Research on the Construction of a Digital Competency Maturity Model for Marketing Faculty

DOI: https://doi.org/10.62517/jhve.202516408

Author(s)

Lei Wang

Affiliation(s)

Changzhou Vocational Institute of Engineering, Changzhou, China

Abstract

The digital economy is reshaping the business landscape at an unprecedented pace, compelling higher vocational education to update its talent cultivation models in tandem. For marketing programs, the high degree of integration between teaching scenarios and industrial scenarios has become a "lifeline," and whether teachers can skillfully leverage data insights, MarTech tools, and algorithm platforms both inside and outside the classroom is the "last mile" that determines whether this integration can be effectively implemented. This study took 30 full-time marketing teachers from five higher vocational colleges (C1–C5) in Changzhou City as the sample and adopted an explanatory sequential mixed research paradigm: first, the "5D-5L" digital competency maturity model was extracted using grounded theory; then, its hierarchical validity was verified using structural equation modeling; finally, retrospective interviews were conducted to explain the quantitative anomalies. The study found that: (1) The model consists of five dimensions: digital teaching beliefs, resource integration, teaching design, teaching implementation, and assessment and reflection. The five maturity levels (initial, reactive, managerial, optimized, and innovative) have clear boundaries and strong operational feasibility; (2) The overall sample is in the transitional phase from the "reactive level" to the "management level," with only 13.3% at the "optimization level" or above. Additionally, the path coefficient of "digital instructional design" on classroom teaching effectiveness is as high as 0.46 (p < 0.001); (3) Work experience in enterprises has a significant moderating effect on the "resource integration" and "instructional design" dimensions.

Keywords

Digital Competence; Maturity Model; Higher Vocational Education; Marketing Teachers; Mixed Research

References

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