Public–private partnerships (PPP) in higher education development management: A comparative study of China and Ukraine with social-psychological perspectives

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.