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From Psychology Management Innovation and Education Reform in the Digital Age: Role of Disruptive Technologies

In the main body of colleges and universities, the effect of college teaching psychology management is an important standard to test the quality of college teaching psychology management and its effects on the development of college teaching psychology management. However, the psychology management system used by traditional colleges and universities is challenging to meet the needs of the innovation of the new talent training model of higher vocational education. The construction of the new micro-level teaching organization inevitably requires the psychology management practice, structure, process, and technology at the medium and macro-levels to adapt to it. However, there are many mismatches in Higher Vocational Colleges’ internal and external administrative systems in China, such as low administrative efficiency, generalization of administrative power, low degree of specialization in administrative psychology management, and unreasonable administrative and organizational structure. This paper innovates the psychology management of colleges and universities reforms in combination with the characteristics of the digital age. Based on the collaborative innovation theory of colleges and universities, this paper puts forward the collaborative psychology management innovation network model of colleges and universities. The model combines the psychology management theory with the practical research of collaborative innovation in colleges and universities, expands the application and research field of innovation network theory, constructs the evaluation index system of students’ satisfaction in teaching psychology management in colleges and universities, and discusses it through reading and consulting materials and communication with teachers and students. A questionnaire of college teaching psychology management based on student satisfaction is formed. The experiment shows that teaching satisfaction is improved by nearly 31% compared with before innovation and reform. It can initially get the effect of innovation and reform, meet students’ needs, and promote the improvement of teaching psychology management quality.


INTRODUCTION
In recent years, more and more attention has been paid to the research on the internal psychology management of higher vocational colleges. However, most of them still stay in the experience of front-line staff, and there is little orthodox theoretical research (Ling et al., 2021). These experiences are relatively one-sided and not deep enough, and it is difficult to rise to the theoretical level of guiding practice. Based on the current situation of the relative disconnection between theoretical development and practical needs and the nature of work, the author chose the research topic of "Research on psychology management innovation in Higher Vocational Colleges" (Zheng et al., 2021c). This paper intends to start with the innovation of the internal psychology management of the college, find out the theoretical basis that can promote the sustainable development of current higher vocational education from point to surface, enrich the theory of higher vocational education, and thus can play a real help to the development of higher vocational education (Zheng et al., 2021a). Through psychology management innovation, higher vocational colleges realize their sustainable development by re-integrating and allocating high-quality social resources (Sayaf et al., 2021). This provides a new paradigm for the development of higher vocational education, enriches the theory of higher vocational education, and provides a new theoretical paradigm for establishing a modern university system in China's colleges and universities (Li et al., 2021). Compared with general education, higher vocational education is more closely related to the market and enterprises, less dependent on the government, easier to transform, and more likely to realize system innovation. Therefore, it is of great theoretical significance to carry out psychology management innovation in Higher Vocational Colleges and explore a new psychology management mode with the modern university system.
The advancement of computer technology and the change in learning concepts are the core factors that promote the continuous development of online teaching. Research on the application of computer-assisted information teaching platforms in college education reform (Adarkwah, 2021). Because information technology is a part of information technology and an important part of education informatization, information teaching has become an important part of teaching reform (Zheng et al., 2021b). Information teaching has outstanding advantages and great potential, which has become a critical link in improving the quality of education and teaching (Kang et al., 2022). Sun M proposed that teachers must fully consider the reasonable selection and application of the information in teaching design and comprehensively and systematically deal with the relationship between information and other teaching elements. Ramírez-Montoya et al. (2021) propose a design of educational innovation process aimed at college students majoring in health sciences. In addition, he also summarized a set of strategies that can support evaluation and collaborative innovation. Currently, existing structures available in universities in major countries in the world, including colleges, departments, colleges, research institutes, school laboratories, Wang et al. (2021a) designed a system that helps to create a flexible educational activity system aimed at interdisciplinary professional training, taking into account the challenges of modern labor and the world market. British and French higher education psychology management experience and experience scientists research (psychology management, innovation, tolerance; Zhang et al., 2022). The University of Psychology management has clarified the essential functions of the British and French national authorities in ensuring education standards (Li et al., 2017;Gümüş et al., 2020). The demand for digital literacy and English courses in the 21st century has been established. Thorson K believes that from the perspective of personal communication networks, similar "curation" processes are undertaken by various participants-not only traditional news producers but also personal media users, social contacts, Advertisers, and computer algorithms (Akhtar et al., 2020;Sarid, 2021;Huang et al., 2022). Detecting these streams' competition, overlap, and overlap is critical to understanding today's media exposure and impact. His method redefines the research issues in the debate, such as polarization, selectivity and accidental exposure, participation, and the conceptual orientation of computational methods. The creative efforts of many educators and educational researchers usually promote the innovation of chemistry teaching. For example, many such efforts have been reported in each sub-discipline of chemistry. However, few studies report efforts to replicate previously published results (Abbas et al., 2020;Khokhar et al., 2020a,b;Irfan et al., 2022). A consensus report published by Magnano et al. (2021), reproducibility and repeatability in Science, explores several relevant aspects of repeating previous scientific work problems. Goldsby et al. (2021) consider some of the impacts of this effort on educators' innovative teaching and learning work. Goel and Jones (2016) vision of education equity for emerging bilinguals has always placed children and their initiative in the social environment at the core. Picone et al. (2021) draws on the experience of Ophelia's own writing and authors (her current and former students) to explore how people's dynamic bilingual practice can become a source of innovation in bilingual education theory and practice.
The theoretical and practical significance and research value of this study. The innovation of this paper lies in: first, the innovation of management concept, pay attention to the introduction of "Humanistic" values, that is, advocate the improvement of personal comprehensive ability and the development of student's personality, and maximize the potential of students. The second is the innovation of management means. On the one hand, the research is highlighted in the research and use of legal means. National institutions establish the educational model and educational framework by means of legislation, forcibly guide the development of schools under this model or framework, and adjust the professional setting and career setting at any time according to the different socioeconomic situations. At the same time, popularize and publicize the law within the school, clarify the rights and obligations of students, and advocate that teachers and students use legal weapons to protect their legitimate rights and interests. The third is the innovation of management technology. Through Frontiers in Psychology | www.frontiersin.org the collaborative innovation model of colleges and universities proposed in this paper, we can use the management theory to help the innovation of college management and realize teaching reform.

