Xiaoming Li

This study critically examines the institutional logic and practical transformation of higher education management in the context of globalization, digitalization, and governance modernization. Contemporary universities are increasingly influenced by managerial reforms, performance-oriented evaluation systems, digital governance technologies, and global ranking competition, resulting in profound structural changes in university governance. Drawing upon institutional logic theory and theories of practical rationality, this paper analyzes the coexistence and conflict of academic, administrative, market, and technological logics within higher education institutions. The study further explores major governance contradictions, including administrative expansion, academic marginalization, managerialism, technological alienation, and institutional homogenization. In response to these challenges, the paper proposes several practical pathways for higher education management innovation, including collaborative governance, human-centered educational management, ethical intelligent governance, and localized governance reform within the Chinese context. Finally, the study discusses future governance trends emphasizing ecological governance, adaptive governance, and value reconstruction. The paper argues that higher education governance innovation should not merely pursue efficiency and technological advancement, but should ultimately preserve educational humanity, academic autonomy, and social responsibility.

The rapid integration of intelligent technologies, including artificial intelligence, big data analytics, and cloud computing, has profoundly reshaped educational management. While digital transformation offers efficiency, data-driven decision-making, and enhanced administrative coordination, it also introduces significant philosophical and ethical challenges. This study critically examines the digital transformation of educational management from a theoretical perspective, highlighting the predominance of instrumental rationality over value rationality, the potential alienation of human-centered educational values, and ethical concerns such as privacy, algorithmic bias, and managerial overreliance on data. Drawing on technology philosophy, educational ethics, and rationality theory, the paper identifies risks associated with intelligent governance and proposes pathways for harmonizing technological innovation with humanistic principles. The findings emphasize that digital transformation should be treated as a tool rather than an end, advocating for governance models that integrate ethical oversight, human judgment, and pedagogical integrity to achieve intelligent, equitable, and value-centered educational management.

Digital transformation has reshaped corporate strategy, increasing technological complexity and strategic uncertainty. Traditional corporate governance research, which emphasizes monitoring and control, provides limited explanation of how boards influence strategic adaptation in digitally intensive environments. This study develops a conceptual framework linking corporate governance and strategic management through board digital capability. Integrating agency theory, resource dependence theory, and upper echelons theory, the framework identifies three mechanisms—monitoring enhancement, resource provision, and cognitive framing—through which board digital capability shapes strategic adaptability and digital transformation. The study advances propositions suggesting that technologically competent boards improve strategic alignment, innovation orientation, and long-term competitiveness, particularly in high-technology industries. By reconceptualizing boards as strategic enablers rather than purely monitoring bodies, this research bridges governance and strategy scholarship and offers a capability-based perspective on corporate governance in the digital era.

Introduction: Children affected by parental HIV are more likely than unaffected peers to experience trauma and are at-risk for negative psychological and social outcomes. This study aimed to examine the relationship between adverse childhood events and psychosocial functioning among children affected by parental HIV.Methods: A total of 790 children ages 6–17 from Henan, China were enrolled in a longitudinal, randomized controlled trial of a resilience-based psychosocial intervention. At baseline, children reported on numerous psychosocial factors, including trauma exposure, symptoms of anxiety and depression, and peer social functioning. We used linear regression analysis to test the direct effect of trauma exposure on peer social functioning. We then tested whether depression and anxiety symptoms served as two potential parallel mediators in the association between trauma exposure and peer social functioning.Results: Trauma exposure was significantly associated with poor peer social functioning when controlling for key covariates. When depression and anxiety symptoms were added to the model, the association between trauma exposure and peer social functioning became nonsignificant. Instead, there were significant indirect effects from trauma exposure to peer social functioning via depression and anxiety.Conclusion: This study is among the first to link trauma exposure to peer social functioning deficits for children affected by parental HIV and demonstrates that symptoms of anxiety and depression mediate this relationship. Findings underscore the need for comprehensive psychosocial support for children affected by HIV, including screening for trauma exposure and mental health disorders.