Research on the Construction of an Internal Quality Monitoring System for Instruction in Undergraduate Vocational Programs in Journalism and Communication

Abstract

This study investigates the design and validation of an internal quality monitoring system tailored to undergraduate vocational journalism and communication programs in Chinese vocational undergraduate universities. Responding to rapid industry transformation and persistent gaps in practice-oriented instructional accountability, the research adopts a pragmatic, stakeholder-informed approach to develop a domain-specific framework grounded in real-world implementation constraints and opportunities. Through a sequential mixed-methods strategy---comprising in-depth interviews with program leaders, frontline instructors, industry professionals, and recent graduates, followed by a structured survey across six provincial institutions---the study identifies four interrelated dimensions essential to effective internal monitoring: Curriculum-Industry Synchrony, Pedagogical Authenticity, Assessment Integrity, and Feedback Responsiveness. Each dimension is operationalized through concrete, observable indicators aligned with occupational standards and national quality policies. Findings reveal strong cross-stakeholder consensus on the necessity of all four domains, while also surfacing nuanced divergences---particularly between industry's emphasis on real-time labor market responsiveness and faculty concerns about logistical support for authentic assessment practices. The analysis further uncovers critical feasibility enablers---including existing learning management systems and institutional liaison structures---as well as systemic barriers such as fragmented data governance and limited capacity for analytics-informed pedagogy. The resulting framework advances both theory and practice by redefining quality assurance not as compliance auditing but as a continuous, collaborative, and occupation-centered improvement process. It offers vocational undergraduate universities a ready-to-adapt architecture that balances accountability with pedagogical flexibility, supporting sustainable alignment between classroom instruction and evolving professional demands.