Entrepreneurship Education In China Research Articles

How the “West as method” fails: A study of entrepreneurship education from the perspective of China

China's entrepreneurship education has developed a unique model that positions entrepreneurship education as a critical means of talent cultivation, resulting in the “learning through competition” model. Entrepreneurship education in China, imported primarily from the United States, exhibits significant differences. Existing research has highlighted these disparities; however, there is a notable lack of in-depth, detailed descriptions and comprehensive analyses of their underlying causes. Employing qualitative research methods, this study examines how these differences are shaped from a Chinese perspective. It reveals how Chinese higher education perpetuates an Americentric canon within the social sciences, but fails to implement “the West as method” in entrepreneurship education. However, while China has adopted the external aspects of American entrepreneurship education—such as curricula, competitions, and mentorship—the internal logic of the Chinese system differs significantly, resulting in two distinct educational landscapes. Key factor contributing to the China-US differences include market maturity, deficiencies in Chinese comparative education, China's principles of equality rooted in its socialist ideology, the politicized nature of its education system, and a pervasive hustle culture. These elements have shaped China's entrepreneurship education goals, teacher cohorts, landscape and business plan competitions in ways that are distinct from those in the United States. By adopting an ‘Eastern as method’ perspective, this research enriches the discourse on entrepreneurship education and encourages deeper reflection on current practices.

Knowledge Graph Analysis of Innovation and Entrepreneurship Education Research in China

Cultivating innovative and entrepreneurial talents is crucial for providing innovative vitality support for the development of new productive forces. This study utilizes a knowledge graph tool, CiteSpace, to analyze innovation and entrepreneurship education in China visually. The goal is to comprehensively, scientifically, and objectively present this field’s knowledge characteristics and research hotspots, providing valuable insights for researchers and collectively advancing the development of innovation and entrepreneurship education in China.

Investigating Determinants of Entrepreneurial Intentions among High Vocational College Students: Micro-Level Evidence from Entrepreneurship Education in China

In tandem with the transformative trajectory of the Chinese economic landscape, entrepreneurship has emerged as a primary avenue for career development among graduates of higher education. This study adopts the theoretical framework of the Theory of Planned Behavior and employs a questionnaire survey methodology involving 1010 third-year students enrolled in higher vocational programs in Shanghai, China. The research delves into the critical determinants influencing entrepreneurial intentions among higher vocational students, as well as the intricate mechanisms underpinning these determinants. The findings underscore that the incorporation of entrepreneurship education within higher vocational institutions significantly and positively shapes students' proclivity towards entrepreneurial endeavors, fostering a heightened inclination for such activities post-graduation. Notably, entrepreneurial attitudes, perceived behavioral control, and entrepreneurial subjective norms are identified as exerting mediating roles in the intricate pathway through which entrepreneurship education interfaces with entrepreneurial intentions. Moreover, discernible gender differentials are observed in the aftermath of the influence of entrepreneurship education. Male higher vocational students exhibit conspicuously elevated path coefficients in relation to their entrepreneurial intentions, eclipsing those of their female counterparts. This discernment accentuates the nuanced nature of the impact of entrepreneurship education, contingent upon gender differentials among students. The outcomes of this study conclusively validate that the integration of entrepreneurship education during the higher vocational stage substantively contributes to a positive modulation of students' entrepreneurial intentions. However, the manifestation of this influence is subject to differentials among students of varying genders and academic majors.

Characterization of Difficulties in Innovation and Entrepreneurship Education in Local Colleges and Universities and the Path of Relief

The real dilemma of innovation and entrepreneurship education in China's colleges and universities includes the problems of biased conceptual understanding, fragmented curriculum system, weak comprehensive ability, deviation of evaluation system, and lack of linkage guarantee. This article puts forward a reform path for the above problems, including building a "practice-oriented" education and training system around talent cultivation goals, building an action research-based innovation and entrepreneurship education reform and innovation system based on problem orientation, improving a multi-level, multi-indicator, diversified and multi-dimensional evaluation system, and focusing on a synergistic support system for internal cooperation and external outreach. The article emphasizes the importance of innovation and entrepreneurship education and puts forward specific paths and methods to solve the real problems.

Research on Entrepreneurship Education of College Students

The employment of college students has always been an important concern of social development, and entrepreneurship education occupies a very important position in the employment process. This paper expounds the significance of entrepreneurship education for college students, and on the basis of analyzing the current situation of entrepreneurship education in China, summarizes some problems existing in the development of entrepreneurship education in Chinese colleges and universities, and puts forward several suggestions on how to carry out entrepreneurship education for college students.

