Enlightenment of China’s University Teachers’ Entrepreneurial Awareness for Entrepreneurship Education

Abstract

This study uses a combination of qualitative and quantitative methods to study the understanding of China’s university teachers (hereinafter referred to as teachers) on the preparation period of entrepreneurship. Through questionnaire survey, factor analysis and fuzzy evaluation, we get the classification of the factors of entrepreneurship by teachers, including education factors, social factors, and policy factors.Teachers believe that the most important primary influencing factors of entrepreneurship formation is founders’ fundamentals, the most important secondary influencing factors is social factors. In addition, the main impact of teacher entrepreneurship awareness on entrepreneurship education is as follows: in the competition and practice of entrepreneurial projects, on-campus entrepreneurial teachers mainly participate as assistants and they are quite passive. It may be because that their participation motivation is departed from the purpose of entrepreneurship. Off-campus entrepreneurship tutors focus more on the ability of the social entrepreneurial team to marketize the products or services.

Design and Management of Microteaching Mode of Innovation and Entrepreneurship Education in Colleges and Universities Driven by Big Data

“…In 1945, Harvard University professors advocated that students' inventive capacity and the combined growth of knowledge and ability should be the focus of their education. In addition, the universities of Cambridge and Oxford in the United Kingdom have always regarded "detecting, excavating, and developing students' potential capabilities and stimulating individual creativity" as their school-running ideas [9]. In 1958, the "National Defense Education Act" promulgated by the US government stated that it is necessary to strengthen the purpose of innovation education to use innovation to enhance national defense competitiveness and the development of modern science [10].…”

How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

“…A convergent parallel mixed-methods design with methodological triangulation was employed, QUAN+QUAL (Creswell, 2014; Creswell & Plano Clark, 2017). The use of this design has been previously supported in research regarding Urban Education (Du et al, 2021; Rand, 2021; Salimi et al, 2021), PETE (Alfrey et al, 2012; Freak & Miller, 2017), SE (Mehta et al, 2016), and the study of AL effects (Galway et al, 2014; Gasiewski et al, 2012). However, our implementation differs from previous research since it performs a data transformation and combines three types of results in the discussion (Creswell & Plano Clark, 2007).…”

“…Another significant contribution is made in our research design through the use of mixed methods, being a novel approach in the study of SE (Hockerts, 2017) and Urban Education (Du et al, 2021; Rand, 2021; Salimi et al, 2021). This methodology allows us to analyze the research question from both quantitative and qualitative perspectives.…”