Basic Framework of University Psychology Management Innovation
The basic framework of university psychology management innovation includes macro, meso, and micro (Wang et al., 2021a). They construct an interdependent and mutually promoting organic whole, which constitutes the basic framework of university psychology management innovation, as shown in Figure 1.

Process of Psychology Management Innovation in Higher Vocational Colleges
First, at the stage of discovering new problems, find out and confirm the dissatisfaction in higher vocational colleges. At present, the dissatisfaction of stakeholders in public higher vocational colleges is mainly reflected in the following aspects: students are dissatisfied with the faculty, unemployed faculty and staff are dissatisfied with the salary system and performance appraisal system, and the secondary teaching department's intervention or inaction by the functional department dissatisfaction, dissatisfaction of the government and enterprises with the awareness and ability of higher vocational colleges to serve the local Econo-our, dissatisfaction with the competent departments of higher vocational colleges, etc. (Rashid et al., 2021).
Second, the inspiration stage is to obtain ideas or methods for solving problems inside and outside higher vocational colleges (Saloviita and Pakarinen, 2021). In order to eliminate the above dissatisfaction, higher vocational colleges need to carry out psychology management innovation, and the fundamental measure is also psychology management innovation. There are generally two types of psychology management innovation in technology: introducing mature psychology management methods, processes, structures, or technologies; self-innovating and proposing new psychology management models and techniques (Sarwar et al., 2018).
Third, in the stage of proposing and experimenting with innovative plans, the innovative plan is drawn up and tested for its feasibility according to the source of inspiration. Restricted by the internal and external rights and interests of higher vocational colleges, the advanced experience of enterprises and foreign vocational education, and the advanced psychology management methods, processes, structures, and technologies of our country's first batch of good higher vocational colleges cannot be used in most vocational colleges. The rapid advancement requires higher vocational colleges to conduct full discussion and review by professionals before setting up the project and experimenting with a specific innovative project, thereby increasing the program's feasibility .

