Exploration and Practice of “Internet + Maker Education” University Innovative Entrepreneurship Education Model From the Perspective of Positive Psychology

Sun, Xiaomeng

doi:10.3389/fpsyg.2020.00891

Cited by 26 publications

(19 citation statements)

References 29 publications

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“…Following the perspective of entrepreneurial learning channels, the existing research indicates entrepreneurial learning for nascent entrepreneurs mainly includes formal organizational learning, intergenerational learning, and social network learning (Wang et al, 2018 ; Wu, 2018 ; Sullivan et al, 2021 ; Yousaf et al, 2021 ). Formal organizational learning refers to entrepreneurship education or training program during school or in start-ups usually covering both business skills and entrepreneurship attitudes (Sun, 2020 ). It has emerged as a primary way of learning for entrepreneurs to meet the complex demands and performance associated with the changing world of work.…”

Section: Theory and Hypothesismentioning

confidence: 99%

Entrepreneurial Learning, Self-Efficacy, and Firm Performance: Exploring Moderating Effect of Entrepreneurial Orientation

2021

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Although the impact entrepreneurial learning on firm performance has attracted significant attention, a comprehensive understanding by integrating entrepreneurial orientation and individual self-efficacy remain poorly understood. We fill this void by integrating the above variables into a model and examine these relations. Findings from a sample of 411 nascent entrepreneurs support that entrepreneurial learning is positively related to firm performance, and this relationship is fully mediated by entrepreneurial self-efficacy (ESE). We also found entrepreneurial orientation strengthens the positive impact of entrepreneurial learning on ESE. The findings indicate that ESE must be in place to maximize the effect of entrepreneurial learning on performance, and entrepreneurial orientation is an important contingency in shaping entrepreneurial learning's impact on nascent entrepreneur's self-efficacy.

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Section: Theory and Hypothesismentioning

confidence: 99%

Entrepreneurial Learning, Self-Efficacy, and Firm Performance: Exploring Moderating Effect of Entrepreneurial Orientation

2021

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“…At the same time, according to the report released in 2017–2018, the entrepreneurship rate of undergraduate graduates was higher than that of graduate students and junior college graduates in terms of academic qualifications; from the perspective of university type, the entrepreneurship rate of ordinary undergraduates was higher than that of the undergraduates with double first-class construction; the top three in terms of entrepreneurship industry in terms of college students culture, sports and entertainment, education, wholesale, and retail are in order. From the perspective of the types of entrepreneurial projects, the top three include business services, education and training, and cultural creativity, which has set off a wave of innovation and entrepreneurship among college students across the country, also made colleges and universities provide theoretical support and help for students ( Rogoza et al, 2018 ; Sun, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The College Students’ Sense of Responsibility for Innovation and Entrepreneurship

et al. 2020

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The purpose of this paper is to analyze the relationship between positive psychological quality and college students' sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, to explore the cultivation model that can effectively improve college students' sense of responsibility for innovation and entrepreneurship, and to promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of innovation and entrepreneurship responsibilities in demographic variables; factor analysis models were used to explore the factors that influence college students' sense of responsibility for innovation and entrepreneurship; and Spearman correlation and linear regression were used to analyze the relationship between college students' positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility, and social responsibility were 3.290, 3.624, and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty, and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty, and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, superexcellence, bravery, restraint, and wisdom were the influencing factors of college students' sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility.

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“…The participants are undergraduate students who were majoring in management. They were experiencing an innovative entrepreneurship education that is compatible with the socioeconomic development and education reform in China (Sun, 2020). They were told that the study helped entrepreneurs develop and decide a suitable product price.…”

Section: Participantsmentioning

confidence: 99%

Prejudice, Does It Exist or Not? Consumer Price Discrimination in Minority Entrepreneurship

2020

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Many prior studies on minority entrepreneurship have found that some consumers display a strong bias against products from minority ventures. Not surprisingly, discrimination against products sold by minority-owned businesses increases the failure rate for such ventures. This paper seeks to verify the extent of consumer discrimination for minority products, and investigates whether it varies among different products. Building on insights from the theory of consumer discrimination, we conducted a comparative behavior experiment on 155 subjects for the expected pricing of two new products (common products and products with ethnic characteristics). Consistent with prior literature, we found that potential consumers held a bias against common products from minority ventures and offered a lower price. However, the theory of consumer discrimination could not be applied to the products with ethnic characteristics. Instead, potential consumers viewed ethnic characteristics products from minority ventures as being high quality and offered higher prices. This finding complements the theory of consumer discrimination and provides useful knowledge for minority entrepreneurs: minority entrepreneurs can employ price discrimination to strengthen the ethnic brand's impression by integrating ethnic cultural features into new products.

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Exploration and Practice of “Internet + Maker Education” University Innovative Entrepreneurship Education Model From the Perspective of Positive Psychology

Cited by 26 publications

References 29 publications

Entrepreneurial Learning, Self-Efficacy, and Firm Performance: Exploring Moderating Effect of Entrepreneurial Orientation

Entrepreneurial Learning, Self-Efficacy, and Firm Performance: Exploring Moderating Effect of Entrepreneurial Orientation

The College Students’ Sense of Responsibility for Innovation and Entrepreneurship

Prejudice, Does It Exist or Not? Consumer Price Discrimination in Minority Entrepreneurship

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