An Entrepreneurship Incubation Process Model and Gamified Educational Software Designed for Sustainable Education

To tackle the challenges of the sustainable development of entrepreneurship education in China and bridge the gaps between academic research and practices for Goal 4 of the SDGs, this design science research aims to create an educational artifact for the incubation of entrepreneurship from students’ tacit knowledge and evaluate whether it performs well. First, the incubation process of the educational artifact is summarized, including the functions and tools of its supporting software. An Extended Triple Diamond model with design principles in the knowledge creation process is proposed in this research. Then, the educational artifact is evaluated based on the data from in-depth interviews conducted with 15 university teacher and student users. Through the evaluation, functions of the supporting software and some organizational arrangements of the activity are iterated. This design science research of the educational artifact contributes empirically to the body of design knowledge. In terms of practice, the educational artifact with extremely low entry barriers is expected to alleviate the inherent contradictions between personalization (the inherent characteristics of innovation and entrepreneurship) and large-scale development (to be carried out in a sustainable manner), thus contributing to the Sustainable Development Goal of inclusive and equitable quality education.

Does entrepreneurship education in China develop entrepreneurial intention? the role of self-efficacy and experience.

Entrepreneurship education has attracted much attention in recent years. However, the relationship between entrepreneurship education and entrepreneurial intention has not achieved an agreement yet. To reconcile these conflicting conclusions, we explore the effect of entrepreneurship education on entrepreneurial intention from the content of the entrepreneurship education programs and different types of individuals who have participated in the program. Leveraging the self-efficacy theory and event system theory, we examine the mediation of entrepreneurial self-efficacy from five dimensions and the moderation of entrepreneurial experience. The sample of this study comprised 243 individuals who participated in entrepreneurship education in China (female = 40.3%, The majority of responders with an age range from 21 to 30 years). The results reveal that entrepreneurship education has a significantly positive influence on entrepreneurial intention (β = 0.331, p < 0.001). Entrepreneurial self-efficacies in searching (β = 0.382, p<0.001), planning (β = 0.249, p<0.001), and marshaling (β = 0.134, p<0.05) play mediating roles in the relationship between entrepreneurship education and entrepreneurial intention. We also find that entrepreneurial experience negatively moderates the relationship between entrepreneurship education and entrepreneurial intention (β = -0.212, p<0.05). The results have implications for entrepreneurship education scholars and policymakers in China.

A comparison study on innovation and entrepreneurship education in and out of China from a bibliometric perspective

PurposeIn the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.Design/methodology/approachThis paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.FindingsThe study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.Originality/valueInnovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

Red Boat Spirit and Social Entrepreneurship Education in China

Economic development and community revitalization can benefit from youth entrepreneurship; however, insufficient guidance for youths may weaken this beneficial effect. The Ministry of Education of the People’s Republic of China organized entrepreneurship events in China’s tertiary education institutes. With the aim of helping youths at university to clearly perceive social–entrepreneurship value and steadily form moral business motives, events were guided by the core of the Red Boat Spirit (RBS) and through the specific program Youth Red Dream Building Journey (YRDBJ). Youths have been part of the nation’s evolution via their contributions to various fields, including initiatives to improve the appearance of the countryside; modern innovations in agriculture; providing health and medicine supplies to alleviate poverty; and the cultural spread of RBS. Ten million university students have joined the program since 2017. Incorporating RBS and Social Entrepreneurship Education (SEE) into the special Ideological and Political Education (IPE) in China’s tertiary education, the program, YRDBJ, significantly influenced the Chinese youth in terms of social entrepreneurship at university. With this analytical approach, this study employed Marxist theories to analyze the relevant theoretical literature on entrepreneurship in order to discover the mechanism underlying the success of the program. This paper reveals the theoretical framework of YRDBJ and analyzes the factors that favorably formed the framework; moreover, it also proposes a new conceptual model bound with YRDBJ, which enriches the theoretical development of IPE and SEE. This paper also notes the limitations of YRDBJ and subjects it to scrutiny; then, we provide new ideas to improve the relationship between SEE and YRDBJ.

From entrepreneurial cognition to entrepreneurial intention and behavior: The case of higher educational institutions in China.