Meso-level management innovation
Micro-level management innovation  Fourth, the stage of the implementation plan is the process of realizing the actual value of the psychology management innovation stage (Sarwar and Khan, 2015). Before the effectiveness of innovation is fully manifested, the gains and losses of various interest relationships are not noticeable. Therefore, psychology management innovation is often hindered in the implementation process (Sarwar et al., 2022). Therefore, when higher vocational colleges carry out more considerable innovations, it is essential to obtain the support of the leading forces inside and outside the school, which is mainly reflected in two points: one is the establishment of a special psychology management innovation organization, which is chaired and implemented by the top leader. The second is to do a good job in the mobilization and publicity of all faculty and staff and rely on the organization of staff to solve practical problems (Farooq et al., 2019;Waheed et al., 2020;Sarwar et al., 2022).
Fifth, the theorization, identification, and diffusion stage endow psychology management innovation with meaning, and legitimizes and effectively spreads it. Summing up the experience of successfully implementing psychology management innovation and finding some regularity so as to guide the practice further, this is the ultimate goal of innovation.

Design of Collaborative Innovation Model for University Psychology Management
Collaborative innovation entities in the collaborative innovation network of colleges and universities generate trust, reciprocity, recognition, and other organizational "relationships" in their exchanges or contacts. Establishing a better level of cooperative relationship helps achieve the goal of college collaborative innovation (Firmansyah et al., 2020). For example, colleges with better "relationships" have a higher degree of trust among collaborative innovation partners, a more robust and more stable willingness to cooperate, scientifically reduce cooperation costs, reduce cooperation risks, and increase the success rate of cooperation (Jia, 2021). A better relationship level is even more likely to promote the next cooperation. Therefore, the subjects in the collaborative innovation of colleges and universities actively work hard to establish a better "relationship." Figure 2 shows the framework of collaborative psychology management innovation in universities.
1. Based on the analysis of the above two levels, construct a network model of university collaborative innovation superimposed by the organization relationship network and the innovation resource network. The two-tier networks exist independently of each other and at the same time interact with each other, forming a heterogeneous, multidimensional, and global optimization and coordination university collaborative innovation network. The interrelationship and nonlinear effects of the various innovation networks and the innovation elements within each network in the collaborative innovation of colleges and universities promote the co-evolution of the entire innovation to a certain extent, and finally realize the collaborative innovation. This article makes the following assumptions about the variables in the university collaborative innovation model and the specific relationships between them: Organizational relationship level V ab represents the level of relationship between topic nodes a and b.
A high level of organizational relationship can effectively realize the complementary advantages of the various subjects of collaborative innovation in colleges and universities, and it is easier to produce a synergy effect of 1 + 1 > 2, and amplify the income of innovation; the innovation of a collaborative innovation subject will drive other collaborative innovation subjects to innovate. Produce the "positive externality" effect in economic theory, cause the "multiplier effect" of technological innovation, and significantly increase the benefits of collaborative innovation.
The resource exchange level D ab represents the amount of resource exchange between the subject node a and b.
In the process of collaborative innovation in colleges and universities, on the basis of a higher level of organizational relationships, it is easier for the collaborative entities to learn from each other, and the interactive circulation of innovative resources such as talents, knowledge, technology, and funds is smoother, and it is easier to establish a common innovation culture and innovation system, make the innovation environment more superior, conducive to improving the innovation efficiency of collaborative innovation in universities, so that collaborative innovation is easier to succeed, and effectively reducing the risk of collaborative innovation (Wang, 2022). Therefore, the following assumptions are made for the variables in the model and the relationship between the variables. Assuming that the level of resource exchange D ab positively and significantly affects the cost of collaborative innovation C ab , it can be obtained: Collaborative innovation benefits: Cost of collaborative innovation: Collaborative innovation risk: Maximize benefits from collaborative innovation: And a, b = 1,2,…,x + y; a ≠ b, a < b. Minimize revenue from collaborative innovation: And Minimize the cost of system innovation: Universities need to use a series of means or methods to establish and maintain the level of relations between the cooperative subjects, and to enhance the level of mutual relations, so as to ensure the smooth realization of the synergy goal; the amount of resource input and the level of relations between the subjects also affects to varying degrees. On the whole, University N also follows three decision-making goals: maximizing the benefits of collaborative innovation, minimizing the risks of collaborative innovation, and minimizing the cost of collaborative innovation.
According to Equation (6), the benefit maximization function of universities' collaborative innovation can be expressed as: where , and a, b = 1,2,…,x + y; a ≠ b, a < b. According to Equation (7), the collaborative innovation risk minimization function of universities can be expressed as: where , and a, b = 1,2,…,x + y; a ≠ b, a < b. The multi-objective optimization representation of colleges and universities: Different characteristics and different types of universities have different preferences for benefits, costs, and risks. This to express the preference of university x for the benefits and risks of collaborative innovation, according to Equations (9) and (10) , and a, b = 1,2,…,x + y; a ≠ b, a < b. Based on the theoretical knowledge of variational inequality for all university entities in the university's collaborative innovation network, this article believes that the solution of the multi-objective optimal decision model is the solution of its corresponding variational inequality. Then, Equation (11) can be transformed into the following variational inequality: 2. Analysis of corporate behavior and goals.
Enterprises are the key subjects to test the value of innovation achievements. Only by transforming technological products into commodities can real innovation be realized. Enterprises choose university collaborative innovation to achieve success in the market competition and achieve stable development. The goal of optimization is to continuously research and develop new products and technologies to reduce production costs and gain more profits. Therefore, university-industry collaborative innovation must be market-oriented and balance supply and demand between laboratory and market through enterprise connection. Mode of cooperative innovation between colleges is in view of the strategic, systematic project, from probing scheduling various advantages, relying on the internal advantage theory and production practice of the combination of disciplines, with the external enterprise team, technology and knowledge together, through collaborative innovation platform or cooperation projects, cultivate high-quality engineering and technical personnel, achieve coordinated innovation needs.
As for enterprises, the strength and enthusiasm of enterprises of different sizes are different in participating in collaborative R&D. It is found that enterprises with larger scale and stronger economic and technological strength have higher enthusiasm for collaborative innovation. However, for most small and medium-sized enterprises, their willingness to cooperate is not obvious before they choose to cooperate with other enterprises, research institutes or universities. According to the survey and research, the few enterprises that are willing to participate in collaborative innovation usually have the following characteristics: first, the industry in which the enterprise is located has a high level of Science and technology and is under pressure from the peer competition environment, so the enterprise is more willing to carry out cooperative research and development with other enterprises. The other is that when things go wrong inside the organization, they need and are willing to access resources through external R&D teams. The reasons for enterprises to participate in collaborative innovation include the following: through the integration of external superior resources, benefit sharing, synergistic generation, to achieve benefit enhancement. Get more innovative talents, technical products and so on, so as to ultimately achieve the enterprise to increase profits, reduce the production cost of the enterprise. Under the mode of collaboration between universities and enterprises, industrial enterprises, as the applicators and promoters of scientific and technological products, check whether the research and development results meet the requirements of the market, complete commercialization transformation, investigate and record the defects and deficiencies of new technological products, form a real-time feedback mechanism, and improve the practicability of collaborative innovation research and development of new products in universities.

