Accelerating the transformation of scientific and technological (S&T) achievements in universities and deepening enterprise-led industry-university research cooperation are important measures to promote comprehensive reform of higher education. From the perspective of university governance, the research responsibilities of universities play a role in promoting the improvement of teaching level, influencing the construction of the teaching staff, and promoting the development of disciplinary construction. Significant achievements have been made in the transformation of S&T achievements in universities, but there are still issues that need to be strengthened in terms of attention, adjusted guiding ideology, improved patent system, deepened industry academia research cooperation, and improved professionalization level of intermediary institutions. Taking organized scientific research as the starting point to cultivate high-level talents; taking market demand as the guided, promoting the transformation of S&T achievements into new quality productivity; taking high-quality development as the goal, optimizing the patent system; taking innovative culture as the guide, improving incentive systems, and deepening industry academia research cooperation with enterprises as the main body are effective ways to accelerate the transformation of S&T achievements in universities.

Higher education in developing countries has obvious advantages in development consciousness, resource networks and institutional innovations. In the midst of a new technological revolution, the construction and development of modern Chinese universities not only have universal backward advantages, but also show distinct Chinese characteristics in organization and system, society and ecology, culture and academic tradition. How to respond to the digital wave, seize the first opportunity in the future with digital thinking and digital technology, reform the mode of Chinese universities, and extend and reconstruct the backward advantages of leapfrog development are important issues of the times. In recent years, Zhejiang University has taken digital reform as the main line of practice to comprehensively improve the quality and efficiency of talent training, the vitality of scientific research and innovation, the depth of cultural inheritance and innovation and the level of university intellectual governance. These measures provide wisdom and solutions of Zhejiang University for Chinese universities to move to the forefront of world-class universities with greater backward advantages.

Collaborative teacher education development is important for improving the quality of teacher education in weak institutions. Some studies have explored the ideal model of collaborative teacher education development based on ecological systems theory and actor-network theory, and found that heterogeneous subjects and negotiation of interests are essential. In contrast, the recently adopted “group model” points to the homogeneity of subjects and the unidirectional nature of benefit export, which are distant from the desirable state of collaborative development and may limit the scope of helping subjects and affect the willingness of helpers to continue to participate. In order to change the current situation, this paper proposes to expand the scope of subjects and promote efficient interaction among them with the “expanded data ecology”, which can adapt to the higher requirements of “new normal construction” for teachers’ literacy. In order to implement the new vision of “expanded data ecology”, the data network can be expanded based on dynamic matching and conditional reciprocity; the cognition can be continuously expanded based on collaborative tracking data; the guarantee system is constantly updated based on the real-time data of collaborative quality improvement.

Qian Xuesen’s “Metasynthetic Wisdom Educational Thought” blends the East and the West, the antiquity and the modernity in the concepts of talent cultivation, the practices of the teaching process, and the spirit of education and teaching. It has commonality in the kernel, consistency in the logic, and relevance in the value with the construction of ideological and political education in curriculum in the theory, practice and goal, and has crucial reference significance and value for implementing the fundamental task of enhancing morality and fostering talents. Therefore, in the new era, we can refer to the theoretical essence of “Metasynthetic Wisdom Educational Thought” to cultivate the comprehensive quality of students, firm up the value orientation of education, and guide teachers to cultivate their moral characters, to further promote the construction of ideological and political education in curriculum in the new era.

As higher education becomes more accessible, an increasing number of first-generation college students from rural families are pursuing higher studies. This presents new opportunities and challenges for understanding the development paths of college students. This study delves into the post-graduation choices of first-generation undergraduates from rural families by analyzing employment survey data from bachelor’s degree recipients at key universities in Jiangsu Province. Utilizing the nested logit model and multinomial logit model, the study reveals that the choices of these graduates are not only influenced by their family’s socioeconomic status, but also by macro factors such as postgraduate opportunities, education quality, and employment opportunities. Furthermore, through counterfactual simulations, the study demonstrates that first-generation undergraduates from rural families are particularly sensitive to changes in postgraduate opportunities, education quality, employment prospects, and family economic circumstances compared to other college graduate groups.

Good learning adaptability is an important prerequisite for college students to successfully achieve the goal of role change and efficient learning. The implementation of selective subjects in the new college entrance examination brings challenges to the matching degree of knowledge structure and professional learning of the students. It is necessary to study the learning adaptability and its influencing factors of the new college entrance examination students, and then propose countermeasure. The result shows that the learning adaptability of the new college entrance examination students are generally good, and the scores of the five dimensions from high to low are cognition and learning ability, professional identity, learning engagement, learning strategies, curriculum and teaching arrangement. There are differences in new college entrance examination students’ learning adaptability before and after the reform and in different grades and combinations of selective subjects. Students’ family background, student development guidance, the effect of college entrance examination reform and other aspects have a significant impact on the new college entrance examination students’ learning adaptability.

