Analysis of pre-service teachers' knowledge about the entrepreneurial competence: a case study of a Spanish university

Introduction

This research is based on the role played by the entrepreneurial competence (EC), entrepreneurial education (EE) and teachers in the social, economic and cultural development of a society. The general objective of the study is to analyze the level of knowledge pre-service, those who are studying, or have recently studied, the Bachelor's Degree in Primary Education at the University of Deusto (Spain) (DPEUD) have about the EC.

Methods

A questionnaire, based on EntreComp Framework, underwent expert validation and was applied to a sample of 304 students.

Results

The data showed that 25% of the respondents believed that EE was related to educating through entrepreneurship; more than 45% did not know about EntreComp and EntreCompEdu, whereas only three participants were aware of how to use them; and more than 10% of the pre-service teachers did not consider assessing the CE.

Discussion

These results lead to the conclusion that there is a need for EE to form part of the different national teacher training strategies; and for policy makers to include EE in the different educational frameworks, laws and decrees. In addition, it can be concluded that social, cultural and economic value can be created through entrepreneurial actions; that EC should be assessed; and that teachers should motivate students to share and implement entrepreneurial ideas and actions.

Cognitive flexibility and entrepreneurial creativity: the chain mediating effect of entrepreneurial alertness and entrepreneurial self-efficacy

Entrepreneurial creativity is an important part of entrepreneurs' competency structure, and studies have been conducted to explore its impact on outcome variables like entrepreneurial performance, etc., but there are fewer studies on its antecedent variables at the individual level. In the relational model of entrepreneurial creativity, cognitive flexibility, entrepreneurial alertness, and entrepreneurial self-efficacy are included to construct a mediated use spss26.0 model, and data are collected from a research sample of 325 entrepreneurs for empirical analysis. The results indicate that: cognitive flexibility has a positive effect on entrepreneurial creativity; entrepreneurial alertness plays an independent mediating role between cognitive flexibility and entrepreneurial creativity, which is similar to how entrepreneurial self-efficacy plays the role between cognitive flexibility and creativity; entrepreneurial alertness and entrepreneurial self-efficacy then play a chain mediating role between cognitive flexibility and creativity. These findings reveal that three variables jointly influence entrepreneurial creativity, providing new theoretical and practical insights for understanding and enhancing entrepreneurial creativity. In addition, the study provides valuable guidance for entrepreneurship education and training, which can help entrepreneurs to better utilize their creativity and thus promote innovation and success in entrepreneurial activities.

The Impact of Action Planning after Causation-and-Effectuation-Based Entrepreneurship Education

The entrepreneurship literature shows inconsistent results in outcome effectiveness, such as entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI), and entrepreneurial behavior. This could be due to the sole focus on the motivational aspects of behavioral change. Action planning, a volitional intervention used to modify health behavior, could resolve the inconsistent results mentioned above. Therefore, this study aims to evaluate the direct impacts of action planning intervention (API) following entrepreneurship education (EE) on ESE, EI, and opportunity recognition and to examine the behavioral change process from motivational and volitional perspectives. In this randomized controlled trial (RCT), we considered action planning to enhance entrepreneurial behavior after EE. The sample included 83 participants from a university in Myanmar. We randomly assigned the students to the API and control groups. We collected data on ESE and EI before and after training. We used objective measures for opportunity recognition through an opportunity evaluation framework. Serial mediation analysis revealed that the volitional impact on opportunity recognition was positively significant. From a motivational standpoint, ESE improved significantly, but we found no significant impact on EI; ESE and EI were serial mediators, with no specific mediation solely by ESE or EI. The findings contribute to the EE literature by presenting a brief and cost-effective API for EE.

Using a comfort zone model and daily life situations to develop entrepreneurial competencies and an entrepreneurial mindset

This article presents a novel experiential learning format that aims to develop participants' entrepreneurial competencies and entrepreneurial mindset. Furthermore, this study investigates factors that promote individuals' competency development and mindset formation when using this learning format. In this format, students practice enterprising behavior in daily life, rather than by starting a venture. Teams of participants receive a set of eight to 10 challenges. Each challenge asks participants to create value for other people. The challenges are not revealed until the exercise starts, and they are worked on for 1 or 2 days full-time. Each challenge allows participants to practice the competencies of generating ideas for opportunities, taking action, perseverance, networking and network utilization, teamwork, and convincing others. Collectively, this contributes to developing an enterprising mindset. This format is based on a comfort zone model and aims to promote significant learning in a short time. After a week, each participant submits a reflection on their actions during the experiential part. In this study, we analyze the experiences of 198 participating students from six courses in five countries to bring out the factors that contribute to students staying in versus leaving their comfort zone, and the types of learning which result. Learning occurs when participants leave their comfort zone and have experiences that surprise them, leading to novel realizations. Key to learning is the element of surprise.

Entrepreneurial role models and college students' entrepreneurial calling: A moderated mediation model

Introduction

College entrepreneurship education should not only cultivate a group of college students who have strong willingness to start a business immediately after graduation, but also pay attention to future entrepreneurship success of college students. Correspondingly, in addition to attaching importance to improving college students' entrepreneurial intention, college entrepreneurship education should pay attention to improving college students' entrepreneurial calling. At present, there is insufficient research on the association between entrepreneurial role models and entrepreneurial calling. We aim to study the mechanism and boundary condition of the association between entrepreneurial role models and entrepreneurial calling.

Methods

A longitudinal survey was distributed among 519 students from 16 colleges and universities in China. In the survey, the college students answered questions on entrepreneurial role models, entrepreneurial calling, entrepreneurial perceived behavioral control and entrepreneurial hands-on practice. Hierarchical regression was conducted, testing the association between entrepreneurial role models and entrepreneurial calling of college students, mediated by entrepreneurial perceived behavioral control and moderated by entrepreneurial hands-on practice.

Results

Therefore, based on the social learning theory, the theory of planned behavior and the entrepreneurial event model, and by hierarchical regression of the data, this study confirmed that entrepreneurial role models were positively associated with college students' entrepreneurial calling by partially mediating with entrepreneurial perceived behavioral control. Moreover, Entrepreneurial hands-on practice positively moderated not only the relationship between entrepreneurial perceived behavioral control and entrepreneurial calling, but also the mediating association of entrepreneurial perceived behavioral control between entrepreneurial role models and entrepreneurial calling.

Discussion

This study not only enriches the theoretical research on entrepreneurial calling and entrepreneurial role models, but also provides valuable educational enlightenment for colleges and universities to improve the students' entrepreneurial calling.

