference analysis were employed to examine educational management performance across multiple dimensions, complemented by qualitative thematic analysis and open-ended responses to provide contextual interpretation.

The findings reveal that, although administrative personnel generally recognize the value of intelligent technologies, digital-intelligent educational management is constrained by fragmented platforms, insufficient data integration, limited personnel capacity, rigid institutional procedures, and resource limitations. To address these challenges, this study proposes the RB-ILC Triadic Synergy Model, which integrates managerial characteristics, institutional logic, and resource bricolage as key interacting elements shaping educational management performance. Empirical evidence demonstrates that management performance emerges through non-linear and synergistic interactions among these elements rather than through isolated or linear mechanisms.

Furthermore, the evaluation of the model’s effectiveness indicates that digital-intelligent educational management contributes to improvements in administrative efficiency, service quality, and data-supported decision-making under resource-constrained conditions. However, the effectiveness of the model varies across managerial groups, depending on factors such as age, years of teaching-management experience, professional roles, and levels of participation in decision-making. These findings highlight the context-sensitive and conditional nature of digital-intelligent educational management reform.

This study contributes to the literature by extending resource bricolage theory to the field of educational management and by proposing an explanatory and operational model tailored to application-oriented private universities. Practically, the RB-ILC model provides guidance for university governance, administrative capacity building, and policy and platform design aimed at advancing sustainable digital-intelligent educational management.