Entrepreneurship has been called "high quality employment" in China. Therefore, universities have paid more attention to entrepreneurship education, which is a crucial element for entrepreneurial success. Based on the theory of "informed intentions" planned behavior and dual cognitive processing theory, this manuscript studies the relationship among entrepreneurial cognition, entrepreneurial intention, recognition perception of university entrepreneurship education, and entrepreneurial behavior from the perspective of mass innovation and mass entrepreneurship in China. The hypotheses are tested using a hierarchical linear regression model based on data from 786 valid questionnaires from more than 400 universities across China. This study finds that student's entrepreneurial cognition positively affects their entrepreneurial behavior, and entrepreneurial intention plays a mediating role by positively strengthening the relationship between these two, and that the recognition perception of university entrepreneurship education strengthens the positive relationship between entrepreneurial intention and entrepreneurial behavior. These findings provide a new perspective and framework for studying the entrepreneurial cognitive education of university students, and they have certain practical implications for the reform of entrepreneurship education in China.

Path Realization and Analysis of Synergy between Ecological Environment Development and Innovative Entrepreneurship Education.

In the context of implementing an innovation-oriented development strategy in China, innovation and entrepreneurship education in colleges and universities has increasingly become the focus of government and society. Entrepreneurship education is a complex ecosystem, which includes the collaboration among universities, government, and enterprises as well as the effective integration of educational resources inside and outside the university. How to establish a new type of government, universities, and enterprises to jointly cultivate innovative talents is a major issue that universities in China urgently need to solve at present. This study tries to provide some useful insights for innovation and entrepreneurship education in China's colleges and universities, starting from the development of the ecosystem and the cooperation model in the teaching of innovation and entrepreneurship education.

Assessing the management student's entrepreneurial intentions: Role of entrepreneurship education and technology transfer.

Entrepreneurship education is considered as an important way to influence the competitiveness of any country or industry. Therefore, entrepreneurship education provides opportunities to progress to a more competitive educational environment. This paper examines the impact of students' entrepreneurship education in China on their entrepreneurial intentions. Perceived entrepreneurial capacity, education in entrepreneurship, and attitudes toward entrepreneurship are all factors in the model developed to predict entrepreneurial intention. Structured equation modeling (SEM) is being used to test 98 management students from various universities in China. The findings show that there is statistically significant and positive relationship among entrepreneurship learning, entrepreneurial attitude, entrepreneurship education, and management students' entrepreneurial intention. Perceived behavioral control and perceive social rule significantly improve management students' entrepreneurial intention. Moreover, technology transfer correlates statistically with students' entrepreneurial intentions. Thus, universities are being encouraged to offer entrepreneurial training modules to increase their students' entrepreneurial intent.

RELATIONSHIP RECONSTRUCTION AND VALUE CO-CREATION OF ENTREPRENEURIAL EDUCATION SUBJECT UNDER THE TEND OF DE-CENTRALIZATION FROM THE PERSPECTIVE OF VALUE NETWORK THEORY AND MENTAL HEALTH

RELATIONSHIP RECONSTRUCTION AND VALUE CO-CREATION OF ENTREPRENEURIAL EDUCATION SUBJECT UNDER THE TEND OF DE-CENTRALIZATION FROM THE PERSPECTIVE OF VALUE NETWORK THEORY AND MENTAL HEALTH

The Effectiveness of Innovation and Entrepreneurship Education in China

Purpose—The purpose of this paper is to trace the development of innovation and entrepreneurship education in China, and to evaluate its effectiveness and limitations.Design/methodology/approach—Primary data are collected to reveal students’ perceptions of the effectiveness of the innovation and entrepreneurship teaching and their knowledge about innovation and entrepreneurship.Findings—The results show that innovation and entrepreneurship education in China is not matching students’ skill expectations with skill acquisition. The findings also indicate that students have a low assessment of their ability to innovate.Research limitations/implications—The paper only concerns students’ perceptions towards the effectiveness of innovation education. Results from this paper are limited in terms of their ability to demonstrate “actual” outcomes of innovation education.Practical implications—The paper provides an important exploratory analysis of the state of innovation education in China to enable further research to be taken in the area of innovation and entrepreneurship education. The findings provide valuable insight on effective teaching methodologies in the area of innovation and entrepreneurship education.Originality/value—The paper provide a basis to improve the effectiveness of innovation and entrepreneurship education in China.