Twenty years of entrepreneurship education: a bibliometric analysis

The study aims to identify the trends in entrepreneurship education in prominent journals. A total of 2185 indexed research publications made up the studied data. The R bibliometric tool is then used to analyze the data to determine the bibliometric map of the evolution of entrepreneurship education. According to the findings, there have been a substantial number of publications on the growth of entrepreneurial education research. Wibowo A, Huang-Saad A, and Narmaditya BS are the authors who frequently do study on this topic during the research time. The co-occurrence network was also developed and was divided into three clusters. The major themes developed out of the co-occurrence network are determinants of entrepreneurship education for building an entrepreneurial intention among students in higher education, entrepreneurship in the classroom, and innovation and entrepreneurship education. This study has also brought in future research topics based on prominence percentile using SciVal. This study’s originality is from presenting a structured and in-depth literature review that describes the current state of the art for entrepreneurship education. A complete analysis of the knowledge acquired about its entrepreneurship education is offered to enhance the further research.

From entrepreneurship education to entrepreneurial intention: Mindset, motivation, and prior exposure

We studied the relationships between entrepreneurship education and entrepreneurial intention among college students, with a focus on the mediating role of an entrepreneurial mindset as well as the moderating roles of learning motivation and prior entrepreneurial exposure. More than 90,000 students from 100 colleges or universities participated in the investigation, the data were subjected to structural equation modeling with Mplus. The results indicated that entrepreneurship education (curriculum attendance and extracurricular activity) significantly enhanced the entrepreneurial mindset of students, which, in turn, strengthened their entrepreneurial intention. In terms of learning, intrinsic motivation positively moderated the relationships between curriculum attendance and entrepreneurial intention/mindset, whereas extrinsic motivation moderated it negatively. Entrepreneurial exposure positively moderated the correlation between extracurricular activity and academic performance. Implications concerning the adjustment of entrepreneurship education to the entrepreneurial climate are discussed.

Viewing entrepreneurship through a goal congruity lens: The roles of dominance and communal goal orientations in women's and men's venture interests

The objective of this research was to examine gender differences in entrepreneurial venture interests drawing on goal congruity theory, which posits that people adopt gender-stereotypic goal orientations in response to social pressures to conform to traditional gender roles. Aspiring entrepreneurs (N = 351) first wrote about what they believed made an entrepreneur successful. They then completed measures of agentic and communal goal orientations (i.e., male and female stereotypic orientations, respectively) and indicated their interests in starting ventures in stereotypically feminine (e.g., salon), masculine (e.g., auto-repair) and science, technology, engineering, and mathematics (STEM; e.g., software developer) ventures. Analysis of open-ended responses demonstrated that participants ascribed more agentic and, specifically, more dominance attributes to entrepreneurs than communal attributes (e.g., warmth). Bifactor structural equation modeling indicated that, as expected, agentic goal orientations included dimensions of competence, self-direction, and dominance orientations; communal goal orientations were unidimensional. Further, as expected, dominance and communal orientations partially accounted for gender differences in all three career types. We discuss implications for entrepreneurial education and practice from a goal congruity perspective and the use of bifactor modeling to improve the measurement of goal orientations.

Student experiences and entrepreneurship education in a specialist creative arts HEI: a longitudinal approach

A longitudinal study of music students in a specialist higher education institution explored career intentions of students preparing for a career in the music industry. Stage of study had an impact on career goals, with students likely to gravitate away from aspirations for a performance career, towards a portfolio, freelance career. Alumni data supported this, with 80.3% of graduates from the institution currently engaged in a portfolio career. Reasons for changing intentions included gaining awareness of alternatives, personal insights, and negative prospects of the sector. Role models and other sources of inspiration were also key. Early students, especially those holding offers and yet to start, were particularly susceptible to external inspiration, such as advice or experiencing an exciting performance. Alumni were inspired by continuing to learn new skills, and networking with peers. Students were asked to self-rate themselves against generic industry competencies, and were most confident in setting goals and working as a team, and least confident in applying specific business skills such as managing finances. Findings are discussed in relation to the role that entrepreneurship education can play in supporting the needs of students in specialist performing arts, underpinning the need for early intervention and support as students perspectives emerge and are re-evaluated during their studies.

The stimulation mechanism of students' entrepreneurial intention in entrepreneurship course: A trait activation theory perspective

This study examines the extent to which flow experience inhibits/enhances the effects of students' creativity on their entrepreneurial intentions. This study provides evidence to support the contention that flow experience moderates the relationship between creativity and entrepreneurial intention by reference to a field survey of 226 Chinese college students in six college classes. Adopted by a hierarchical regression, this study found that creativity has a significant positive impact on entrepreneurial behavior. Within the subdimensions of flow, Intrinsic work motivation and Work enjoyment plays a significant positive moderating role in the relationship between creativity and entrepreneurial behavior, while absorption does not have such moderating effect. These findings reveal the process and mechanism by which creativity affects entrepreneurial intention and the associated psychological contingency factors.

Relationship between Entrepreneurship Education and Entrepreneurial Intention among College Students: A Meta-Analysis

Meta-analysis was used to investigate the impact of entrepreneurship education on college students' entrepreneurial intention. Based on the rules of meta-analysis, 389 empirical studies were selected from more than 1000 entrepreneurship education-related documents. The current study processed and analyzed data from 36 records (including 24 journal articles, 11 master's theses, and 1 doctoral thesis) with a total sample of 29,736 students. The results suggested that: (1) entrepreneurship education is positively associated with entrepreneurial intention; (2) national context differences among students have a significant and moderating effect on the relationship between entrepreneurship education and entrepreneurial intention. As compared to other countries, Chinese college students' entrepreneurial intention is more strongly related with entrepreneurship education.

The Influence of Innovation Climate on Creative Role Identity: The Mediating Role of Flow

Creative role identity is an important antecedent of innovative behaviors. Both the mechanism of how external factors and individual factors affect the formation of creative role identity and details of this process have yet to be discovered. Based on data collected from 226 students in 6 classes at a university in Guangdong during the development of innovative projects, the influence of innovation climate on the students' creative role identity, especially the mediating effect of flow, was investigated. The results show that the innovation climate has a positive impact on creative role identity and that flow plays a partial mediating role in this relationship.

Relationship Between Entrepreneurship Education Curriculum and Agricultural Students' Satisfaction in China

Developing agriculture is an important way to get rid of poverty and boost economic development. Entrepreneurship, especially entrepreneurship education, is considered to be an important contributor to the realization of the above objectives. Entrepreneurship education has received more and more attention. Improving the entrepreneurial willingness and skills of agricultural students is of great significance to the economic and social development of developing countries. In order to explore the relationship between entrepreneurship education curricula and satisfaction, especially the agricultural students, we conducted a questionnaire survey in 35 universities across the country between 2018 and 2019 to evaluate the entrepreneurship education of agricultural students in Chinese universities. And 1223 valid questionnaires with 7 interviews were obtained. Furthermore, we used the structural equation model to empirically analyze the questionnaire data and found that entrepreneurship practice plays a part in the mediating effect between entrepreneurship curriculum and satisfaction with entrepreneurship education. This paper expands literature on entrepreneurship education and has certain reference significance for training a large number of agricultural entrepreneurial talents the practice of entrepreneurship education in other developing countries.