The maximization of the benefit of the company's collaborative innovation
In the R&D process, in addition to paying for the project, companies also need to assist in investing in capital, personnel, technical equipment, knowledge, etc. The types and quantities of these innovative resources directly affect the cost of the company. In addition, it is also affected by the level of the relationship between the cooperative entities, and the homogeneity among enterprises and the severe market competition also cause the increase in costs. Therefore, enterprises need to invest part of the cost to establish and maintain the level of collaborative relationship (Jin, 2022). The higher the relationship level, the faster the establishment of collaborative relationships and the greater the effectiveness of innovative products, which in turn strengthens the continuous and stable development of collaborative innovation in universities. In the collaborative innovation of universities, the main source of corporate income is the commercialization of new products or patents, and the corporate y collaborative innovation profit maximization function is: where , and a, b = 1,2,…,x + y; a ≠ b, a < b. Minimizing the risk of collaborative innovation of an enterprise means that technological innovation has long-term, uncertain, and risky nature. The enterprise chooses to collaborate with universities and research institutes for strategic purposes for collaborative research and development, and provides support for resources such as funds, personnel, technical equipment, and information. The type and quantity of these input elements directly affect the cost of the enterprise. In addition, external macro-environment and policy changes will also affect corporate innovation risks to a certain extent, and the level of relationships established between collaborative entities affects the risk of collaborative innovation. The relationship level defined in this model refers to the level of relationship established and maintained between the cooperative subjects in order to achieve the goal of coordination. The minimum function of collaborative innovation risk of enterprise y is expressed as: where , and a, b = 1,2,…,x + y; a ≠ b, a < b. The enterprise's multi-objective optimization η η 1 2 , said that the assumptions, respectively, represent the preference of enterprise decision makers for the benefits of collaborative innovation and the risks of collaborative innovation. In the collaborative innovation activities of universities, the maximum utility function of enterprise y can be expressed as: , and a, b = 1,2,…,x + y; a ≠ b, a < b. Based on the theoretical knowledge of variational inequality for all enterprises in the collaborative innovation network of universities, this article believes that the solution of the multiobjective optimal decision-making model is the solution of its corresponding variational inequality, then Equation (11) In collaborative innovation, the two main bodies of universities and enterprises follow their own objective principles, and pursue the optimal function of maximum benefit, lowest risk and lowest cost of collaborative innovation. When the sum of Equations (12) and (16) is satisfied in the whole network organization, and the quantity and relationship level of product resources in the process of relationship exchange and resource collaboration meet the following variational inequality, the whole innovation network reaches the equilibrium state.
X is a closed convex set that meets the conditions and can achieve multi-objective optimality.
When the social network and the resource network each achieve a confluence V D ab ab , , the university collaborative innovation network is in a balanced state, realizing stable multi-party collaborative innovation.

