AN INTERNAL OPTIMIZATION MODEL FOR TEACHING BUDGET ALLOCATION TO TEACHING COLLEGES OF LOCAL REGULAR UNDERGRADUATE UNIVERSITIES

Abstract This study aims to develop an internal optimization model for the allocation of teaching budgets to local regular undergraduate universities, focusing on identifying internal indicators that influence budget allocation and their interrelationships. Utilizing a mixed-methods approach, the research surveyed 511 participants from 16 public undergraduate universities in Sichuan Province, incorporating both quantitative and qualitative analyses through SPSS and interviews. The findings revealed five key internal indicators: the Scale of the Faculties (SF), Special Projects (SP), Discipline and Professional Construction (DPC), Collaborative Education (CE), and Teaching Reform and Research (TRR), all positively associated with teaching budget allocation. Notably, SF was found to mediate the relationship between the other variables and budget allocation. The constructed optimization model demonstrated robustness through various fit indices, indicating a substantively meaningful and parsimonious model. The study holds significant policy implications, offering a strategic guide for budget allocation that could enhance educational outcomes, transparency, and accountability in fund management. Academically, it provides a theoretical framework for educational economics, potentially impacting related fields such as public administration and organizational theory. Practically, it offers valuable insights for university administrators, facilitating informed decision-making to maximize educational quality and performance. This research contributes to the broader discourse on financial management within educational institutions, providing a benchmarking tool for optimal resource allocation and encouraging the adoption of best practices in financial decision-making.