Research on the Construction of an Evaluation Index System for Governance Effectiveness of Secondary Colleges Based on Grounded Theory

Background and Aim: This article focuses on studying the governance effectiveness of secondary colleges in universities, constructing evaluation indicators through grounded theory three-level coding. With the reform of China's higher education management and the expansion of autonomy in universities, attention to the governance of secondary colleges has been increasing. Policy promotion and support have provided institutional foundations and development opportunities for the research on the governance of secondary colleges, promoting the modernization of internal governance in colleges and improving the quality of higher education. The understanding of the main bodies of college operations is continuously strengthening, and the evaluation of college effectiveness is also receiving significant attention. Therefore, constructing evaluation indicators for the governance effectiveness of secondary colleges has become an important measure to promote the modernization of university governance, enhance governance capabilities, and promote the development of the quality of higher education. Materials and Methods: This research uses qualitative research methodology by examining phenomena through the lens of Grounded Theory, with the research tool being interview research, grounded theory three-level coding, and the Delphi method to develop evaluation indicators for the governance effectiveness of secondary colleges. The interview method explores the evaluation dimensions of governance effectiveness in secondary colleges from the perspectives of institutional decision-makers and participants. Grounded theory, entailing a comprehensive analysis of interview data and policy documents, establishes governance effectiveness evaluation indicators using the three-level coding approach of "open coding - axial coding - selective coding". Subsequently, the indicators are subjected to reliability and validity testing through the Delphi method. Results: Evaluation indicators for the governance effectiveness of secondary colleges were constructed. They include 7 primary indicators and 24 secondary indicators, namely environmental adaptability, integration and collaboration, institutional progress, resource allocation, research and innovation achievements, quality of talent cultivation, and satisfaction of teachers and students. The secondary indicators include structural adjustment, technological updating, adaptive capacity, school-enterprise cooperation, school-college integration, department collaboration, process simplification, institutional norms, clear rights and responsibilities, fair distribution, resource utilization, flexible resource allocation, achievement transformation, local contributions, research quality, employment and further education, teaching quality, faculty development, professional development, welfare system, environmental atmosphere, management effectiveness, service quality, and decision-making participation. Conclusion: Based on the research results, evaluation indicators for the governance effectiveness of secondary colleges were formed, covering various aspects such as environmental adaptability, research and innovation, talent cultivation, the satisfaction of teachers and students, integration and collaboration, institutional progress, and resource allocation. By using these indicators, a framework and reference for evaluating and improving the governance effectiveness of secondary colleges in local universities can be provided, thereby contributing to the overall development of higher education.