The due process system of the Academic Degrees Law has reversed the pattern of degree legislation that emphasizes substance over procedure, providing a bottom line guarantee for student rights, regulating the degree management power of universities, and providing judicial guidance for courts. The process content of this system is not yet sound, and there is no attention paid to the difference between not granting degrees and revoking degrees. The clarity of some rules needs to be improved. The improvement of the due process system in the Academic Degrees Law includes three aspects. Firstly, mechanisms such as hearing, recusal, and peer review should be introduced to improve the process content of due process. Secondly, setting stricter voting standards and revocation periods for degree revocation to avoid the negative impact that illegal degree revocation may bring to society. Finally, to enhance the clarity of the rules, including the acceptance of academic review and degree review should adopt the standard of formal review or unconditional acceptance. The degree evaluation committee and the student appeal handling committee should be respectively treated as the processing departments for the two types of review, clarifying the ultimate effectiveness of the two types of review decisions within the school, and making the review process to be the prerequisite for administrative review and administrative litigation.

The legalization of the degree archives management is the key link of the whole management process of the degree conferment and the important component of the modernization of archives management, which has the benefits of preserving history, informing politics and educating people, and has important effects on the construction of a strong educational country, serving social development and cultivating new forces. In terms of the internal system, clauses on academic degree archives embody legal principles such as hierarchical and classified management, unity of integrity and security, and balance between protection and utilization; in terms of the external system, clauses on academic degree archives mainly elaborate on their formal logic from the dimensions such as the subject of archive management, the subject of filing obligations, and the identification of confidential academic degree archives. “Regulations on the Implementation of the Academic Degrees Law of the People’s Republic of China” should be further detailed on the distribution of responsibilities, the classification of secrecy, the retention period and other urgent issues in the future.

The main dilemma of the current evaluation of teacher ethics in colleges and universities lies in the lack of holistic, simplicity in process and lack of humanity on evaluation indicators. The reasons for this situation are including insufficient studies on the connotation of teacher ethics and morality, and the need to improve the research on comprehensive evaluation indexes (CEI). Based on a series of documents, this study proposes a comprehensive evaluation index of teacher ethics in universities. It is the first time to proposes the “elemental indexes” that need to be available in the process of teacher ethics construction in universities, which include “structural elements”, “enabling elements”, “transversal elements”, and “cultural elements”, which makes up for the fact that the previous evaluation indicators of teacher ethics in universities borrowed from policy documents and failed to play the role of value leadership and scientific evaluation. At present, this CEI has been initially utilized in the self-assessment of some universities and the questionnaire research tools of external mutual evaluation.

On the occasion of the 15th anniversary of the setting of a doctoral degree training model in China, comprehensively understanding the historical process, internal mechanism and development direction of its reform is of great significance for promoting the high-quality development of professional degree in education doctors. Based on the theory of institutional changes, the analysis framework for the reform of the professional degree training model of the doctoral degree in education in China has been constructed. It is believed that the professional degree training model of the doctoral degree in education in China has gone through three periods: brewing, pilot implementation, and comprehensive promotion. In the process, it follows a specific reform mechanism. Although this mechanism has its advantages, it has encountered difficulties at this stage: the positions of the three subjects need to be further rational, the degree of coercion and induction needs to be further improved, and the path dependence of the path needs to be further breakthrough. Looking forward to the future, the three subjects need to be in their positions to consolidate the maximum joint force of reform. We must not only enhance the compulsory force of mandatory reforms, but also improve the inductive reform of inducement reform; adhere to the continuous gradual reform and promote breakthroughs in key areas.

Joint university-enterprise training is an important way to strengthen the cooperative relationship between universities and industries, which occupies an important position in the national innovation system and education system. On the basis of reviewing the history of cooperative education in the United States, analyzing the needs of industrial development and sorting out its government-industry-academia-research system, we have extracted three types of joint university-enterprise doctoral programs in the United States from the perspective of the cultivation subject, namely government-led, university-led and enterprise (industry) association-led, and summarized three types of cultivation modes from the perspective of the cultivation program, namely, synergistic, collaborative and segmented. In general, the U.S. focuses on key industrial fields, relies on industrial research centers and major scientific and technological platforms, and introduces policies and norms to guarantee the effective operation of joint doctoral training programs through multi-channel and sustainable funding sources. Drawing on the experience of the U.S. joint doctoral training programs, it is recommended to promote the close integration of the joint training programs with the national demand, strengthen the flexibility and standardization of the joint training programs, and stimulate the enthusiasm of enterprises to participate in the joint training programs, so as to comprehensively improve the quality and effectiveness of the joint training of doctoral students in China.

Vocational undergraduate education is a kind of supplement and innovation of the national skill formation institution, and high skill formation is its ontology function and core essence. Based on the perspective of new institutionalism, the collective action dilemma of rational actors’ “delocalization” and “contractual” cooperation being hindered, the path dependence obstacle of exploratory academic and high skill formation paradigms, and the institutional homogenization causing the failure of high skill formation in vocational undergraduate education. In order to avoid failures of high skill formation, it is necessary to coordinate linkage, promote the action main body of re-embedding and recreate high skill formation field, to establish a modern contract mechanism and to creat a new ecosystem of high skill formation; it is necessary to be innovation-driven, to focus on professionalism and development of applied academic, to identify ecological positioning and innovate high skill formation paradigms; it is necessary to lead with distinctive features, adhere to evaluation and classification guidance, function anchoring and developing advantage, impression reshaping and cultural reconstruction.