FACTORS EXPLAINING THE PRODUCT INNOVATION OF ENTREPRENEURIAL STUDENT: A THEORETICAL APPROACH

With the rapid advancement of artificial intelligence technology, its applications within the educational sector have gradually become more widespread. As a critical component in the cultivation of future innovative talents, higher education's entrepreneurship and innovation education faces multiple challenges, such as outdated teaching models, a singular educational service system, and low resource utilization efficiency. This paper explores how AI technology can empower higher education's entrepreneurship and innovation education, driving transformative changes in teaching models through personalized learning path planning, intelligent teaching evaluations, and virtual reality simulations. Additionally, services such as intelligent mentor consultations, automated assessments of entrepreneurial projects, and precise information dissemination have effectively enhanced the educational service system for innovation and entrepreneurship. Moreover, the application of AI technology has facilitated the deep integration of universities with enterprises, industries, and practical applications, creating platforms for resource sharing and cultural exchange, and fostering a favorable ecosystem for innovation and entrepreneurship. However, the integration of AI technology in education also brings challenges such as ethical risks, data security issues, faculty development, and cost concerns, which necessitate comprehensive countermeasures. Through in-depth analysis, this paper provides theoretical support and practical guidance for the integrated development of higher education's entrepreneurship and innovation education.

At present, major universities are actively carrying out innovation and entrepreneurship education courses to develop the creative potential of college students. In order to analyze the impact of participation in entrepreneurship and innovation education on college students’ creativity, the study took students from a certain province as a research sample, conducted a follow-up survey, and analyzed the current students’ creativity level and participation in entrepreneurship and innovation education. Ordinary Least Squares (OLS) regression was used to analyze the impact of entrepreneurship and innovation education on college students’ creativity. In order to enhance the credibility of the results, the propensity score matching method (PSM) was also used to verify the impact of participation in entrepreneurship and innovation education on students’ creativity. The analysis results show that the current creativity score of college students in my country is 107.6, which is at an average level; students who do not participate in entrepreneurship and innovation education have the lowest creativity score, and students who are rich in imagination and dare to take risks are more willing to actively participate in entrepreneurship and innovation education. OLS regression and PSM results show that participation in entrepreneurship and innovation education will significantly and positively affect the creativity of college students. Among them, active participation and both types of participation have significant effects on college students’ creativity, while passive participation has no significant effect. Therefore, colleges and universities need to carry out entrepreneurship and innovation education in a variety of ways, fully mobilize the enthusiasm of students to participate, and improve the level of students’ creativity. Specific recommendations include developing interactive hands-on courses, motivating students to participate in innovation competitions and entrepreneurial activities, and providing guidance and resource support to promote personalized development.

In this paper, the implementation of entrepreneurship education on college students analyze the significance, followed by demonstration on the relationship between Ideological and political education and entrepreneurship education. On the ideological and political education in college students analyze the factors restricting the development of entrepreneurship. Analysis on the main problems existing in the entrepreneurship education in Ideological and political education and the causes. Put forward the innovation and entrepreneurship education of Ideological and political education method, has carried on the analysis from six aspects, namely, to optimize the environment of entrepreneurship education, improve education level; optimization of entrepreneurship education form, reform education mode; shape students' entrepreneurial personality, stimulating the entrepreneurial consciousness; strengthening entrepreneurial education troop construction, to ensure the effectiveness of education; the importance of entrepreneurship education and practice method, cultivating entrepreneurial ability; system construction of entrepreneurship education, realize the education standard development.

Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis

Since the implementation of China 's entrepreneurship and innovation strategy in 2015, unique innovation and entrepreneurship education has also been incorporated into higher education, aiming to cultivate new talents with innovative ability and entrepreneurial consciousness for the society through entrepreneurship and innovation education. Higher education takes the cultivation of employment talents as the fundamental goal, and entrepreneurship education as a part of higher education has a new impact on the employability of college students. Therefore, this paper studies the relationship between entrepreneurship education and college students' employment and the influence mechanism of entrepreneurship education on college students' employment. The conclusion shows that entrepreneurship education has a significant impact on college students ' employability and employment quality. Therefore, colleges and universities should pay attention to improving the way of entrepreneurship education while carrying out entrepreneurship education, actively optimize the setting of professional courses, and should link entrepreneurship education with future employment.