Xiaozhou Xu (eds): Responding to social change: innovation and entrepreneurship education in China

Xiaozhou Xu (eds): Responding to social change: innovation and entrepreneurship education in China

Literature Reviews on Innovation and Entrepreneurship Education in China

Literature Reviews on Innovation and Entrepreneurship Education in China

Research on the Project Selection Path of Counseling Graduate Students' Entrepreneurship Plan Driven by TRIZ Resource Analysis

Taking the entrepreneurship plan project as the carrier to cultivate college students' innovative and entrepreneurial thinking and ability is core content of college’ entrepreneurship education in China. Facing the background of the dynamic development of policy, economy, society and technology, there is an urgent need to break the discipline limitations and scientific methods to identify the entrepreneurial opportunities. Although the existing entrepreneurial management theory provides a basis for the source of entrepreneurial opportunities, the counseling practice shows that college students still have difficulties to break through the thinking constraints and innovation bottlenecks in the selection process of entrepreneurial plan project. Based on the perspective of effectual logic, this study introduces TRIZ "9 windows" resource analysis tool, combines it with PEST model, designs the selection path of entrepreneurship plan project, and applies it to the process of tutoring college students' Entrepreneurship plan project. Through the counseling practice of College Students' innovation and Entrepreneurship Program in 2021, the effectiveness of the design path of this study is tested.

중국 대학의 창업교육이 예비창업자들의 창업효능감, 기업가정신 및 창업의지에 미치는 영향 -사천(四川)대학 학부생들을 중심으로-

Recently, to decrease high youth unemployment rate and promote sustained economic growth through creating new jobs in China. Various types of entrepreneurship education have been taking place in Chinese university due to governmental policy support and the number of entrepreneurship education in Chinese university has increased in quantity and the interest in realistic entrepreneurship education and improvement measures has been increasing. In this context, this study is to learn if and how entrepreneurship education carrying out in Chinese university influence entrepreneurial self-efficacy, entrepreneurship and entrepreneurial intention of potential entrepreneur in many ways. For this purpose, a research model and hypotheses are developed based on the relevant literature reviews. Data have been collected from university students who have completed entrepreneurship education in China and the empirical findings were tested by structural equation modeling analysis. The empirical findings are as follows: First, entrepreneurship education has not a positive effect on entrepreneurial intention, but a positive effect on entrepreneurial self-efficacy and entrepreneurship. Second, flow entrepreneurial self-efficacy has a positive effect on entrepreneurship. Third, entrepreneurial self-efficacy and entrepreneurship have a positive effect on entrepreneurial intention respectively. Finally, entrepreneurial self-efficacy and entrepreneurship have a mediating effect on the relationship between entrepreneurship education and entrepreneurial intention. Based on the results, this study a few significant implications having meaningful to Chinese entrepreneurship education, is expected to have contribution to the successful promoting entrepreneurial intention of potential entrepreneur in China.

Does College Education Promote Entrepreneurship Education in China?

The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variables. The study further accounts for endogeneity using two-stage least squares (2SLS). The findings show that graduates (undergraduates, master’s, and postgraduates) positively influence entrepreneurship education. This means that people who have passed through the higher education system are likely to have taken a program or programs in entrepreneurship that motivate them to create new business. The acquisition of knowledge and skills about entrepreneurship seems to rise with graduates. Moreover, entrepreneurship education increases entrepreneurship intentions in China. However, human capital decreases entrepreneurship intentions. The government should leverage further the policy benefits and promote the passion of entrepreneurship education within colleges and universities.

Research on the application of big data technology in college students’ innovation and entrepreneurship guidance service

The concept and mode of innovation and entrepreneurship education are embedded in the research university education system. From the four dimensions of external policy and public opinion environment, internal system module, operation mode and operation mechanism, this paper constructs the framework model of innovation and entrepreneurship education system in research universities. The model not only conforms to the training law of innovation and entrepreneurship talents, but also conforms to the training law of innovation and entrepreneurship talents. At the same time, innovation and entrepreneurship education can also be incorporated into the university education system. It also focuses on the internal system module of innovation and entrepreneurship education and the operation mode of three shift system. It lays a theoretical foundation for the promotion and implementation of the concept of innovation and entrepreneurship education in China. The relevant achievements of the construction of the innovation and entrepreneurship education system are optimized and improved accordingly. After putting it into practice, the innovation and entrepreneurship education level of our universities will be greatly improved.