Author(s)

Shiqi Zhang, Cheng’en Li, Liang Chang

Corresponding Author

Shiqi Zhang

Abstract

Governance, as a paradigm of public management science with postmodern complexity characteristics, is often regarded as an important mechanism for rebuilding power balance in diversified social changes, with its core lying in promoting collaborative governance among multiple stakeholders. University governance is a crucial part of educational governance, and its internal governance effectiveness is related to the quality and standards of university construction. This study adheres to a problem-oriented approach, starting from the entity issue of explaining "who governs," and views teachers, students, and administrative personnel as the core governance entities of universities from a stakeholder perspective. To address the behavioral issue of "how to participate," based on the Theory of Planned Behavior and combined with field research, this study explores the differential impacts of various factors on governance entities. Based on these, suggestions are proposed to improve university internal governance and promote diversified collaborative co-governance, advocating for university leaders to reduce the difficulty of participation in university internal governance, create a participatory atmosphere for university internal governance, and stimulate enthusiasm for participation in university internal governance.

Keywords

University Governance, Stakeholders, The Theory of Planned Behavior, Psychological Motivation, Promoting Paths