A phenomenological management model for design basic education at universities in Zhuhai, Guangdong Province
Keywords:
Management Model, Design Basic Education, Phenomenology, Universities in Zhuhai, Guangdong ProvinceAbstract
This study developed a phenomenological management model for Design Basic Education in universities in Zhuhai, Guangdong Province. Using a mixed-methods design, the researcher reviewed relevant literature, interviewed 15 administrators and teachers from three universities, surveyed 389 teachers and administrators from a population of 3,390, and validated the proposed model through a focus group with 11 experts. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis. Findings revealed challenges including insufficient teacher competencies, low student motivation, limited administrative effectiveness, inflexible curriculum objectives, inadequate evaluation systems, and insufficient teaching resources. Six essential management components were identified: teacher management, student management, administrator management, curriculum management, teaching evaluation management, and teaching resource management. The phenomenological management model emphasizes teacher professional development, student-centered learning, collaborative administration, meaningful curriculum design, diversified evaluation, and adequate resource provision. The model offers practical guidance for improving the quality and effectiveness of Design Basic Education management and may support educational policy and institutional development.
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