Abstract
A perfect legal guarantee can ensure China’s high-quality socio-economic development. At present, in terms of China’s entrepreneurship education (EE), it is necessary to strengthen entrepreneurs’ legal consciousness and respect for rules. The research establishes a model for legal-business compound competency (LBCC). It is a pioneering EE mode adapted to characteristics of China’s market transition to cultivate interdisciplinary talents who excel at management and administration but also have a command of laws and regulations in EE. By utilizing behavioral event interview (BEI) and Delphi methods, factors affecting LBCC were summarized. Moreover, a questionnaire-based inquiry was conducted using graduates who received law–business interdisciplinary entrepreneurship education (LBIEE) as subjects to collecting data to evaluate the cultivation effect of the EE mode. In the study, a model for LBCC was established from the three perspectives including knowledge, skill, and attitude. Additionally, cultivating competency of law–business interdisciplinary talents (LBITs) shows a significantly positive influence on compensation level and job satisfaction among graduates who have received the EE. The core task of LBIEE is to improve compound competency of students in legal-business to enable students to show entrepreneurial spirit with legal-business intelligence. It is considered an innovation in a mode of education adapted to the transition and development of China’s market economy.
Highlights
Entrepreneurship education (EE) pursues the development of student competency to grasp commercial opportunity (Daniela et al, 2016) and adapt to complex business environments (Ho et al, 2014; Rauch and Hulsink, 2015)
The purpose of this research is to improve the law– business interdisciplinary entrepreneurship education (LBIEE) mode by exploring characteristics of legal-business compound competency (LBCC)
The scales for competency were formed in the survey questionnaire to collect the data for establishing a LBCC model in three perspectives of knowledge, skill, and attitude by extraction method of principal component analysis and quantitatively evaluating the influence of LBIEE project on the graduates
Summary
Entrepreneurship education (EE) pursues the development of student competency to grasp commercial opportunity (Daniela et al, 2016) and adapt to complex business environments (Ho et al, 2014; Rauch and Hulsink, 2015). It is suggested that competency can be favorably cultivated via EE (Kuratko, 2005) while related meta-analysis shows that EE is, on the whole, effective (Martin et al, 2013; Bae et al, 2014); super-fine multidisciplinary settings in educational contexts leads students passively receiving separate disciplinary cultures (Gu, 2011). With rapidly changing technologies and an ever-changing market environment, entrepreneurs need to face significant uncertainty. They have to retain multidisciplinary knowledge and skills and show strong adaptability. Cultivating interdisciplinary talents is an important direction for development research and practice in EE (Gary, 2005; Daniela et al, 2016; Virginia and Carlos, 2018)
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