MA Hualong
The rapid advancement of digital technology has introduced new challenges to anti-fraud education in universities. As a new paradigm of public administration and governance, collaborative governance is increasingly being applied as a reference framework in the modernization of university education. However, current anti-fraud education in universities faces several issues, including the absence of governance entities, insufficient objective linkage mechanisms and subjective domain awareness, and limited effectiveness of educational campaigns. University-based anti-fraud education operates within a stable and open system where governance resources, anti-fraud information, and co-governance dynamics circulate among multiple actors. The willingness of these actors to engage in collaborative governance is shaped by a four-dimensional structure of subjective driving forces, ultimately aiming to enhance students' “three senses” (security, participation, and gain), build safe campuses, and contribute to broader societal governance. By incorporating collaborative governance theory into anti-fraud education, universities can establish a multi-actor interactive governance network, explore effective points of integration for coordinated anti-fraud initiatives, and achieve a dynamic integration of traditional resources, outcome feedback, and accumulated experiences. This approach fosters a unified awareness of the anti-fraud education community in universities. Ultimately, a comprehensive and multi-layered governance network for anti-fraud education should be constructed, founded on “actor collaboration,” driven by “mechanism collaboration,” secured through “resource collaboration,” and oriented toward “awareness collaboration.”