Promoting Social Entrepreneurial Organizations: An Empirical Study of Teacher–Student Co-entrepreneurship

Abstract

This paper explores the impact of different types of social entrepreneurship education cultivation models on students' opinion on social entrepreneurship, defines and classifies the emerging social entrepreneurship cultivation models in colleges and universities, and confirms the performance difference between the teacher-student coentrepreneurship (TSCE) cultivation model and the traditional cultivation model through quantitative research. Chi-square analysis and the structural equation model are used to verify the following two conclusions: in the process of promoting the acceptance of social entrepreneurship study, the TSCE cultivation model is more effective than the traditional cultivation model; and the collaborative co-entrepreneurship cultivation model is more conducive to the deepening of practical learning than the employment co-entrepreneurship cultivation model. The research results will help colleges and universities to redesign the training process of social entrepreneurship skills, and then provide help for college students to achieve more adequate entrepreneurial preparation.

Psychological Capital on College Teachers’ and Students’ Entrepreneurial Performance and Sports Morality Under Social and Political Education

“…The objective of college social and political education (SPE) is to improve the social, political, and moral qualities of teachers and students through certain social concepts, political views, and ethical norms education ( Du et al, 2020 ; Li et al, 2020 ; Wu A. et al, 2020 ). College SPE has a particular practical significance by providing solid support for the critical force of China’s economic construction, college entrepreneurs, IEE, and sports ( Mu et al, 2020 ; Philpot et al, 2021 ).…”

The System Approach for Entrepreneurship-Based School Management in Vocational High Schools

“…This finding is supported by the study conducted in the United States, Germany, and Saudi Arabia, stating that the objectives, methods, and organizational structures of entrepreneurship education were formed by preparing schools' autonomy in relation to societal imaginaries (Al-Mamary & Alshallaqi, 2022;Wadhwani & Viebig, 2021). However, this finding needs attention from other studies in China found that mostly a high level of organizational dedication and commitment results from a high level of team member trust, and culture (Du et al, 2020;Lyu et al, 2021). Therefore, instead of simply establishing an entrepreneurship program, schools need to ensure this high level of trust in the team for teachers or students interested in innovation or entrepreneurship in groups to ensure good operating performance of the entrepreneurship program.…”

Teacher Entrepreneurship, Co-Creation Strategy, and Medical Student Entrepreneurship for Sustainability: Evidence from China

“…For teachers and students, this relationship does not necessarily aim at entrepreneurship but can be a partnership. Therefore, Du et al work on the traditional cultivation model and propose the teacher-student co-entrepreneurship cultivation model, which refers to collaborative innovation or collaborative entrepreneurship between teachers and students [64]. Although there have been studies focusing on the interaction between teachers and students in the entrepreneurship process [65], at present the focus on co-creation is relatively scarce in entrepreneurship education and research.…”