Design and Empirical Analysis of Artificial Intelligence-Based Decision Aid Models for College Management
17 mar 2025
INFORMAZIONI SU QUESTO ARTICOLO
Pubblicato online: 17 mar 2025
Ricevuto: 28 ott 2024
Accettato: 15 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0167
Parole chiave
© 2025 Ying Wang, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Figure 2.
Figure 3.
Grade and letter conversion
| ID | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| A | Good | Good | Good | Good | Good | Medium | Good | Good |
| B | Good | Medium | Good | Medium | Good | Medium | Medium | Medium |
| C | Good | Good | Good | Medium | Good | Medium | Good | Good |
| D | Good | Good | Good | Excellence | Excellence | Good | Excellence | Pass |
| E | Good | Good | Good | Good | Excellence | Excellence | Good | Good |
| F | Pass | Good | Medium | Medium | Good | Pass | Good | Medium |
| G | Pass | Good | Medium | Medium | Medium | Pass | Good | Medium |
| H | Medium | Good | Good | Medium | Medium | Good | Good | Medium |
| I | Medium | Medium | Good | Good | Pass | Pass | Medium | Pass |
| J | Excellence | Medium | Medium | Medium | Pass | Medium | Medium | Pass |
| K | Good | Good | Good | Good | Excellence | Excellence | Good | Good |
| L | Pass | Good | Pass | Pass | Pass | Pass | Good | Pass |
| M | Excellence | Good | Excellence | Good | Excellence | Good | Good | Medium |
| N | Good | Excellence | Good | Good | Good | Excellence | Excellence | Excellence |
| O | Medium | Medium | Medium | Pass | Medium | Good | Good | Medium |
College entrance examination admissions number
| Year | The number of students (units: 10,000) | Year | The number of students (units: 10,000) |
| 2012 | 108.5 | 2018 | 452.7 |
| 2013 | 160.2 | 2019 | 510.6 |
| 2014 | 218.4 | 2020 | 552.2 |
| 2015 | 270.3 | 2021 | 574.8 |
| 2016 | 319.6 | 2022 | 600 |
| 2017 | 379.5 | 2023 | 630 |
Evaluation result
| Index | Evaluation grade | ||||
| Excellence | Good | Medium | Pass | Bad | |
| Strategy recognition of the school | 0.4 | 0.2 | 0.2 | 0 | 0.1 |
| Understanding of the school’s strategic goals | 0.3 | 0.3 | 0.3 | 0.1 | 0.2 |
| The consistency of the implementation plan and the target | 0.5 | 0.4 | 0.1 | 0.1 | 0 |
| Operational degree of implementation plan | 0.4 | 0.3 | 0.2 | 0.1 | 0 |
| The degree of democratization of implementation | 0.3 | 0.3 | 0.2 | 0.2 | 0.1 |