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

Abstract

Entrepreneurship education complements vocational education in helping students develop their career prospects. This empirical study comprehensively analyzed sample data of 13,885 students from 40 “Double High-level Plan” higher vocational colleges in China using robust standard error regression analysis and other methods. The results showed that Entrepreneurship Practice (EP), Entrepreneurship Curriculum (EC), and Integration of Entrepreneurship Education and Professional Education (IEEPE) have a significant positive effect on Entrepreneurship Education Performance (EEP), with EP being the most important factor. Furthermore, ascribed factors (gender, household registration, only child or not, whether parents have entrepreneurial experience) and self-achieved factors (double high-level type, school area, subject major, whether to accept social entrepreneurship education) were found to affect students' perception of investment in entrepreneurship education. The study summarizes the existing problems of entrepreneurship education in “Double High-level Plan” higher vocational colleges and proposes four suggestions: pursue the integrated development of entrepreneurship education and “Double High-level” construction, advance both theoretical education and practical education, promote digital reform of the “three teaches” (teachers, teaching materials, and teaching methods), and develop entrepreneurship education in a comprehensive and balanced manner. This has certain theoretical and practical significance for the improvement of entrepreneurship education in other developing countries.

Digital Entrepreneurship of Vocational Educations: Enthusiasm Level and Entrepreneurial Personality of Students

“…As future entrepreneurial practitioners, students must be adaptive to digital developments. This needs to be aligned with educators who have digital skills (Huang et al, 2021;Nurjamiah et al, 2020;Stadler & Smith, 2017). The passion for competition can influence students to always create innovations (Gazzola et al, 2020;Mielniczuk & Laguna, 2020).…”

“…On the other hand, vocational education students are excluded by high levels of industrial skill qualifications and low employment absorption (Arquisola & Muanar, 2019;Soputan, 2017). As a result, sustainable digital technology is urging entrepreneurship to contribute to reshaping the economic system (Brydges & Hracs, 2019;Huang et al, 2021). Facts in previous studies reveal that there is still a low desire of vocational education students to become entrepreneurs (Arquisola & Muanar, 2019;Kuat, 2018).…”

Meta-Analysis on The Direction of Basic Human Resource Promotion in Vocational Training Against the Background of Industrial Demand

“…"Double qualified" teachers refer to teachers with both professional knowledge and technical skills. In 2006, the Ministry of Education issued several opinions on improving the teaching quality of Higher Vocational Education in an all-round way, which proposed to gradually establish a "double qualified" teacher qualification certification system, and study and formulate the employment standards and access system for teachers in higher vocational colleges, marking that the construction of "double qualified" teachers has evolved into an important policy content (Huang et al, 2021).…”

“…(ii) Improve the teacher introduction evaluation mechanism and rights protection Teachers in vocational education undergraduate schools focus on the technical adaptability to industrial needs. They should fully control the "entry level", introduce a team of artisan teachers with rich practical work experience, form an accommodation mode of "double qualified" teachers coming from the enterprise and feeding the enterprise, and establish a cooperation and co construction mechanism between vocational education undergraduate teachers and enterprises (Huang et al, 2021). The school should give full play to the radiation and demonstration role of model teachers.…”

Research on the Influence Mechanism of Agricultural Entrepreneurship: Evidence From Five Provinces in Western China

“…Empirical research showed that different dimensions of entrepreneurial self-efficacy played a partial mediated and fully mediated role between the independent personality and entrepreneurial intention of migrant workers ( Chen et al, 1998 ; Wilson et al, 2007 ; Kasouf et al, 2015 ; Tantawy et al, 2021 ). However, most studies on entrepreneurial self-efficacy have focused on college students and corporate entrepreneurship ( Huang et al, 2021 ; Liu and Yu, 2021 ; Zelin et al, 2021 ), and, however, few scholars have studied farmers’ entrepreneurship in the context of rural revitalization in China. The article constructs a mechanistic model of farmers’ entrepreneurial behavior from the perspectives of entrepreneurial attitude and entrepreneurial environment, and uses a structural equation modeling approach to test it empirically in order to provide empirical support for the complex mechanisms among entrepreneurial attitude, entrepreneurial environment, entrepreneurial self-efficacy, and farmers’ entrepreneurial behavior.…”