Entrepreneurship Education and Social Entrepreneurial Intentions: The Mediating Effects of Entrepreneurial Social Network

Social entrepreneurship has received considerable recognition from universities in recent years. This study aimed to examine the mediating effect of the entrepreneurial social network on entrepreneurship education and social entrepreneurial intention (SEI) of students at the university level. This study adopted a cross-sectional quantitative approach. A convenience sampling method was utilized to choose 392 students studying at the public and private universities in Chattogram, Bangladesh, who then completed a self-administered survey. The data were then analyzed through partial least squares structural equation modeling (PLS-SEM). Results revealed a significant positive relationship between entrepreneurship education and students' social entrepreneurial intention on the one hand and between entrepreneurship education and entrepreneurial social network on the other hand. It was also found that entrepreneurial social networks had a significantly positive link with students' SEIs. Furthermore, the study found that entrepreneurial social networks significantly mediate the relationship between entrepreneurship education and students' SEI. Based on these outcomes, it is suggested to pay attention to entrepreneurship education further and strengthen the entrepreneurial social network to enhance SEI among students. Research findings have provided valuable insights regarding how entrepreneurship education can significantly impact SEI and emphasize the importance of entrepreneurial social networks as a mediator in social entrepreneurship. This study aims to contribute to the relevant social entrepreneurial literature by providing insights on practical issues related to the role of the entrepreneurial social network at the entrepreneurship education level.

The Influence of College Entrepreneurship Education System on the Cultivation of Applied Innovative Talents

With China's socioeconomic development, especially in the educational sector, foreign advanced education experience might not be omnipotent for the innovation and entrepreneurship education (IEE) in Chinese colleges. In response to such a difficult context, firstly, this study was conducted to analyze the applied innovative talent cultivation status quo in Chinese colleges under innovation and entrepreneurship. Then, the authors dug into the current situation and the development of IEE-related courses in College S through Questionnaire Survey (QS) and unveiled the efficacy of entrepreneurship environment and conditions, IEE courses, teaching methods, and policy system on the college applied innovative talents cultivation. Finally, the experiment discovered that three problems are prominent when training applied innovative talents in College S: unreasonable talent training process, imperfect education system, and emphasizing theory over practice. The main reason is that the IEE courses are not systematically set up, and teachers are in severely short supply. According to the research outcomes, the corresponding countermeasures and suggestions were proposed for applied innovative talents cultivation in College S. It is concluded that the cultivation of applied innovative talents under innovation and entrepreneurship should be reformed from four aspects: educational concept, educational model, educational policy, and social support, laying a foundation for improving the quality of IEE in Chinese colleges and universities and strengthening the cultivation of applied innovative talents.

The Path of College Students' Entrepreneurship Education Under Causal Attribution Theory From the Perspective of Entrepreneurial Psychology

The purpose of the study is to promote college students to actively respond to the national “Public Entrepreneurship and Mass Innovation” policies and calls, improve college students’ entrepreneurial enthusiasm and their entrepreneurial ability, and cultivate their good entrepreneurial psychological states. First, the relevant content of entrepreneurship psychology and causal attribution theory is displayed. Second, the questionnaire of college students’ entrepreneurship education is formulated and a questionnaire survey is conducted on University N based on the relevant content of entrepreneurship psychology. Subsequently, the management system of new venture A is taken as the research object to construct the management strategy of new ventures and simulate the implementation process. Finally, the questionnaire survey results of college students’ entrepreneurship education are analyzed and the corresponding entrepreneurship education path is formulated. Meanwhile, the implementation effect of the management strategy of new ventures is evaluated. After the questionnaire is sorted out, it is found that there are some problems in college students’ entrepreneurship education, such as weak awareness of entrepreneurship, insufficient publicity, outdated curriculum, and unqualified teachers. The reasons for these problems are the constraints of traditional concepts, insufficient attention, and incomplete system construction. Therefore, a plan is made for overall entrepreneurship education, the publicity of the concept of entrepreneurship education is strengthened, and the setting of entrepreneurship education curriculum and the ability of the teachers for entrepreneurship education are improved. Through the evaluation of the simulation implementation of a new enterprise management strategy, it is found that the new management strategy can achieve the expected effect. Therefore, this study provides some references for the development of college students’ entrepreneurship education and the management strategy of new ventures.

From Entrepreneurship Education, Government Support, and Global Competence to Entrepreneurial Behavior: The Serial Double Mediating Effect of the Self-Efficacy and Entrepreneurial Intention

Entrepreneurship plays a significant role in promoting the social and economic development of a country. At present, entrepreneurship education is widely carried out in universities and colleges in order to improve students' entrepreneurial ability, and then to provide support for the formation of a comprehensive entrepreneurial situation. As entrepreneurship education has gradually become a hot topic of teaching for innovation and entrepreneurship education of international students, studies on the influencing mechanism of entrepreneurship education of international students in relation to their entrepreneurial behavior are conducive to providing theoretical basis and empirical evidence for international students' entrepreneurship education, so as to pertinently guide international students' innovation and entrepreneurship practice. This study aims to explore the influence of entrepreneurship education, government support for entrepreneurship, global competence, entrepreneurial self-efficacy, and entrepreneurial intention on the entrepreneurial behavior of international students in the Republic of Korea ("Korea"). It summarized and drew on the results of the existing literature research. According to the contents and points of research, this study takes the international students studying in Korea as the sample and uses statistical analysis software, SPSS 22.0 and AMOS 24.0, to establish a structural equation model to conduct empirical study on the influencing mechanism of entrepreneurial behavior of international students in Korea, so as to better understand the influence of entrepreneurship education in Korean universities and colleges on entrepreneurial behavior of international students in Korea. Based on the analysis results, this study puts forward the theoretical basis for the policies related to effective management of entrepreneurship, which will help alleviate the unemployment of young people studying in Korea and the tight labor market supply and demand.

Factors That Can Promote the Green Entrepreneurial Intention of College Students: A Fuzzy Set Qualitative Comparative Analysis

Green entrepreneurship has a huge role in solving environmental degradation and social problems. As today’s youth are tomorrow’s entrepreneurs, enhancing their green entrepreneurial intention will contribute to the sustainable development of economy in the future. The existing literature has examined the green entrepreneurial intention of college students based on self-efficacy, entrepreneurial creativity, entrepreneurship education, financial support, sustainable development values, and other influencing factors. However, these studies focus on net effect of factors on the results of college students’ green entrepreneurial intention, ignoring the combination of multiple factors, and the relationship between different configurations of factors and the results of college students’ green entrepreneurial intention. Therefore, this study aimed to understand and analyze the influence of the complex relationship between multiple antecedents (entrepreneurial creativity, future self-continuity, green cognition, entrepreneurship culture, entrepreneurship education, and financial support) on college students’ green entrepreneurial intention from a comprehensive perspective. Based on 207 questionnaires collected from colleges in the coastal cities of China, this study used the fuzzy set qualitative comparative analysis method for data analysis. The results showed three dominant paths of great significance to college students’ high green entrepreneurial intention: entrepreneurial creativity—green cognition—dominant path; entrepreneurial creativity—financial support—dominant path; and the future self-continuity—entrepreneurship culture—entrepreneurship education—dominant path. The results of this study can help college educators to plan courses on innovative thinking and green entrepreneurship to improve college students’ entrepreneurial creativity and green cognitive ability.

