RESEARCH ON THE RELATIONSHIP OFENTREPRENEURSHIP CURRICULUM ONCOLLEGE GRADUATES'ENTREPRENEURIALCOMPETENCE IN CHINA

Abstract

Entrepreneurship education in Chinese universities started from the competition of business plans. Although it has been developed for more than 20 years, it is still dominated by the second class, and entrepreneurship education in the first class is seriously lacking. The main reason lies in the misunderstanding of entrepreneurship education in the field of higher education in China, which believes that entrepreneurship practical education can effectively improve the entrepreneurial competence of college students. Therefore, less attention is paid to entrepreneurship curriculum education. Based on Chinese local data and through detailed data analysis, this study focuses on the first classroom and takes the relationship between entrepreneurship curriculums and entrepreneurial competence as the research focus.

This study constructs a research model based on human capital theory and learning theory and collects data by questionnaire survey. Structural equation model (SEM) with AMOS.23 and SPSS.26 was used to test the hypothetical model. This study collected data by surveying of senior students in typical experience universities. The questionnaires were distributed to the respondents through online surveys. The sampling continued until the quota of approximately 800 samples was collected: 400 samples from universities with typical experience of innovation and entrepreneurship in China and 400 samples from university with non-typical experience of innovation and entrepreneurship in China.

The following results were demonstrated by the study:

1) The development of entrepreneurship curriculum in Chinese colleges and universities can be divided into three stages: entrepreneurship competition guidance and training curriculums phase, entrepreneurship general curriculums and discipline curriculums phase, and creative integration phase of interdisciplinary curriculums .

2) In typical experience universities, entrepreneurship curriculums directly and significantly affect college students’ entrepreneurial competence. In non-typical experience universities, entrepreneurship curriculums can not significantly affect college students’ entrepreneurial competence.

3) In typical experience universities, entrepreneurship curriculums can directly and significantly affect entrepreneurial self-efficacy, entrepreneurial willingness and university students’ entrepreneurial competence. In non-typical experience universities, there is no direct relationship between entrepreneurship curriculums and entrepreneurial competence of college students.

4) In typical experience universities, entrepreneurial self-efficacy and entrepreneurial willingness have a complete mediating effect on the impact of entrepreneurship curriculums and college students’ entrepreneurial competence. In non-typical experience universities, entrepreneurial self-efficacy and entrepreneurial willingness have no mediating effect on the impact of entrepreneurship curriculums and college students’ entrepreneurial competence.

5) In both types of universities, the entrepreneurial environment support system has good moderation effect in the relationship of entrepreneurship curriculum on college students’ Entrepreneurial Competence.

Based on the research results mentioned above, suggestions can be described as follows: typical experience universities should strengthen the development and teaching of entrepreneurship skills curriculums and further improve the construction of entrepreneurship environment system. Non-typical experience universities should learn from the effective methods of typical experience universities in college students' innovation and entrepreneurship education, especially strengthen the development and teaching of entrepreneurial knowledge literacy curriculum and entrepreneurial development curriculum, and further improve the construction of entrepreneurship environment system.

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