Abstract
Entrepreneurship education complements vocational education in helping students develop their career prospects. This empirical study comprehensively analyzed sample data of 13,885 students from 40 “Double High-level Plan” higher vocational colleges in China using robust standard error regression analysis and other methods. The results showed that Entrepreneurship Practice (EP), Entrepreneurship Curriculum (EC), and Integration of Entrepreneurship Education and Professional Education (IEEPE) have a significant positive effect on Entrepreneurship Education Performance (EEP), with EP being the most important factor. Furthermore, ascribed factors (gender, household registration, only child or not, whether parents have entrepreneurial experience) and self-achieved factors (double high-level type, school area, subject major, whether to accept social entrepreneurship education) were found to affect students' perception of investment in entrepreneurship education. The study summarizes the existing problems of entrepreneurship education in “Double High-level Plan” higher vocational colleges and proposes four suggestions: pursue the integrated development of entrepreneurship education and “Double High-level” construction, advance both theoretical education and practical education, promote digital reform of the “three teaches” (teachers, teaching materials, and teaching methods), and develop entrepreneurship education in a comprehensive and balanced manner. This has certain theoretical and practical significance for the improvement of entrepreneurship education in other developing countries.
Highlights
New scientific and technological developments are promoting the digitalization of global industries and digital industrialization, and there is an urgent need to train a large number of specialized talents with digital literacy and skills
Entrepreneurship education (EE) programs that can improve the entrepreneurial performance of men are not necessarily effective for women (Brixiova et al, 2020), and gender differences may lead to different EE needs and evaluations
Based on our distribution of 13,885 student questionnaires, our study provides valuable evidence that the three dimensions of EE have a significant impact on the Entrepreneurship Education Performance (EEP), with Entrepreneurship Practice (EP) being the most important factor
Summary
New scientific and technological developments are promoting the digitalization of global industries and digital industrialization, and there is an urgent need to train a large number of specialized talents with digital literacy and skills. Entrepreneurship education (EE) is an important breakthrough to promote the comprehensive reform of higher vocational education It can promote innovation of teaching concepts and paradigms; foster the close integration of stakeholders such as government, industry, education, and research; and continuously integrate discrete and cross-border knowledge. This would help achieve a rapid iteration of new knowledge, new theories, and new technologies (Wilson, 2008; Wang and Tian, 2018) so as to cultivate innovative talents with advanced technical skills to adapt to the economic and social development; it would promote the development of higher vocational education
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