Does Entrepreneurship Education Affect Pre-start-up Behavior in Malaysia? A Multi-Group Analysis Approach

This study investigates the moderating effect of students' programs on entrepreneurship education aimed at pre-start-up and its effect on the students' behavior. This study also attempts the level of entrepreneurship education and pre-start-up behavior among students. A survey was carried out among 441 final year students, including 214 students from business programs, and 227 students from non-business programs. Data were analyzed using IBM SPSS 22 and SmartPLS 3.3.0, to perform descriptive and multi-group analysis (MGA), including assessment of measurement invariance of the composite model (MICOM). The results reveal that all direct relationships were supported. It was also found that student programs do have a moderating effect on the relationship between entrepreneurship education and pre-start-up behavior. Furthermore, the results discovered that risk control is a crucial component of entrepreneurship education and should be highlighted in the curriculum. This study contributes to the literature by considering student programs as a moderator, a comparatively new factor in the pre-start-up behavior among university students at the tertiary level. Therefore, entrepreneurship education must be properly designed, and the co-curriculum must be properly organized, so that entrepreneurship will be the preferred career choice in the future.

Entrepreneurship Education and Entrepreneurial Intentions of College Students: The Mediating Role of Entrepreneurial Self-Efficacy and the Moderating Role of Entrepreneurial Competition Experience

This study aims to explore effective ways to improve college students’ entrepreneurial self-efficacy and intentions through entrepreneurship education. The survey used a random sample of 804 college students in Zhejiang Province, China. The results show that: (1) In terms of the characteristics of entrepreneurial intention, there are significant differences in gender, entrepreneurial experience, entrepreneurial competition experience, and family background of self-employment. (2) There are significant differences in the characteristics of entrepreneurship education in gender, entrepreneurial competition experience, and the family background of self-employment. (3) In the relationship among entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial intention, entrepreneurship education is significantly and positively related to entrepreneurial self-efficacy and entrepreneurial intention. Entrepreneurial self-efficacy is significantly and positively associated with entrepreneurial intention. Entrepreneurial self-efficacy plays a complete mediating role between entrepreneurship education and entrepreneurial intention. Entrepreneurial self-efficacy also has a suppressing effect on the relationship between the two. (4) Entrepreneurial competition experience moderates the second half of the mediating effect of entrepreneurial self-efficacy. Finally, the study offers several proposals for the teaching practice of entrepreneurship education.

Overseas Chinese Returnees' Swindler Syndrome and Their Entrepreneurial Education Under Psychological Resilience

The study aims to explore the entrepreneurship education of overseas Chinese returnees with the swindler syndrome through psychological resilience. First, a questionnaire survey is conducted to analyze the current situations of entrepreneurship education of overseas Chinses returnees and college students, and it is found that the entrepreneurship education received by overseas Chinese returnees is more advanced and perfect than that by domestic students, which makes overseas Chinese returnees have the ability to solve the problems in the process of entrepreneurship, realizing their entrepreneurial dream. However, the emergence of swindler syndrome changes the self-awareness and psychology of these returnees, which is improved through appropriate entrepreneurship education under resilience analysis. The results show that entrepreneurial resilience and entrepreneurial optimism covered by psychological resilience have a significant positive impact on entrepreneurial intention, indicating that entrepreneurial resilience and entrepreneurial optimism can enhance individual’s entrepreneurial intention. The scores of the subjects with the experience of studying abroad are higher than those without such experience, indicating that overseas Chinese returnees have stronger resilience and more optimistic attitudes in the face of difficulties and setbacks, which provides a new perspective for in-depth analysis of Chinese returnees’ entrepreneurship education and promotes the development of entrepreneurship education in colleges and universities in China.

The Impact of Entrepreneurship Education of Entrepreneurs on the Entrepreneurial Psychology of Sports Majors From the Perspective of Pedagogy

In recent years, with the continuous reform and innovation of the sports industry, the national training of sports talents has gradually developed into the training mode of skilled sports talents and professional talents in the field of sports. Therefore, the research on the influence of entrepreneurship education on the entrepreneurial psychology of sports majors has become the inevitable requirement of the development of the sports industry. The purposes are to understand the entrepreneurial psychology and its influencing factors of the students in sports majors after graduation and promote more suitable college students to start businesses and realize self-value. With the students in sports majors in four colleges of Y province as the research object, the typical model in psychology, planning behavior model, is taken as the basic theoretical basis. The questionnaire method combined with the data mining technology based on the decision tree model is adopted to study the influencing factors of entrepreneurial psychology of sports majors. It focuses on the influencing factors and mechanisms of the entrepreneurial drive of sports students. The results show that the three factors, namely, entrepreneurial behavior attitude, entrepreneurial subjective norms, and entrepreneurial perceptual behavior control, are different and interrelated. They are inseparable and can be transformed into each other under certain conditions. Three factors jointly drive the entrepreneurial behavior of students in sports majors. The entrepreneurial drive of students in sports majors in Y province is a dynamic system mechanism, which is analyzed using data mining technology. The entrepreneurial perceptual behavior control is the core factor affecting the entrepreneurial drive of students in sports majors. However, the success rate of entrepreneurs will be higher when the three elements play a reasonable role. The subjective factors driving their entrepreneurship will be reduced in direct proportion when entrepreneurs are deficient in one aspect.

Education Reform and Quality Training of Music Majors From the Perspective of Entrepreneurial Education

Art major graduates are facing more severe employment pressure. Based on entrepreneurial education, the reform of entrepreneurship education and quality training of music majors in colleges and universities are analyzed. First, the relevant theories of entrepreneurship education are introduced and the advantages of advanced entrepreneurship education in foreign countries are analyzed. Second, the music majors in a university are selected as the subjects to analyze the current situation of entrepreneurship of music majors. Finally, new strategies are put forward for the reform of entrepreneurship education of music majors. The research shows that the number of music majors who are very interested in entrepreneurship accounts for 22.2%. In terms of the music majors' understanding of entrepreneurship policies, the proportion of students with less understanding accounts for 40.1%. As for the ways of music majors to acquire entrepreneurship knowledge, 8.00% usually turn to books and networks. Music majors hope to get support from the government and schools in the cultivation of entrepreneurship. In entrepreneurship, music majors who intend to start a business according to their interests account for 40.8%. The variance of eigenvalues of the four main factors is 19.49, 12.96, 10.75, and 8.39%, respectively, and their contribution value is 51.58%. The four research aspects of entrepreneurship education are music majors' entrepreneurship policy, entrepreneurship desire, and entrepreneurship quality and entrepreneurship education practice. The entrepreneurship education system is to arouse interest, improve entrepreneurial ability, and form entrepreneurial personality. This paper proposes good entrepreneurship education strategies.

