Evaluation of the collaborative capabilities of students in joint graduation programs based on digital technology

It is important to evaluate the collaborative capabilities of joint graduation programs for specialty groups in new engineering disciplines based on digital technology. This study uses a comprehensive body of research to investigate the current design of joint graduation programs in universities in China. To this end, we leverage the talent training program, as well as the Delphi methodology and analytic hierarchy process, to create a hierarchical structural model of a system to assess the collaborative capabilities of the design of joint graduation programs in new engineering. We consider the collaborative capabilities relating to the apperception, behavior, and reaction of students in these programs as criteria to develop the indicators of evaluation for our system. We also use collaborative capabilities relating to goals, knowledge, relationships, software, work processes, organizations, cultures, learning, and conflicts as indicators to construct a comparative judgment matrix of criterial and indexical hierarchies. We calculated the maximal eigenvalue and corresponding eigenvector of the evaluation matrix to assign weights to the indices of evaluation, sorted them, and used them to assess the design of joint graduation programs in new engineering. The results show that key indicators of the system to assess the collaborative capabilities of joint graduation programs are easily identifiable, and provide a theoretical framework for innovations in teaching in this context.