Collaborative Innovation Network Structure of Universities
The organization relationship network and the innovation resource network have the same main node, and the connection mode between all nodes differs depending on the node relationship. The two-tier networks exist independently of each other, and at the same time interact with each other, thus forming a heterogeneous, multidimensional, and individual optimization conflict and global optimization coordination university collaborative innovation network. The schematic diagram of the university collaborative innovation network structure is shown in Figure 3.

Collaborative Innovation Network Model Experiment in Universities
The equilibrium solution of the university's collaborative innovation network is the equilibrium reached by the cooperative FIGURE 3 | Schematic diagram of the collaborative innovation network structure of colleges and universities. entities in the entire network in the long-term competition and cooperation, and it is the result of a long-term game. In reality, it is difficult for each subject to reach the equilibrium point accurately. Aiming at the process of how each collaborative main body in the collaborative innovation network of colleges and universities achieves a balanced solution, conduct experiments on the collaborative innovation network model of colleges and universities.

Experimental Method
Combined with the calculation and solution of mathematical software, the tool MATLAB 7.0 is selected to solve the calculation example (set the step size is 0.01, the convergence accuracy is 0.001, and the above three cases are, respectively, corrected and projected iteratively). The iterative calculation ends and converges to a stable point. The balanced solution of the quantity and relationship level of resource flow between innovation networks.

Questionnaire Survey
Design a questionnaire for students under the reform of university psychology management innovation teaching. The questionnaire includes the basic personal information of the survey object, including gender, major, grade, etc.; and a survey of the basic situation of university teaching psychology management, and satisfaction with the specific situation of university teaching psychology management. The survey includes the degree of satisfaction in the three dimensions of daily teaching psychology management, teaching security psychology management, and teaching evaluation psychology management. In the form of a Likert five-level scale, it is divided into five categories: "1-very dissatisfied, " "2-relatively dissatisfied, " "3-general, " "4-relatively satisfied, " and "5-very satisfied" options.

Survey object and method.
The research object of this article is X University's undergraduates. Random sampling is adopted. Questionnaires are distributed in the library, study room, etc. in the form of paper questionnaires. A total of 200 questionnaires were distributed and 198 were returned. Excluding invalid questionnaires, there are 180 valid questionnaires. The specific information is shown in Table 1.
Using the data analysis software SPSS17.0, this paper makes a statistical analysis of the survey data. Through the descriptive analysis method, this paper explores the overall satisfaction and satisfaction evaluation of students in college teaching psychology management, and uses the analysis of variance and t-test to analyze the differences in gender, major and grade of college teaching psychology management.
In this paper, Cronbach's Alpha is used to measure the degree of internal consistency. In research, it is generally required that the minimum acceptable reliability is 0.7, reaching 0.8-0.9 indicates good reliability, and above 0.9 indicates good reliability. The validity of this questionnaire is shown in Table 2. 3. Questionnaire validity.
In this paper, factor analysis is an ideal method to test its validity. To test whether it is suitable for factor analysis, it is mainly judged by the KMO value and the Bartlett value. In general, factor analysis can be performed with a KMO value above 0.7. A value above 0.8 is suitable, and a value above 0.9 is very suitable. The closer the KMO value is to 1, the more suitable for factor analysis. At the same time, the Bartlett sphere value must be less than the significant level of 0.05. The validity of the questionnaire in this article is shown in Table 3.
It can be seen from the table that the KMO values are all above 0.7, the overall KMO test value is 0.823, and the Bartlett sphere value and value of p are less than 0.05, which is suitable for factor analysis and the questionnaire has good validity.