Entrepreneurship Education and Founding Passion: The Moderating Role of Entrepreneurial Family Background

In this paper, we examine the relationship between entrepreneurship education and entrepreneurial passion. Despite the advancement of entrepreneurship education literature and the increasing focus on entrepreneurship education in business schools, we lack empirical exploration on how entrepreneurship education can impact students’ passion for founding new organizations. We hypothesize that students who take entrepreneurship classes would develop high levels of founding passion due to a great perception of skills and abilities that increase positive emotions and decrease negative emotions about the entrepreneurship process. Moreover, we draw on the literature on role models to suggest that students’ entrepreneurial family background (students whose immediate family members are entrepreneurs) strengthens the influence of entrepreneurship education on entrepreneurial passion. Utilizing survey data collected from 160 university students, we found that entrepreneurship education positively influences students’ founding passion and that this relationship is strengthened when students have entrepreneurs in their immediate family.

The Impact of Young Entrepreneurs' Network Entrepreneurship Education and Management System Innovation on Students' Entrepreneurial Psychology

The purpose of the study is to solve the problems existing in entrepreneurship education and management under computer technology. The teaching content of entrepreneurship education in colleges and universities is proposed. Since entrepreneurship education is practical, the auxiliary mechanism of entrepreneurship education also needs to be highly integrated with entrepreneurship practice. First, the network entrepreneurship teaching and management system is constructed, and students' entrepreneurial creativity, communication ability, leadership ability, and qualities are taken as the research object. Second, the traditional teaching method, case study method, and scene simulation method are used to analyze and discuss the influence of the entrepreneurial teaching mode, entrepreneurial experience, and entrepreneurial ability on students' entrepreneurial psychology. Finally, the questionnaire survey is used to conduct the relative sample t-test (Student's t-test), and the influence of three teaching methods on students' learning effects is analyzed. The influence of the three teaching methods on students' entrepreneurial psychological states is further analyzed by the statistical method. The experimental results show that the test result of the scene simulation method and the traditional teaching method is 0.584, the test result of the scene simulation method and the case study method is 0.842, and the test result of the case study method and the traditional teaching method is 0.595. This shows that the scene simulation method has a significant impact on students' entrepreneurial psychology and their entrepreneurial ability. In addition, students' cognition of professional status significantly affects their entrepreneurial psychology and attitudes, and the correlation coefficient is 0.576. Therefore, it is suggested that colleges and universities should adopt the scene simulation method to improve the teaching quality of entrepreneurship education and strengthen students' cognition of professional status and their entrepreneurial practice.

The Influence of Undergraduate Entrepreneurship Education on Entrepreneurial Intention: Evidence From Universities in China's Pearl River Delta

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.

Research on the Integration of Media Literacy Innovative Concept and Entrepreneurship Education and Digital Dynamic Creative Expression Talents

The rapid development of digital technology has created a variety of forms of digital media. In these emerging media, with the support of high-performance computers, increasingly dynamic performance has become possible, and the public has cultivated a preference for dynamic content cognition. This study, based on the basic characteristics of visual perception to the cognition of motion form, aims to cultivate the cognitive literacy of pan-digital media with innovative concepts and entrepreneurship education and to explore the cognition and innovative expression methods of dynamic language in digital design. The research leads the static oriented morphological exploration and expression to the dynamic expression and thinking of the same concept object. The basic thinking steps for students from "static" to "dynamic" are established, and students are encouraged to use "Synesthesia," "metaphor" and other methods to carry out a "dynamic expression" level of emotional association. In the experiment, two different ways of design expression, static and dynamic, are required to design and evolve graphics. In this study, 50 freshmen were selected as the training objects for the planning and training of design thinking and performance means. In the visual elaboration and expression of the inner emotion of the same content with innovative concept and entrepreneurship education, not only should the changes and combinations of the graphics be innovated, but the emotional characteristics of the more abstract graphics should be explored as well. The feedback data of students' thinking and cognition differences in the two stages of expression were obtained through a questionnaire and analyzed and compared. The experimental results show that after the training, students' ability to develop innovative concepts and entrepreneurship education through dynamic expression, consciousness and perception were significantly improved. This research also provides a new vision and specific implementation method for the future training of digital dynamic innovation expression ability and the cultivation of innovative concepts of digital media literacy and entrepreneurship education.

How to Improve Entrepreneurship Education in "Double High-Level Plan" Higher Vocational Colleges in China

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.

The Influence of Entrepreneurial Policy on Entrepreneurial Willingness of Students: The Mediating Effect of Entrepreneurship Education and the Regulating Effect of Entrepreneurship Capital

With the transformation and development of the social economy of the country, innovation, and entrepreneurship have been a wide concern in all sectors of the society. In contrast, the entrepreneurial success rate of college students in China is low, and the willingness of students to start a business is generally not high. As a leading element, entrepreneurship policy plays an important role in creating an enabling social environment for entrepreneurship and promoting innovation and entrepreneurship. The influence of entrepreneurship policy on the entrepreneurial will of college students is not only reflected in the improvement of entrepreneurship environment but also in the reform and development of innovation and entrepreneurship education in colleges and universities. This study conducted a survey of fresh graduates from 1,231 colleges and universities in 31 provinces across the country to examine the path and influence the mechanism of entrepreneurship policy on entrepreneurial willingness, and the subsequent regression analysis results show that the entrepreneurship policy and entrepreneurship willingness are positively related, and entrepreneurship education, as a “bridge,” presents a partial intermediary role in the relationship. In addition, the study also found that the entrepreneurship capital of college students has a moderating effect on the path of entrepreneurship education–entrepreneurship willingness, that is, the higher the entrepreneurship capital of students is, the higher the entrepreneurship willingness will be generated after they receive entrepreneurship education.

How Entrepreneurship Education at Universities Influences Entrepreneurial Intention: Mediating Effect Based on Entrepreneurial Competence

Research shows that entrepreneurial activities significantly promote economic development, which enhances the importance of the innovative entrepreneurial potential of college students. This study analyzes the effect of entrepreneurship education on entrepreneurial intention from the perspective of planned behavior theory. By examining the significant role of entrepreneurship education at colleges and universities on economic and social development, we established a conceptual model. To understand the relationship between entrepreneurship education and entrepreneurial intention, the hypotheses propose the intermediary role of entrepreneurial ability, and the study provides evidence from China the relationship between entrepreneurship education and entrepreneurial intention. Improving entrepreneurial intention and encouraging college students to establish businesses through entrepreneurship education in universities is crucial. This study proposes a hypothetical model of the relationship between entrepreneurial competence and entrepreneurial intention in entrepreneurship education at universities. Using a questionnaire survey of college students with practical experience in the Yangtze River Delta of China, the bootstrap method in the SPSS macro program process software verifies the hypotheses. The results show that entrepreneurial teaching, business plan competition, and entrepreneurial practice support positively affect entrepreneurial competence. In addition, entrepreneurial competence plays an intermediary role in the relationship between entrepreneurial teaching, business plan competition, entrepreneurship practice support, and entrepreneurial intention. Entrepreneurship education improves the ability to establish a business in the present and in entrepreneurial activities in the future. Entrepreneurial competence obtained through entrepreneurship education continuously affects entrepreneurial intention.

