ACADEMIC ADMINISTRATION APPROACHES FOR ENHANCING LANDSCAPE DESIGN SKILLS AT GUANGXI Y COLLEGE, CHINA

Abstract

This research aimed to: 1) investigate the current status of landscape design skills among students, teachers, administrators, and employers at Guangxi Y College; 2) propose academic administration approaches to enhance these skills. The sample included 255 students, 33 teachers and administrators, and 12 employers, selected by stratified random sampling using the Krejcie and Morgan formula. Data were collected via questionnaires and focus group meetings, with questions validated by three experts through the IOC method. Quantitative analysis (percentages, means, standard deviations) was applied.

Results indicate that landscape design skills at Guangxi Y College are generally low and need improvement. Students expressed that theoretical courses do not effectively support understanding and application of design concepts, and they expect stronger industry collaboration. Teachers and administrators pointed out the limitations of the current curriculum and emphasized the need to strengthen faculty expertise. Employers noted a gap between training and real-world demands and hope to see improvements in teachers’ industry experience. The proposed academic administration approaches focus on four dimensions: 1) Teaching approaches (student-centered interactive models, design thinking workshops); 2) Curriculum system (modular and interdisciplinary courses); 3) Faculty development (dual-track promotion, corporate residency); 4) Industry collaboration (innovation labs, internships). These approach integrate cognitivism and constructivism learning theories to form a "four-dimensional collaborative" framework for enhancing landscape design skills.