Abstract
Entrepreneurship may be taught, and entrepreneurship education is flourishing at colleges and universities. However, previous documents show that entrepreneurship education is inconsistent with the research conclusions of entrepreneurial intention, which is a lack of discussion on the mediating effect of government subsidies from external resources. Based on the cognitive behavior theory, a mediating effect of entrepreneurship education on entrepreneurial strategy and entrepreneurial intention is built. By collecting the data of 334 questionnaires of college students in Pearl River Delta in China, a structural equation is used for empirical analysis. The result indicates that entrepreneurship education does not have a significant influence on entrepreneurial intention; exploration innovation and exploitation innovation have a positive influence on entrepreneurial intention, and exploration innovation and exploitation innovation have a mediating effect on entrepreneurship education and entrepreneurial intention; government subsidies have a positive regulating effect on exploration innovation, exploitation innovation, and entrepreneurial intention. In this article, the application of the cognitive behavior theory in the field of entrepreneurship research is expanded to provide the theoretical basis for building the entrepreneurship education ecosystem, which is conductive to innovation and entrepreneurship to promote regional economic development.
Highlights
Since Harvard Business School opened the first entrepreneurship course in 1947, entrepreneurship education has risen in the world and attracted widespread attention from entrepreneurs and education scholars (Fayolle et al, 2016; Jena, 2020; Yuan et al, 2020)
Some researchers believe that the positive role played by entrepreneurship education in entrepreneurial intention cannot be ignored (Lüthje and Franke, 2003; Athayde, 2009; Liu et al, 2019), while other researchers believe that entrepreneurship education does not play a significant role in students’ entrepreneurial intention and even plays a negative role (Graevenitz et al, 2010; Yukongdi and Lopa, 2017)
The operational definitions of variables and the basis of the research scales in the research framework are described as follows: Entrepreneurship Education Entrepreneurship education measured in this study focuses on the perspective of social cognition, which is analyzed from three aspects, namely, environment, organization, and personal learning and behaviors
Summary
Since Harvard Business School opened the first entrepreneurship course in 1947, entrepreneurship education has risen in the world and attracted widespread attention from entrepreneurs and education scholars (Fayolle et al, 2016; Jena, 2020; Yuan et al, 2020). Entrepreneurial Strategy and Government Subsidies quality, entrepreneurship knowledge, and skills (Chusimir, 1988; Galloway and Brown, 2002), and entrepreneurship education at colleges and universities has been highly recognized by the society (Liu et al, 2019; Jena, 2020; Yuan et al, 2020). In this article, based on the social cognitive theory and resource-based theory, the research model of the influence of entrepreneurship education on entrepreneurial strategy and entrepreneurial intention is built to thoroughly explore and analyze the influence mechanism of entrepreneurship education on entrepreneurial intention and verify the regulating effect of government subsidy policy. The research and application of cognitive behavior theory in entrepreneurship education are expanded (Baum et al, 2001; Morris et al, 2013; Zhang et al, 2014; Lv et al, 2021) to provide the theoretical basis for the construction of entrepreneurship education ecosystem, which is conductive to innovation and entrepreneurship to promote the regional economic development
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