Supplementary file 1_Interactive effects of supervisory styles and institutional contexts on the practical innovation ability of professional degree postgraduates.docx

Drawing on the Componential Theory of Creativity and Resource Dependence Theory, this study conceptualized practical innovation ability as a multidimensional construct integrating innovation knowledge, skills, thinking, disposition, and performance.</p>Methods<p>Using survey data from 3,338 professional degree postgraduates across 20 Chinese universities, this study employed two-way analyses of variance to examine how supervisory styles interacted with university level and university type in shaping practical innovation ability.</p>Results<p>The results revealed significant interactions between supervisory styles and institutional characteristics.

Specifically, regarding university level, in non-Double First-Class universities where systemic resources are relatively scarce, a supportive style functioned as a vital compensatory resource. Conversely, in Double First-Class institutions characterized by intense evaluative pressure, an authoritative style provided a necessary structural anchor to ensure research precision. Regarding university type, specialized institutions benefited more from supportive mentorship that fostered psychological safety, whereas the multidisciplinary complexity of comprehensive universities required authoritative guidance to provide navigational scaffolding against disciplinary fragmentation.