Specific Antecedents of Entrepreneurial Intention Among Newly Returned Chinese International Students

A growing group of Chinese students is returning to China following graduation, especially young returnees. This group is seen as one of the most innovative sectors of Chinese society. Based on the theory of planned behavior (TPB) and three kinds of capital theories, this study explores entrepreneurial intention (EI) and its influencing factors among Newly Returned Chinese International Students (NRCIS). A survey of 211 NRCIS showed a low level of EI and little knowledge of supporting policies about entrepreneurship. Influencing factors included culture harmony as culture capital, overseas social networks as social capital, and foreign entrepreneurship education and foreign language proficiency as human capital. Attitude mediated the effects of foreign language proficiency, culture harmony, and foreign entrepreneurship education on EI. Perceived behavior control mediated the effect of foreign language proficiency, Chinese language proficiency, culture harmony, foreign entrepreneurship education, domestic entrepreneurship education, and overseas social networks on EI, and subjective norms have no significant mediating effect in any mediation path. Based on these findings, policymakers could pay attention to examining whether the current policies are working and accessible for NRCIS, and domestic entrepreneurship education could keep cultivating students' cross-cultural communication and understanding abilities, and society and education sectors could encourage positive cognition of entrepreneurship and guide students to form a positive attitude toward entrepreneurship and enhance their confidence.

Covid-19 and entrepreneurship education: Implications for advancing research and practice

This article aims at critically examining the linkage between entrepreneurship education and COVID-19 in order to help understand future research and practice paths. Due to the large global impact COVID-19 has had on society, new entrepreneurial education management practices are required to deal with the change. To do this, this article discusses why COVID-19 can be a transformational opportunity for entrepreneurship education research due to the new thought processes raised by the pandemic. The article suggests several assumptions that have changed as a result of COVID-19 and how entrepreneurship education is required in order to help solve the pandemic. By doing this, the article suggests that more entrepreneurship education research embedding a COVID-19 context is required to breakthrough new frontiers and reset the research agenda. By taking an entrepreneurial stakeholder perspective that looks at entrepreneurship education as a holistic process, an enhanced analysis of how response mechanisms including recovery and change are conducted can be made. This enables a way to view the COVID-19 crisis as an opportunity for more attention placed on the importance of entrepreneurship education for society.

The Role of Entrepreneurship Policy in College Students' Entrepreneurial Intention: The Intermediary Role of Entrepreneurial Practice and Entrepreneurial Spirit

Entrepreneurship is a sustainable development tool that supports the alleviation of poverty and unemployment. Focusing on the promotion of entrepreneurial intention (EI) under the background of entrepreneurship education (EE), this study used a structural equation model to examine the role of entrepreneurship policy (EPo), entrepreneurial practice (EPr), and entrepreneurial spirit (ES) on the EI of 384 college students from 22 universities in Guangdong Province. The test results show that there are significant positive correlations between EPo and EI; EPo and EPr; EPo and ES; and EPr and EI. They also support the hypothesis that EPr enhances the positive effect that EPo has on EI. This study puts forth measures to improve EI and makes contributions to future research on EE.

A Serial-Mediation Model to Link Entrepreneurship Education and Green Entrepreneurial Behavior: Application of Resource-Based View and Flow Theory

Eco-conscious behaviors have become a global imperative for entrepreneurs, as the consumer demand for products and services has become increasingly green. Hence, the purpose of this study is to identify the role of entrepreneurship education in environmental sustainability as measured by the launch of green ventures. This study also aims at extending the literature of resource-based view and flow theory by highlighting their application into the green venturing context. Data were collected from 420 Pakistani students having studied an entrepreneurship course in their university life by using the convenience sampling technique. The covariance based structural equation modeling (CB-SEM) was used to test the hypothesized relationships, and it was identified that entrepreneurship education evokes commitment to the environment, subsequently leading towards university green entrepreneurial support, environmental motivation, and green entrepreneurial behavior. University green entrepreneurial support also significantly influences green venturing; however, environmental motivation does not affect green entrepreneurial behavior. The findings of this study can be useful for policymakers in higher educational institutions, regulatory bodies, and diverse-government agencies dealing with UN sustainable development goals.

Exploring Factors Link to Teachers' Competencies in Entrepreneurship Education

To improve the quality of entrepreneurship education, this study explored factors linked to teachers’ competencies in entrepreneurship education in China. A regression analysis based on 12,596 teachers’ questionnaires showed that the competencies of teachers in entrepreneurship education had three dimensions. The factors linked to teacher’s competencies were professional training, new modes of teaching, entrepreneurial practice, entrepreneurial culture, and policy guarantee. At the same time, the influence mechanism between teachers’ overall competency and factors is explored. For a higher quality of entrepreneurship education, it is necessary to adopt new modes of teaching, pay attention to teachers’ careers, and improve the evaluation and recruitment mechanism for teachers. Our findings provide novel insights by exploring factors linked to teachers’ competencies, extending understanding on improving the quality of entrepreneurship education, and enriching the entrepreneurship education literature by adding new empirical evidence from China.

Entrepreneurship Education in the Transformation of Incarcerated Individuals: A Review of the Literature and Future Research Directions

This article draws upon the theories of entrepreneurial cognition, planned behavior, and criminal desistance to understand the role of entrepreneurship education in the behavioral and cognitive transformation of incarcerated individuals. Specifically, this article considers how participation in an entrepreneurship education program should influence entrepreneurial opportunity recognition, cognitive transformation, and institutional misconduct. It suggests these changes are more likely to influence an incarcerated person's entrepreneurial intentions and criminal desistance. The six propositions presented shed light on how an incarcerated individual's willingness to change his or her attitudes and develop an entrepreneurial mind-set influence his or her behavior in prison and prepares him or her to prosper in a dynamic and complex world after release. This article argues that the study of one's transformation while incarcerated through the discovery, evaluation, and exploitation of opportunities is likely to advance empirical and theoretical perspectives of the fields of entrepreneurship. The examination of how incarcerated persons deal with fear of failure, risk aversion, and identity, in particular, presents great opportunities for future research.

Constructing a Hierarchical Framework for Assessing the Application of Big Data Technology in Entrepreneurship Education

The emergence of big data technology continues to innovate and change the world, bringing opportunities and challenges to all walks of life. Against the background of this era, traditional entrepreneurship education requires reform and innovation. This research attempts to explore the ways and practices of applying big data technology to entrepreneurship education so as to improve and perfect traditional entrepreneurship education and achieve its sustainable development. Based on classic theories, such as entrepreneurial theory, strategic management theory, and leadership theory, this paper develops a relatively systematic attribute system of entrepreneurship education under big data technology, comprehensively uses Fuzzy-DEMATEL and ISM methods to explore the relationship between different attributes and their importance, and finally constructs a hierarchical framework for the application of big data technology in entrepreneurship education. The results show that the attributes of entrepreneurship education under big data technology can be divided into four levels, each with different priorities and degrees of importance, and there are complex interactions and constraints among them. This study provides important guidance and suggestions for the development of entrepreneurship education and multiattribute decision-making management under the given resources, which is conducive to the sustainable development of entrepreneurs and new ventures.