Stakeholders’ role in entrepreneurship education and training programmes with impacts on regional development

The university environment provides a good context for entrepreneurship education. With the vigorous development of entrepreneurship education, educators and scholars have shown increasing interest in the significant role entrepreneurship education plays in higher education. As a result, the effectiveness of entrepreneurship education has quickly become a popular topic. However, it is often not easy to evaluate entrepreneurship education programs, which are designed for medium- and long-term outcomes. It is essential to develop alternative assessment tools that do not traditionally assess only knowledge. The study aims to adapt the multidimensional measurement tool for assessing university students' entrepreneurial skills, knowledge, attitudes, and mindsets. While the scale was translated into Turkish, face and content validity were proved. The data was gathered from 572 university students. Confirmatory factor analyses were employed to assess the construct validity of the measure. The Turkish Entrepreneurship Education Self-Efficiency Scale was obtained with three main dimensions and 38 items. Its Cronbach’s alpha, Spearman-Brown correlation, and composite reliability coefficients are 0.95, 0.86, and 0.98, respectively. Furthermore, the study found that the entrepreneurship education scores of the participants were significantly related to their gender, field of education, volunteering, work experience, experience of starting or running their own business, and entrepreneurship education. The effect size of these variables differs, and the experience with self-employment has the greatest influence on entrepreneurship education.

In the context of Popular Entrepreneurship and Innovation, scientific and systemic implementation of innovation and entrepreneurship education is the focus of higher education reform at present. This paper analyzes the important significances of carrying out innovation and entrepreneurship education in higher education of traditional Chinese Medicine, introduces the specific practices and experi-ences of designing educational concept and constructing education system about innovation and entrepre-neurship education, following the objective laws of modern educational development and the growth pattern of Chinese medicine talents, in order to provide reference for further promoting innovation and entrepreneu-rship education reform. Key words: Entrepreneurship and innovation education; Higher education of traditional Chinese Medicine; Education system; Talent cultivation

In recent years, there has been significant global growth in the use of entrepreneurship education (EE), predominantly in higher education. Producing entrepreneurs and developing entrepreneurial capabilities is now considered an economic priority and teaching high-impact entrepreneurship has become an important role for universities (Office of the Chief Scientist, 2015). It has been argued that EE should begin as early as possible (World Economic Forum, 2009) and that reshaping education and training policies will help narrow the widening skills students require in an ever-evolving global economy (World Economic Forum, 2016, p. 24). EE programs can assist students in developing the crucial enterprise skills that 21st-century employers are seeking, including creativity, problem-solving, and teamwork (FYA, 2016; Queensland Curriculum & Assessment Authority [QCAA], 2015). There is thus a need for more Australian studies investigating EE at the secondary school level. Australia currently has no widely implemented entrepreneurship programs offered by schools. There are, however, a small number of national programs run by external providers and implemented in schools, including the Club Kidpreneur Challenge, aimed at upper primary students (Club Kidpreneur Foundation, 2017) and the secondary-themed $20 Boss program (FYA, 2017). Given this contextual background, this study addresses the central research question: What are the key elements of externally provided EE programs? After examination of the literature, self-efficacy, knowledge and student experience were identified as playing key roles in the success of EE programs. Therefore, the three sub-questions that guided the collection and analysis of the data were: (1) Are there changes in students’ self-efficacy after participating in externally provided EE programs? (2) Are there changes in students’ knowledge after participating in externally provided EE programs? (3) How do students describe their experiences in externally provided EE programs? The results were then used to inform the identification and discussion of the key design elements used in externally provided EE programs and to propose an EE program model. These design elements included: pedagogical approach (delivery mode), knowledge (content) experiences, topics, learning outcomes, supporting materials and timeframe. Two cases are examined in this study using a mixed method approach – the first is the $20 Boss Program offered to Year 10 students, an in-class, teacher-delivered approach designed by FYA. The second case is the GLO@Logan Entrepreneurial Innovation Challenge, a 3-day initiative conducted by Griffith University at its Logan campus for Year 9 students. Exciting avenues for the development of secondary school EE programs arise from the findings presented in this thesis. As a study positioned within the secondary school context, this thesis has implications for teaching, learning, and research as it demonstrates that student self-efficacy and learning outcomes can be improved through EE via the integration of pedagogical approaches such as PBL. Past literature suggests PBL helps reduce classroom hierarchical barriers, resulting in students taking ownership of their learning (Huq & Gilbert, 2017). Given that students’ value of entrepreneurship increased following both case studies, it could be argued that exposure to EE – no matter the duration of the program – can have a positive impact on students’ knowledge and attitudes. Additionally, students were more confident in presenting to others and managing budgets after partaking in $20 Boss. Given the importance of EE, and particularly 21st-century enterprise skills more generally, it is clear that there is a need for the informed design of EE programs, within and outside of school. The application of this research serves as a pilot study for wider research into EE approaches at a secondary school level. Importantly, this thesis makes recommendations about what salient elements of the EE programs examined can be advanced as essential elements of future EE programs at the secondary school level. In advancing these salient elements of EE programs, this thesis serves as a stepping stone in reshaping the secondary curriculum to help prepare the next generation for the 21st-century workforce and beyond.

