From Support to Administrative Innovation: The Mediating Roles of Informational Leadership and Teaching Management in Chinese Private Higher Education

DOI

10.2991/978-2-38476-628-4_8How to use a DOI?

Keywords

organizational support; informational leadership; teaching management; administrative innovation; private higher education; structural equation modelling

Abstract

Purpose

This study examines how organizational support is associated with administrative innovation through informational leadership and teaching management in private higher education. It develops an organizational capability pathway model for institutions facing market pressure, public-service obligations and rapid digitalization.

Design

A sequential mixed-method design was used. Seven experienced administrators and teachers from four private higher education institutions in Dongguan, China, informed construct localization and item refinement. Five experts assessed content validity, and a 30-person pilot tested reliability. The final survey yielded 461 valid responses from a proportionately stratified sample of faculty and administrative staff. Confirmatory factor analysis and structural equation modelling were conducted in AMOS.

Findings: The four-construct measurement model showed satisfactory reliability and convergent validity. The structural model fitted the data adequately (chi-square/df = 2.953, GFI = 0.947, AGFI = 0.921, CFI = 0.955, TLI = 0.942, RMR = 0.015 and RMSEA = 0.062). Organizational support was positively associated with informational leadership, teaching management and administrative innovation. Informational leadership was positively associated with teaching management and administrative innovation, while teaching management was also positively associated with administrative innovation.

Practical implications: Private universities should combine infrastructure and policy support with leaders’ data-use, technology-enablement and information-ethics capabilities, then embed these capabilities in course monitoring, professional development and resource integration.

Originality: The study shifts attention from digital tools alone to the organizational capabilities connecting support with administrative innovation. It integrates leadership and teaching-management pathways in an under-researched private higher education setting.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Meiling Guo
PY  - 2026
DA  - 2026/10/30
TI  - From Support to Administrative Innovation: The Mediating Roles of Informational Leadership and Teaching Management in Chinese Private Higher Education
BT  - Proceedings of the 2026 2nd International Conference on Education Research and Training Technologies (ERTT 2026)
PB  - Atlantis Press
SP  - 80
EP  - 89
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-628-4_8
DO  - 10.2991/978-2-38476-628-4_8
ID  - Guo2026
ER  -