The Influence of Policy Investment on the Sustainable Development of Universities in Underdeveloped Regions: An Empirical Analysis of China’s Higher Education Landscape

Abstract

The regional disparity in higher education development is critical for the sustainable advancement of the national education system. To address this issue, the Chinese government has implemented targeted support policies for higher education in underdeveloped regions, with the “Ministry-Province Co-construction Policy” serving as a notable example. This study investigates the impact of such policies on the development of universities in China’s underdeveloped central and western regions. First, the study analyzes policy documents to identify six primary policy pathways through high-frequency word extraction, social semantic analysis, and path integration. These policy pathways are quantified using representative indicators, which constitute the independent variables of the study. Second, by employing the framework of modern university functions, the study develops a sustainable development indicator system for higher education institutions. The performance scores for the sustainable development of 14 universities, derived using the entropy method, serve as the dependent variables. The study subsequently measures the effects of individual and combined policy pathways through two equations. The results indicate that some pathways are more effective than others. While all combined policy pathways yield positive effects, an excessive number of combinations can lead to diminishing returns. Finally, the study elucidates the measurement results, emphasizing that effective pathways highlight the essential roles of faculty, research, and teaching. Conversely, less effective pathways stem from inadequate inputs or slow responses. Although combined policy pathways generally exert positive impacts, an overabundance of combinations can dilute these benefits. The study suggests that administrative support for higher education in underdeveloped regions is advantageous. It underscores the necessity of distinguishing between more and less effective input methods, concentrating on resource allocation, and ensuring universities’ autonomy in utilizing support resources to achieve sustainable development in higher education within these regions.