Observing the dearth of research-grounded discussions on the quality of pedagogical innovations in entrepreneurship education, and more specifically, on what makes pedagogical innovations ‘work’, we develop an analytical framework that highlights the core characteristics of pedagogical innovations, and the coherence relationships between these characteristics. We illustrate the import of the framework by analyzing four innovations in entrepreneurship education from four institutions in four different countries: the Oregon State University’s Austin Entrepreneurship Program (USA); the Master in Management Global’s Parcours Entrepreneuriat from l’Universite Paris-Dauphine (France); the High-TEPP initiative from the Universities of Bamberg, Jena and Regensburg (Germany), and the University of Victoria’s Entrepreneurship Program (Canada). By analyzing these cases, we show that from the diversity of initiatives in entrepreneurship education, one can identify at least four archetypes of innovative practices. More importantly, we develop a research-grounded framework that can be used to study the similarities and differences between different pedagogical innovations in entrepreneurship education, but also to evaluate their degree of internal coherence. In turn, we provide a practical tool for entrepreneur educators to reflect upon their own innovative practices.

Measuring progress in entrepreneurship education

Under the dual background of innovation-driven development strategies and regional economic transformation and upgrading, the high-quality development of innovation and entrepreneurship education in local applied universities (hereinafter referred to as "entrepreneurship and innovation education") has become a key hub linking the supply-side reform of higher education and the demand side of regional economic and social development. This article aims to go beyond the single utilitarian perspective of skills training or competition, and build a systematic and ecological theoretical framework for mass entrepreneurship and innovation education in local applied universities from the philosophical level of integrating instrumental rationality and value rationality. This framework takes "cultivating people with moral integrity and serving the region" as the core value, "multi-dimensional integration and capability advancement" as the practical path, and the collaborative symbiosis of "government, industry, academia, research and innovation" as the ecosystem support. On this basis, this article deeply analyzes the coupling interaction mechanism between the mass entrepreneurship and innovation education system and the regional economic system, and explains how the two achieve collaborative evolution and value co-creation through interdependence and mutual shaping from three dimensions: factor flow (talent, knowledge, capital), talent training collaboration, and resource integration and symbiosis. This study comprehensively uses literature analysis, theoretical deduction and system analysis methods to provide a systematic theoretical reference for deepening the reform of mass entrepreneurship education and solving the "two skins" dilemma between it and the regional economy, and to contribute academic thinking to promote the deep integration of the education chain, talent chain, industry chain and innovation chain.

This study aims to find out the contribution level of entrepreneurship education and creativity taking into account factors that support entrepreneurs' intents. This type of investigation is ex post facto with a quota sampling technique of 76 students. The results of the investigation are then discussed through literature review of relevant references and research findings so that several factors are found to support / mediate business importance. Studies have found that there is a positive correlation between entrepreneurial education and students' intent in entrepreneurship. The contribution of change in entrepreneurship education partly to intent in entrepreneurship was 32.60%. There is a positive contribution to creativity in students' intents in entrepreneurship. The contribution to allow for creative change in entrepreneurial intent is partially 18.40%. There is a positive contribution between entrepreneurship education and creativity in students' intent in entrepreneurship. Other supporting factors are self-efficacy and locus of control.

The question of integrating entrepreneurship programs in higher education has largely been debated during the latest years.The benefits of this education are today well recognized by schools, universities and politics as well.The personal acquisitions related to entrepreneurship education are considered as significant mainly to differentiate the students and allow them to develop new abilities that were not considered by traditional education.Following a study of two years in a Moroccan engineering school, this article offers a general view of the results of a pilot experience of an entrepreneurship program as well as a digest of the conclusions related to the advantages, difficulties and recommendations for entrepreneurship education within this environment.This paper has two objectives: from one hand is to give a general overview of the conducted study's concluding remarks; and from another hand, to share our reflection about the subject of introducing an EEP (Entrepreneurship Education Program) in an engineering school in Morocco.

Purpose – The purpose of this paper is to explore current entrepreneurship and enterprise education policy in the UK. The way is which such education is defined and conceptualised in current policy discourse is discussed. The key question addressed in the paper is whether policy makers are expecting too much from current entrepreneurship provision in UK HE. Design/methodology/approach – This is a conceptual, perspective style paper, drawing mainly on entrepreneurship and enterprise education policy documents in the UK as well as related reports and academic literatures mainly published within the last decade. As such, its main intention is to prompt further debate and research in this area. Findings – The paper helps further our understanding of entrepreneurship and enterprise education as portrayed in current policy documents, and suggests that expectations of outcomes from its inclusion in higher education (HE) may have spiralled beyond what is both realistic and possible. The author argues for a more r...