UNIVERSITY PSYCHOLOGY MANAGEMENT INNOVATION AND TEACHING REFORM IN THE DIGITAL AGE Collaborative Innovation Model in Universities
Set the amount of resource exchanges between collaborative entities as the decision-makers' benefit preferences and risk preferences gradually transition from the initial risk preference to benefits-oriented changes. Since benefits have a greater impact on the overall collaborative innovation entity, as the decisionmakers' preference. The amount of communication resources between each other will correspondingly increase, and the level of relationship changes will be relatively small. The equilibrium solution of university collaborative innovation network is the equilibrium reached by each collaborative subject in the whole network in the long-term competition and cooperation, and it is the result of a long-term game. As can be seen from Figure 4, it is difficult for each subject to accurately reach the equilibrium point. In view of the process of how each cooperative subject achieves the equilibrium solution in the university collaborative innovation network, the countermeasures when considering the non-optimal strategy of the cooperative subject are also of great significance.
Results of the Questionnaire Survey 1. Students' overall satisfaction with teaching psychology management and their enthusiasm for participating in teaching psychology management are not high.
In the basic situation survey of the questionnaire, an overall evaluation of the school's teaching psychology management work is set up to measure the satisfaction of students with the teaching psychology management work of colleges and universities: The above survey uses a scoring system of 1-5 points, and theoretically uses 3 points as the medium expected value. As shown in Figure 5, it can be seen that the highest percentage of satisfaction with teaching psychology management is general satisfaction, and the overall satisfaction with school teaching psychology management is not high. It is necessary to further improve the satisfaction of teaching psychology management. From Figure 5, it can be seen that students' participation in teaching psychology management is not high, and the proportion of never participating accounts for 43.33%, and the proportion of occasional participation is 30%. This shows that students' enthusiasm and initiative to participate in teaching psychology management needs to be fully displayed and improved.
2. Students' attention to teaching psychology management information. Figure 6 shows that 30% of the total students have never paid attention to teaching psychology management information, and 37.78% occasionally pay attention to teaching psychology management. Teaching psychology management involves students' practical interests in teaching. The delivery of teaching psychology management information should also expand publicity channels. Improve students' awareness of teaching psychology management information.
Statistical Results of the Survey of Students' Satisfaction With the Various Items of University Teaching Psychology Management 1. There is a gap between the status quo of daily teaching psychology management and the state expected by students.
According to Figure 7, it can be seen that the performance of the gap is that most of the students' daily teaching psychology management level is higher than the average, and the observation value is above the medium level, which shows that the daily psychology management of teaching is at a medium-to-higher level. It shows that there is a gap between the school's teaching curriculum, class time arrangement and teaching psychology management system and the ideal state of the students' minds, and it needs to continue to be improved.
2. There is a gap between the psychology management level of teaching security and the needs of students.
According to the data in Figure 8, the gap with students' needs is mainly reflected in the following points: first, in terms of teaching security psychology management, students' satisfaction evaluation is general. The highest mean value is B1, which means that students are highly satisfied with the overall teaching environment of the school, and the sum of the proportion of relatively satisfied and very satisfied exceeds 50%, indicating that students have a high evaluation of the school teaching environment. Through investigation and communication with students, we can see that the overall teaching environment of the school is good.
3. Students' satisfaction with the implementation effect of teaching evaluation psychology management is low.
The data in Figure 9 shows that college students are not satisfied with teaching psychology management, and the average overall satisfaction is low. The average values of satisfaction with teaching psychology management in all dimensions are relatively balanced. Student satisfaction in teaching psychology management of colleges and universities still needs to be improved and improved in all aspects.
Combining Figures 7-9, it can be concluded that although the overall satisfaction of university teaching psychology management innovation is still not very high, compared with before the innovation reform, it has increased the satisfaction by nearly 31%, and the effect of the innovation reform can be initially obtained.
4. Satisfaction factor analysis of daily teaching psychology management.    Figure 10 is the analysis of the satisfaction factor of daily teaching psychology management and teaching security psychology management. From the above figure, it can be seen that the characteristic value of the impression factor of teaching psychology management satisfaction is higher. It is said that students have a relatively satisfactory evaluation of teaching psychology management. For teaching psychology management, students are more inclined to be more reasonable and more autonomous in the arrangement of professional teaching plans.
According to the data in Table 4, it is found that only the characteristic value of the first two factors is greater than 1, that is, the teacher's teaching attitude and level and the teacher's teaching method and content, which affect the evaluation of the satisfaction of the teaching evaluation psychology management. Students pay more attention to the teacher's teaching. The leading role of teachers must be fully brought into play and manifested.
From Figure 11, it can be seen that there is no significant difference between the gender of students in the satisfaction of teaching psychology management, and the satisfaction of students to teaching psychology management will not have different satisfaction changes due to the difference of gender. There are obvious differences in student grades, and it is necessary to formulate appropriate measures for different grades to increase students' satisfaction with teaching psychology management.

