Rajapark International Journal

Bridging the Skills-Application Gap: A Review of New Business Course Reconstruction in Quanzhou’s Applied Universities

Xiaojun Ke, Hongyan Chen — Fri, 26 Dec 2025 00:00:00 +0700

With the digital and intelligent upgrading of Quanzhou's characteristic industries (footwear and apparel e-commerce, textile manufacturing), the demand for new business talents with "digital and intelligent skills + regional industrial cognition" has surged. However, local applied universities face a prominent "skills-application gap" in new business courses, characterized by mismatched course content with industrial scenarios and inadequate regional business data support in evaluation. This review systematically synthesizes existing literature (2021-2025) on regional industrial upgrading and curriculum reform, employing a systematic search of databases including CNKI, Web of Science, and Scopus with keywords such as "regional industrial upgrading", "applied universities", "new business curriculum", and "Quanzhou". The research clarifies the interactive logic between regional industrial upgrading and curriculum reconstruction, extracts core paths to address the skills-application gap from four dimensions (job capability alignment, scenario-technology integrated content development, university-enterprise collaboration, and region-adapted evaluation), and critically analyzes theoretical and practical progress. Key findings reveal three core challenges: superficial curriculum regionalization, unsustainable university-enterprise collaboration, and insufficient dynamic adaptation. The review concludes with targeted strategies including full-process regionalized design, interest-sharing collaboration, and dynamic iteration mechanisms. This study fills the gap in systematic reviews of "regional characteristic industries-new business curriculum" adaptation, providing a theoretical and practical framework for curriculum reform in Quanzhou and similar regions, while highlighting unresolved research questions for future exploration.

A Tripartite Game Theoretic Model of the Governance of Music Education as a Discipline in Chinese Higher Education

Yue Xi, Yang Liu, Thitaree Compee — Fri, 26 Dec 2025 00:00:00 +0700

Amid China’s current wave of higher education reform and the elevation of aesthetic education in national cultural strategy, music education as a university discipline remains constrained by structural marginalization, program homogeneity and fragmented governance. This study investigates the institutional dynamics and stakeholder misalignments that impede the high quality development of music education in Chinese universities. a conceptual tripartite game theoretic framework is constructed to model the strategic interactions among government, universities and society, using a static complete information game as the baseline and an evolutionary game extension to examine the stability of different strategy profiles. The analysis shows that under existing incentive structures the government tends to adopt regulation oriented policies, universities converge on conformist disciplinary strategies and societal actors remain weakly engaged, forming a suboptimal yet stable Nash equilibrium characterized by limited innovation and low coordination. Evolutionary dynamics further indicate that, in the absence of effective incentives, feedback channels and trust building, cooperative and innovation oriented strategies cannot become evolutionarily stable. Building on these results, the study proposes an optimized governance model that couples differentiated incentives, tripartite dialogue platforms and institutionalized societal participation to shift the system toward a cooperative equilibrium. The research extends the application of game theory to the governance of arts related disciplines and offers a conceptual foundation for future empirical studies on reform in marginalized academic fields.

Safe-Space Messages and Psychological Safety: Enhancing Intercultural Competencies in Multicultural Higher Education Classrooms

Chinnapat Charoenrat — Fri, 26 Dec 2025 00:00:00 +0700

This research investigated the impact of safe-space messages on psychological safety, student engagement, and intercultural competence in multicultural higher education classrooms. Specifically, it aimed to (1) examine how safe-space messages could be systematically integrated into pedagogical practices to enhance students’ psychological safety, inclusiveness, and intercultural engagement, and (2) compare the effectiveness of safe-space framing versus traditional trigger warnings in promoting trust, engagement, and perceptions of instructional quality. A mixed-methods design was employed, involving 120 undergraduate students and 10 instructors from Thai–international joint programs during the 2024 academic year. Quantitative data were collected through psychological safety scales, intercultural competence self-assessments, and engagement surveys, while qualitative insights were obtained via semi-structured interviews and focus groups. The findings indicated that safe-space messages significantly enhanced psychological safety (M = 4.32, SD = 0.47), trust in instructors, and perceptions of instructional quality compared with trigger warnings. Intercultural competence emerged as a moderating factor, amplifying students’ ability to navigate cultural differences, interpret classroom interactions effectively, and engage collaboratively with peers. Engagement was found to mediate the relationship between psychological safety and learning outcomes, particularly in reflective dialogue, critical thinking, and peer collaboration. Qualitative analyses revealed that students experienced a greater sense of belonging, confidence in expressing diverse viewpoints, and trust in instructors when safe-space messages were consistently applied, while instructors reported smoother classroom interactions and reduced misunderstandings in multicultural contexts. Overall, this study contributed to both theory and practice by proposing a conceptual model illustrating how safe-space messages—reinforced by intercultural competence—functioned as a systematic pedagogical tool to foster psychological safety, engagement, and collaborative learning in culturally diverse classrooms. The results suggested that higher education instructors could deliberately adopt safe-space pedagogy to create inclusive, equitable, and psychologically secure learning environments, thereby enhancing both cognitive and socio-emotional outcomes across multicultural educational settings.

The Attributes and Professional Ethics of Local Administrators Significantly Influence Their Work Behaviors, Particularly in Terms of Transparency, Effective Administration, and Building Public Trust in Maha Sarakham Province

Ntapat Worapongpat — Fri, 26 Dec 2025 00:00:00 +0700

This study examines how the attributes and professional ethics of local administrators influence their work behavior, particularly in transparency, administrative effectiveness, and public trust in Maha Sarakham Province. The objectives were: (1) to examine the attributes of local administrators that affect work behavior related to transparency, effectiveness, and trust-building, and (2) to analyze the influence of professional ethics on these aspects of work behavior. A quantitative research design was employed, with a structured questionnaire as the primary data collection tool. The sample comprised 334 local administrators in Maha Sarakham Province, selected using appropriate sampling procedures. Data were analyzed using descriptive statistics—frequency, percentage, mean, and standard deviation and multiple regression analysis. The findings reveal that both administrator attributes and professional ethics have statistically significant effects on work behavior concerning transparency, administrative effectiveness, and public trust. These results underscore the need to strengthen administrator qualifications and ethical standards to enhance organizational performance and reinforce confidence in local government institutions.