Give Me What I Want: Identifying the Support Needs of College Student Entrepreneurs

To determine how the success rate of college students’ entrepreneurship can be improved, we sought to identify the support needs of undergraduate entrepreneurs and evaluate the importance of different support needs using data from face-to-face interviews with 138 Chinese college student entrepreneurs. Further, we explored the distribution tendencies of the support needs at different entrepreneurial stages. We found that the support needs of college student entrepreneurs can be divided into 20 types, which can be categorized into core support needs (six types), secondary support needs (six types), and marginal support needs (eight types) in descending order of importance. A cross-stage analysis indicates that the support needs differ during the different entrepreneurial stages. While the needs during the entrepreneurial preparation stage and the startup stage have many similarities, those during the entrepreneurial failure stage are significantly different from those of the other three stages examined, showing heterogeneity. In addition, we identified psychological counseling as an important core support need in the failure stage and demonstrate its critical role in helping college students out of the shadow of entrepreneurial failure. This study expands the research on entrepreneurial support needs. Its findings provide valuable information to help colleges and governments develop more targeted and appropriate support for college entrepreneurs based on entrepreneurial stages to promote entrepreneurial success.

The Impact of Self-Efficacy Analysis-Based Psychological Theory and Literary Ethics on Chinese American Entrepreneurship Education

In this study, entrepreneurship education was explored from the perspective of the combination of psychology and literary ethics, with the purpose of studying the entrepreneurial behavior of Chinese American college students and promoting the development of entrepreneurship education. Based on the analysis of self-efficacy, the correlations among entrepreneurial intention, entrepreneurship education, and entrepreneurial efficacy of the research samples were analyzed. First, through the questionnaire design, the research samples and the measurement scales of each research variable were determined, and the survey results and the reliability of the scale were analyzed and tested. Second, based on the variance analysis and regression analysis methods, a descriptive statistical analysis was performed on the correlations among entrepreneurship education, entrepreneurial intentions, and entrepreneurial efficacy among Chinese American college students. Finally, the idea of literary ethics was integrated into entrepreneurship education, entrepreneurial intentions, and entrepreneurial self-efficacy, and the correlation structure model was constructed. The intermediary role of entrepreneurial efficacy in entrepreneurship education and entrepreneurial intention was tested. In addition, the individual gender and family entrepreneurial behaviors were considered. The results show that the valid response rate of the questionnaire, is satisfactory at, 96.49%; the reliability and validity of the scales of the research variables are satisfactory; the Cronbach’s Alpha reliability coefficient values are all above 0.80; and the fitting results of the confirmatory factors are satisfactory. The regression analysis results show significant correlations among entrepreneurship education, entrepreneurial intentions, and entrepreneurial efficacy among Chinese American college students. Entrepreneurial efficacy has a partially intermediary role in the two dimensions of entrepreneurship education and entrepreneurial intention. Individual gender and family entrepreneurial behaviors have moderating effects, on the entrepreneurial efficacy levels of college entrepreneurs. From the perspectives of psychology and literary ethics, the above results have positive effects on the development of entrepreneurship education.

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Entrepreneurship education plays an important role in sustainable development. Chinese governmental agencies are making all-out efforts to promote schoolwide entrepreneurship education from top to bottom to achieve sustainable economic and social development. This is a phenomenon worth studying and summarizing. Improving the satisfaction degree of teachers and students of entrepreneurship education in universities for sustainable development becomes a typical mode of entrepreneurship education in Chinese universities. The data are derived from 12,269 valid questionnaires in student volume and 1,241 valid questionnaires in teacher volume from top universities in China, and regression and variance analyses were applied. The results show that the overall satisfaction of teachers and students is higher than the national average. There are significant differences in the overall satisfaction of different types of teachers and students. Teachers are most satisfied with the organizational leadership measures of the universities in entrepreneurship education and least satisfied with the lack of professional human resource management strategies for entrepreneurship education teachers. Students are most satisfied with entrepreneurship policy and least satisfied with entrepreneurship learning, especially that entrepreneurship theory learning and practice learning are closely combined with students’ majors. The overall satisfaction of students of entrepreneurship education mainly comes from the influence of “entrepreneurship policy dividend,” entrepreneurship learning, and entrepreneurship competition and entrepreneurship practice, which go hand in hand. The overall satisfaction of teachers is most affected by the satisfaction of organizational leadership, followed by the satisfaction of mechanism guarantee and teaching management. This study introduces the sustainable development model of entrepreneurship education in top Chinese universities through the improvement of satisfaction of entrepreneurship education and has certain reference significance for managers and teachers of entrepreneurship education practice in other developing countries.

Investigating the Relationship Between Creativity and Entrepreneurial Intention: The Moderating Role of Creativity in the Theory of Planned Behavior

Cultivating students’ creativity in entrepreneurship education at the college and university level is a key facet of entrepreneurship education in encouraging innovation in students. In this study, the influence of creativity, self-efficacy, entrepreneurial attitude, perceived control, and subjective norms, on students’ entrepreneurial intention were examined through a moderated model based on Ajzen’s (1985) Theory of Planned Behavior (TPB). A questionnaire survey was used to obtain the data from 523 students from different universities in China’s Zhejiang province. SPSS 20.0 was used to conduct descriptive analysis and exploratory analysis of the data, and Amos 22.0 was used to conduct confirmatory factor analysis. The research concluded that creativity has a significant impact on entrepreneurial intention; entrepreneurial self-efficacy has a marked effect on perceived behavior control; and perceived behavioral control, subjective norms and entrepreneurial attitude all significantly affect entrepreneurial intention. Finally, creativity has a significant moderating effect on the roles of perceived behavioral control and subjective norms on entrepreneurial intention, but not on the attitude to entrepreneurship. These results suggest that entrepreneurship education should focus on the cultivation of students’ creativity and entrepreneurial efficacy, while encouraging their entrepreneurial intention as well as developing their entrepreneurial skills and mindset.

Quality Evaluation of Entrepreneurship Education in Chinese Medical Colleges-From the Perspective of Student Cognition

The evaluation of the effectiveness of entrepreneurship education has become a key issue in improving the quality of entrepreneurship education. The quality of entrepreneurship education was empirically analyzed through a questionnaire survey conducted within 70 medical colleges and universities in China and 16,660 valid questionnaires were obtained. The datasets were processed with a classic analysis tool, SPSS. Several findings were revealed by the research. The popularity of entrepreneurship courses in China’s medical schools was low, due to reasons such as: the obvious characteristics of fragmentation in curriculum design the entrepreneurship practice for medical students being far from open and not effectively integrated with the market trend; the current policies in China not providing additional support for medical entrepreneurship and the lack of funds, which is the main obstacle for medical students who owned start-ups; and the teacher-student collaboration not being an important enough vessel to improve the quality of entrepreneurship education. It is recognized in this paper that, in the future, medical schools in China should build an individualized and diversified medical entrepreneurship education curriculum system, strengthen the openness of medical students’ entrepreneurship practice, build a multi-channel financial support platform, and create a major-innovation integration mechanism.

