SERVICE QUALITY AND EMPLOYABILITY IN CHINESE VOCATIONAL EDUCATION

Abstract

This systematic scoping review assesses service quality in China's vocational undergraduate education (VUE) system. The research team identified 31 key records from Web of Science, Scopus, Chinese national policy documents, and 2025 institutional quality reports (2019–2025), following PRISMA-ScR guidelines. Using the HEdPERF framework, evidence was organized across five dimensions. These included academic aspects, non-academic support, program issues, access, and reputation. Results show that academic competence (90.3% of records) and program design (80.6%) dominate, with a focus on "double-qualified" faculty and industry-integrated curricula. Access (29.0%) and non-academic support receive limited attention due to institutional and administrative bottlenecks. Perceived employability serves as the primary mediator linking service inputs to student loyalty under the Stimulus–Organism–Response framework—students demonstrate loyalty based on anticipated career returns rather than institutional prestige. The study proposes a service–employability–loyalty pathway specific to VUE contexts and identifies three areas for improvement. These findings connect vocational higher education quality research with skills-based economic development.