Component-based model construction and empirical study of university budget management system: A case study of Nanning University

2025 IJRSE – Volume 14 Issue 7

Available Online:  5 April 2025

Author/s:

Wang, Hai
Nanning University, China

Abstract:

With the rapid development of information technology and the positive guidance of national policies, university budget management is gradually transitioning to digitalization. However, during this transformation, many universities face issues such as data silos, rigid processes, and lagging dynamic adjustments, which restrict the effectiveness of budget management. As a university with distinct applied characteristics, Nanning University also encounters numerous management challenges in budget management. To address these problems, this study constructs a component-based model for the university budget management system, using Nanning University as a case study, and verifies its effectiveness and applicability through empirical research. The component-based model decomposes the budget management process into multiple independent, reusable components, such as budget preparation, execution monitoring, and performance analysis, enabling flexible system integration and rapid iteration. Empirical research results show that the component-based model significantly enhances the response speed of budget adjustments, improves the efficiency and accuracy of budget management, and receives high user recognition. Furthermore, modular design reduces system maintenance costs to a certain extent. This study provides new ideas and methods for the digital transformation of university budget management systems and offers important reference value for similar universities.

Keywords: university budget management, component-based model, Nanning University, modular design

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DOI: https://doi.org/10.5861/ijrse.2025.25613

Cite this article:
Wang, H. (2025). Component-based model construction and empirical study of university budget management system: A case study of Nanning University. International Journal of Research Studies in Education, 14(7), 203-210. https://doi.org/10.5861/ijrse.2025.25613