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Prof. Dr. Paola Magnano
Kore University of Enna
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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
Spain

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Home > Archives > Vol. 11 No. 2 (2026): Published > Research Articles
ESP-4317

Published

2026-02-28

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Vol. 11 No. 2 (2026): Published

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Research Articles

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Copyright (c) 2026 Jing Wang*, Iryna Kuchynska

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How to Cite

Jing Wang, & Iryna Kuchynska. (2026). Public–private partnerships (PPP) in higher education development management: A comparative study of China and Ukraine with social-psychological perspectives. Environment and Social Psychology, 11(2), ACE-4317. https://doi.org/10.59429/esp.v11i2.4317
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Public–private partnerships (PPP) in higher education development management: A comparative study of China and Ukraine with social-psychological perspectives

Jing Wang

Department of Pedagogy and Management of Educational Institution, Kamianets-Podilskyi Ivan Ohienko National University, Kamianets-Podilskyi, Ukraine

Iryna Kuchynska

Department of Pedagogy and Management of Educational Institution, Kamianets-Podilskyi Ivan Ohienko National University, Kamianets-Podilskyi, Ukraine


DOI: https://doi.org/10.59429/esp.v11i2.4317


Keywords: public–private partnership; higher education governance; China; Ukraine; social-psychological factors; policy analysis; governance efficiency


Abstract

Public–Private Partnerships (PPPs) have increasingly become a strategic instrument for financing and operating higher education (HE) infrastructure and services. However, empirical evidence comparing the governance performance of PPPs in countries with distinct regulatory traditions remains limited. This study conducts a comparative analysis of PPP governance models in the higher education sectors of Ukraine and China, exploring the institutional frameworks, implementation mechanisms, and performance outcomes. Beyond economic and administrative dimensions, this paper introduces social-psychological variables—such as trust, collective efficacy, cultural attitudes toward hierarchy, and risk perception—as mediating factors influencing PPP stability and governance efficiency. Drawing on policy analysis, case studies, and semi-structured interviews, this study develops a socio-psychological–governance performance framework, providing both theoretical refinement and policy implications for sustainable PPP practices in higher education.


References

[1]. 1.Liu, Z. (2009). Public–private partnerships in China: An effective financing approach for infrastructure investment. International Journal of Innovation and Sustainable Development, 15(2), 223–234.

[2]. 2.Zuo, C., et al. (2024). The implementation of public–private partnership in China. PLOS ONE, 19(6), e0305051. https://doi.org/10.1371/journal.pone.0305051

[3]. 3.World Bank. (2022). Partnering for outcomes: Public–private partnership for school education in Asia. https://ppp.worldbank.org/sites/default/files/2022-06/Partnering_for_outcomes-Public-private_partnership_for_school_education_in_Asia_0.pdf

[4]. 4.Kusumasari, B. (2023). Critical success factors of public–private partnerships in the education sector: Evidence from China. Journal of Public Procurement, 26(3), 309–322.

[5]. 5.Qian, H. (2023). Running schools on two legs: The impact of policy oscillation on non-traditional schools in China. Teaching and Teacher Education, 127, 104301. https://doi.org/10.1016/j.tate.2023.104301

[6]. 6.Wolf Theiss. (2025, August 14). Ukraine modernises PPP framework: New law on public–private partnership adopted to boost investment and infrastructure development [Client alert]. https://www.wolftheiss.com/insights/ukraine-modernises-ppp-framework-new-law-on-public-private-partnership-adopted-to-boost-investment-and-infrastructure-development/

[7]. 7.Kovalenko, S., Berezovskyi, D., & Maistrenko, A. (2024). Public–private partnership management relations in higher education. Economic Synergy, 4, 154–170. https://doi.org/10.53920/ES-2024-4-11

[8]. 8.Dzhikiya, M. K. (2023). Public–private partnership as a mechanism of education management: Evidence from higher education. Frontiers in Education, 8, 1132644. https://doi.org/10.3389/feduc.2023.1132644

[9]. 9.UNESCO. (2025, March 25). Public–private partnerships to bridge gaps in education continuity in times of crises: The Ukraine case study. https://www.unesco.org/en/articles/public-private-partnerships-bridge-gaps-education-continuity-times-crises-ukraine-case-study

[10]. 10.Maslov, V. (2022). Implementation of public–private partnership in the field of education in Ukraine and abroad. Socio-Economic Relations in the Digital Society, 2(44). https://doi.org/10.55643/ser.2.44.2022.456



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