The Systematic Impact of Personal Characteristics on Entrepreneurial Intentions of Engineering Students

The impact of personal characteristics on entrepreneurial intention is a classic topic in the field of entrepreneurship research. Previous research mostly used simple linear models, leading to a gap in the study on the interrelationship among personal characteristics and their systematic influence on entrepreneurial intention. This study investigates the interrelationship among the four specific entrepreneurial characteristics (i.e., need for achievement, locus of control, risk-taking propensity, and creativity) and their systematic influence on the entrepreneurial intention of engineering students. The research data is from 210 engineering students via a survey. Logistic regression and path analysis were used for data analysis. The findings suggest that creativity and risk-taking directly influence entrepreneurial intention while the need for achievement and the locus of control influence it indirectly. Implications for entrepreneurship education are finally discussed.

Entrepreneurial, Economic, and Social Well-Being Outcomes from an RCT of a Youth Entrepreneurship Education Intervention among Native American Adolescents

Background: Entrepreneurship education has demonstrated positive impacts in low-resource contexts. However, there is limited evidence of such programs evaluated among Native American (NA) youth in a rural reservation. Methods: A 2:1 randomized controlled trial evaluated the impact of the Arrowhead Business Group (ABG) entrepreneurship education program on entrepreneurship knowledge, economic empowerment, and social well-being among 394 NA youth. An intent to treat analysis using mixed effects regression models examined within and between study group differences from baseline to 24 months. An interaction term measured change in the intervention relative to change in the control. ABG participants were purposively sampled to conduct focus groups and in-depth interviews. Results: Significant intervention vs. control group improvements were sustained at 12 months for entrepreneurship knowledge and economic confidence/security. Significant within-group improvements were sustained for ABG participants at 24 months for connectedness to parents, school, and awareness of connectedness. Qualitative data endorses positive impacts on social well-being among ABG participants. Conclusion: Observed effects on entrepreneurship knowledge, economic empowerment, and connectedness, supplemented by the experiences and changes as described by the youth themselves, demonstrates how a strength-based youth entrepreneurship intervention focused on developing assets and resources may be an innovative approach to dually address health and economic disparities endured in Native American communities.

How the New Type of Entrepreneurship Education Complements the Traditional One in Developing Entrepreneurial Competencies and Intention

While business schools aim to train students to develop specialized professional competencies, knowledge, and skills related to management and corporate functions according to their major programs, entrepreneurship education in higher education intends to develop students' entrepreneurial competencies and intention. However, the entrepreneurial and managerial domains are not mutually exclusive but overlap to a certain extent. This study utilized the National Taiwan University (NTU) as a case to explore the effects of two paths of entrepreneurial education at NTU on the development of students' entrepreneurial competencies and intention. The aim of this study was to investigate differences in business school students' entrepreneurial competencies and intention between those who took the Creativity and Entrepreneurship Program (CEP) and those who did not, and to explore the context limits or facilitations in the entrepreneurship education of college students in different academic disciplines of management school. Results of the study showed that the CEP course did have positive impacts on all entrepreneurial competencies and intention, that the effectiveness on the attitude domains was more evident than that on the knowledge or skills domains, and that academic disciplines did have a context effect on students' entrepreneurial competencies and intention. This study sheds further light on the "black box" of context limits or facilitations in entrepreneurship education. Implications of the study are that it may lead to a complementary framework of effectively integrating the entrepreneurial program with the business and management courses, which would better facilitate students' learning of entrepreneurship competencies and may increase their intention to become future entrepreneurs.

How Does the Entrepreneurship Education Influence the Students' Innovation? Testing on the Multiple Mediation Model

This study aims to explore the multiple mediating effects of political skills and entrepreneurial opportunity recognition between perceived entrepreneurship education and innovation. Structural equation is used to analyze data collected from 269 Chinese student entrepreneurs. Results showed that (1) there is a positive relationship between perceptions of entrepreneurship education and perceptions of innovation, (2) political skills and entrepreneurial opportunity recognition individually play a mediating role between perceived entrepreneurship education and innovation, and (3) political skills and entrepreneurial opportunity recognition play a chain mediating effect between perceived entrepreneurship education and innovation.

Development and Evaluation of Affective Domain Using Student's Feedback in Entrepreneurial Massive Open Online Courses

Entrepreneurship education is a very important issue in the digital age. It aims to enable learners and society to respond to emergent economic and employment challenges. When entrepreneurs struggle to launch and sustain a new venture, the key question usually is not a lack of relevant knowledge, but the necessary fortitude and attitude to face down difficulties and challenges. Thus, entrepreneurs require development in the affective domain. However, most of courses emphasize the cognition and psychomotor functions, but neglect the affective domain. This study attempts to combine entrepreneurial Massive Open Online Courses (MOOCs) and blended curriculum design for affective learning. A total of 32 students participated in a 9-week social entrepreneurship program. Content analysis was used for comparison of the learning performance. The findings suggest that social entrepreneurship courses can be effectively used to help learners achieve learning objectives of different affective levels, but this is a time-intensive process, particularly for higher levels. The affective development of the final level takes longer to achieve; therefore, course designers should adopt a spiral structure which frequently revisits concepts in the last three levels. Moreover, MOOCs are designed for mass usage, and treat all learners uniformly. MOOCs' course content should be supplemented and adjusted according to specific course goals and student needs.

Exploring the Mode of Entrepreneurship Education Based on the Legal-Business Compound Competency in China

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.

Model of the Entrepreneurial Intention of University Students in the Pearl River Delta of China

Although the entrepreneurial intention of university students has been studied from different perspectives, the results are still not convergent, and the mechanism and outcomes related to how entrepreneurial intention could be affected by different factors lacking integrated investigation and comparative research. Based on emotional theory, the theory of planned behavior (TPB), and entrepreneurial cognitive theory, as well as the perception of specific situations encountered by university students, this paper attempts to explore entrepreneurial intention from three perspectives, including individual, family and school; and constructs an integrated model that includes entrepreneurial passion, role models, entrepreneurial education, entrepreneurial self-efficacy, and entrepreneurial intention. Based on a survey of university students in the Pearl River Delta of China, this paper attempts to explore the intrinsic mechanism of the development of entrepreneurial intention from these three perspectives. The results show that entrepreneurial passion, role models, and entrepreneurial education could have different effects on entrepreneurial intention; additionally, entrepreneurial self-efficacy plays an important mediating role. The research findings contribute to the literatures regarding the factors influencing entrepreneurial intention, providing empirical evidence to formulate policies to encourage university students’ entrepreneurship practices and help to enhance effectiveness of entrepreneurship education.