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oai:figshare.com:article/34009650 2026-09-28T05:44:53Z category_129 portal_316 item_type_3 month_year_09_2026

Supplementary file 1_Interactive effects of supervisory styles and institutional contexts on the practical innovation ability of professional degree postgraduates.docx Niuniu Zou (25120197) Xiaoyue Liu (142524) Lanhui Zhong (25120200) Ximiao Guo (25120203) Keke Chen (3254022) Feizhong Zheng (25120206) Education institutional contexts interactive effect practical innovation ability professional degree postgraduates supervisory styles Introduction<p>As the global knowledge economy increasingly demands high-level applied talents, cultivating practical innovation ability has become a priority for professional degree postgraduate education. Drawing on the Componential Theory of Creativity and Resource Dependence Theory, this study conceptualized practical innovation ability as a multidimensional construct integrating innovation knowledge, skills, thinking, disposition, and performance.</p>Methods<p>Using survey data from 3,338 professional degree postgraduates across 20 Chinese universities, this study employed two-way analyses of variance to examine how supervisory styles interacted with university level and university type in shaping practical innovation ability.</p>Results<p>The results revealed significant interactions between supervisory styles and institutional characteristics. Specifically, regarding university level, in non-Double First-Class universities where systemic resources are relatively scarce, a supportive style functioned as a vital compensatory resource. Conversely, in Double First-Class institutions characterized by intense evaluative pressure, an authoritative style provided a necessary structural anchor to ensure research precision. Regarding university type, specialized institutions benefited more from supportive mentorship that fostered psychological safety, whereas the multidisciplinary complexity of comprehensive universities required authoritative guidance to provide navigational scaffolding against disciplinary fragmentation. Across both institutional dimensions, laissez-faire supervision was consistently associated with the lowest levels of practical innovation ability.</p>Discussion<p>These findings highlight the importance of differentiated supervisory training and evaluation systems tailored to institutional missions and resource conditions, suggesting that effective supervision should align with institutional contexts to support the development of practical innovation ability among professional degree postgraduates.</p> 2026-09-28T05:44:53Z Dataset Dataset 10.3389/feduc.2026.1929486.s001 https://figshare.com/articles/dataset/Supplementary_file_1_Interactive_effects_of_supervisory_styles_and_institutional_contexts_on_the_practical_innovation_ability_of_professional_degree_postgraduates_docx/34009650 CC BY 4.0