Abstract

Innovation-oriented reform in public universities in Yunnan Province, China, reveals an institutional-instructional gap. Innovation management arrangements are not fully translated into innovative teaching experiences visible to students. This quantitative study investigated undergraduate students’ perceptions of the current state (D) and the desirable state (I) of innovation management and innovative teachers. The study aimed to examine the conceptual framework, current condition, and desirable condition of these two domains, and to identify priority needs for strengthening innovative teacher teams in support of innovation management implementation. Using stratified proportional sampling, data were collected from 456 undergraduate students in three public universities through a validated five-point questionnaire. The Priority Needs Index (PNImodified) was employed to identify development priorities. The findings showed that, among the Innovative Teachers dimensions, Creative Teaching Design ranked first (I = 3.771, D = 3.005, PNImodified = 0.255), followed by Innovative Instructional Implementation (I = 3.744, D = 3.009, PNImodified = 0.244) and Openness to New Knowledge (I = 3.659, D = 2.979, PNImodified = 0.228). Among the Innovation Management dimensions, Incentive and Recognition Signals ranked first (I = 3.637, D = 2.915, PNImodified = 0.248), followed by Evaluation and Feedback Systems (I = 3.577, D = 2.874, PNImodified = 0.245), Resource and Digital Support (I = 3.629, D = 2.935, PNImodified = 0.236), and Strategic Orientation (I = 3.630, D = 2.965, PNImodified = 0.224). The study results not only provide an empirical basis for the development of an innovative management model for regional public universities, but also further illustrate the significant value of institutional support and innovative teaching in improving educational quality and enhancing educational sustainability. Therefore, it is highly consistent with Sustainable Development Goal 4 (Quality Education).

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