DISCUSSION
The limitations of this study are as follows: (1) students' overall psychological satisfaction with teaching management and enthusiasm for participating in teaching management are not high; (2) There is an obvious gap between the status quo of daily teaching management and the psychological expectation of students; (3) There is a gap between the teaching psychological management level and students' psychological needs; and (4) Students' psychological satisfaction with the implementation effect of teaching evaluation management is  relatively low. The direction of this study in the future is to try to avoid the non-significant difference between students' gender in the satisfaction of teaching psychological management, and to develop appropriate measures for different grades to increase students' satisfaction with teaching management in the face of the obvious psychological difference in students' grades.

CONCLUSION
The development of higher vocational colleges in our country is in a critical period. Institutions of higher learning must design innovative educational psychology management models suitable for their own development in accordance with their own conditions in order to adapt to the needs of modern education development and cultivate truly high-quality skilled talents. The research in this paper is to reform university education through the characteristics of university innovation and the digital age, and propose a university collaborative innovation model. The research of this specific model brings new ideas and new methods to university collaborative psychology management innovation. Based on the actual research status of university psychology management, further study the connection between the social public network and the collaborative cooperation network, construct a network model between the two, and finally introduce a variational inequality to obtain the constraint condition that satisfies the maximum benefit of each stakeholder. The results prove that the level strength of the social network in university collaboration and the balanced realization of the university's collaborative innovation network are positively correlated, that is, the higher the level of intensity, the easier the realization of the balance; but the biggest problem of university collaborative innovation is the accumulation of capital. Serious shortcomings will hinder the realization of the equilibrium solution of the collaborative innovation network of colleges and universities; after solving the problem of insufficient capital accumulation, the lack of cognitive capital accumulation will cause the instability of the equilibrium of the collaborative innovation network.

Limitations and Future Recommendations
Readers should be aware of the study's limitations when evaluating its findings. Our findings may have limited applicability due to existing contextual factors. Schools without supportive administration or adequate technological infrastructure may find it more difficult to implement research findings on the roles of technology and specific strategies and tactics. There was also a lack of time for classroom observations, so we may not have seen all of the different ways technology is used in these schools. Our ability to observe a limited number of resources may have hampered our ability to draw conclusions about how management use technology. In the last decade, researchers have studied how management use technology to enhance or transform student learning. These studies often employ qualitative case study designs, such as this one, in order to gain a deeper understanding of how people use technology. Larger samples, quantitative measures of instructional inputs and outcomes can now be studied using the technology use taxonomy that has been derived from this and other studies. Using a technology use taxonomy like ours, we can measure teaching strategies, which can then be correlated with the outcomes we care about, such as changes in teaching practices and student learning changes. Such studies, if well-conceived and executed, can shed light on the most effective ways to help students and management learn with technology.

DATA AVAILABILITY STATEMENT
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

AUTHOR CONTRIBUTIONS
LB designed the study, conceived the analysis question, and conducted the analysis. He is the organizer of the project and responsible for sorting out the contact data and connecting with other researchers. TX conducted the analysis also and critically revised the manuscript content. All authors contributed to the article and approved the submitted version.