Keywords
Social identity
Higher vocational education
Educational reform
Policy intelligence
Market-responsive intelligence
Cultural bias
Yunnan
How to Cite
Abstract
Purpose: This study examines how competitive intelligence is associated with social identity in higher vocational education during educational reform in Yunnan, China. The study addresses the limited use of direct CI measures in educational research and the lack of evidence on how institutional intelligence becomes identity-relevant.
Methodology/approach: A sequential explanatory mixed-methods design used 387 valid student questionnaires from five higher vocational colleges, 30 educator questionnaires, 50 employer evaluations, and 19 in-depth interviews with educators and employers. Competitive-intelligence capacity was operationalized through a six-item formative Competitive Intelligence Capacity Index (CICI) comprising policy intelligence and market-responsive intelligence. Social identity captured self-acceptance, belonging, and perceived social value. Regression, moderation, ANOVA, and thematic analysis were integrated.
Originality/Relevance: The study addresses the limited use of direct CI measures in educational research and the lack of evidence on how institutional intelligence becomes identity-relevant. Vocational colleges should connect policy interpretation, employer intelligence, curriculum revision, practical learning, and stigma monitoring within a single accountable intelligence cycle.
Key findings: The CICI mean was 3.02 on a five-point scale. Policy intelligence (β = .33, p < .01) and market-responsive intelligence (β = .31, p < .01) were positively associated with social identity, whereas cultural bias was negatively associated with identity (β = −.27, p < .01). Cultural bias weakened the policy-intelligence relationship (β = −.18, p < .05) and the market-responsive-intelligence relationship (β = −.16, p < .05). Interviews attributed these patterns to unequal resource conversion, weak policy communication, curriculum lag, shallow school-enterprise knowledge exchange, and credential-based recruitment bias.
Theoretical/methodological contributions: The study proposes an education-specific formative operationalization of competitive-intelligence capacity and shows that intelligence becomes identity-relevant through visible institutional response.
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