1

ENTREPRENEURSHIP AND INNOVATION: THE INVESTMENT

OF STUDENTS' EDUCATIONAL ABILITY IN SUZHOU

UNIVERSITY

A Dissertation Presented to the Faculty

of the Graduate School of Education
Philippine Christian University
Taft Avenue, Manila

In Partial Fulfillment of the Requirements

for the Degree of Doctor of Philosophy
in Educational Governance

LI WEI

July 2022
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APPROVAL SHEET

This Dissertation entitled “ENTREPRENEURSHIP AND INNOVATION:

THE INVESTMENT OF STUDENTS' EDUCATIONAL ABILITY IN SUZHOU

UNIVERSITY” prepared and submitted by LI WEI, in partial fulfillment of the

requirements for the degree of Doctor of Philosophy in Educational Governance

has been examined and recommended for ORAL EXAMINATION.

Zhao Mingtao

Adviser

APPROVAL SHEET

Approved for the Panel for Oral defense on ___________________ with a

rating of _______.

LIAO YONG Ph.D

Chairman

Member Member

Member Member

Accepted in partial fulfillment of the degree _____

NARCISO IMMANUEL C. MANAGUELOD, DBA

Dean, GSBM, Ph. D. Programs
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ABSTRACT

TITLE：ENTREPRENEURSHIP AND INNOVATION: THE INVESTMENT OF

STUDENTS' EDUCATIONAL ABILITY IN SUZHOU UNIVERSITY

RESEARCHER : Li Wei

SCHOOL : Philippine Christian University

YEAR : 2022

DEGREE : PHD in Educational Governance

ADVISER : Zhao Mingtao

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China's innovative development needs many innovative and entrepreneurial talents

to improve its international competitiveness and upgrade its economy. At present, the

innovation spirit, entrepreneurial awareness, the innovation awareness, and ability of

college students are weak. There is a need to help college students establish a correct

spirit of innovation and entrepreneurial awareness. Improving the entrepreneurship and

innovation ability of college students has become a theoretical topic and practical

proposition in the new era.

This paper through QQ and WeChat platforms, used the questionnaire Star

program to randomly issue questionnaires, to investigate the education investment of

some teachers and students in Suzhou University in Anhui Province. After sorting out

the questionnaire, SPSS statistical tools and techniques were used to analyze it by

descriptive, correlation, factor analysis, logistic regression and other methods, for the

purpose of answering two basic questions: What are the problems in the investment of

entrepreneurial education in Suzhou University? What is the path to improve college

students' entrepreneurship and innovation? Based on this, the research idea of "defining

the essence of connotation - condensing the main content - investigating the

characteristics of the current situation - exploring the generation mechanism -

constructing the promotion strategy" was established.

Through the analysis of the current situation, it was found that male and female

college students in Suzhou University have different effects on Entrepreneurial

education, and the junior students are not willing to start a business; The
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entrepreneurship and innovation atmosphere is not very good, and the entrepreneurial

awareness of students is weak; The government, society and other relevant departments

have insufficient support in policies, funds and technology, and the entrepreneurship

and innovation curriculum system is not sound; The weakness of the teaching staff and

the unsound incentive mechanism for entrepreneurship and innovation .

The corresponding countermeasures are put forward: advocating gender equity in

entrepreneurial education for college students, and developing entrepreneurship

guidance in junior grades; Create a good atmosphere for entrepreneurship and

innovation, and improving college students' awareness of entrepreneurship and

innovation; Increase the support of the government, society and relevant departments;

Improve the curriculum system of entrepreneurial education, strengthen the

construction of teachers, and constantly enrich the incentive methods for

entrepreneurship and innovation. These are necessary to continuously improve the

effectiveness of college students' entrepreneurial education, enhance the ability of

college students' entrepreneurship and innovation, and further promote the

development of the students' entrepreneurial education .

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ACKNOWLEDGMENT

First of all, I would like to thank my advisor, Mr. Zhao Mingtao, who provided me

with the opportunity to grow and learn and gave me detailed guidance and revision

suggestions from the aspects of the topic selection of the paper, the formulation of the

questionnaire, the selection and use of statistical methods, to the writing of the paper.

Teacher Zhao Mingtao is modest, gentle, knowledgeable, and broad-minded. His

experience and knowledge have cultivated my academic development and inspired me

to maintain my interest and curiosity in learning.

I am very grateful to my family, my wife Li Xiaofang, my children Li Dehan and

Li Xintong, for their constant encouragement, support, love, and attention.

I sincerely thank our president Liao Yong, for his guidance and constructive

criticism in his studies, especially for his friendly suggestions when applying for a visa.

Thank Chen Chong, Guo Pingqian, Zhang Yafeng and Chen Kewen, members of our

educational governance learning group. We studied together, learned theoretical

knowledge together, often discussed academia and life, and established a deep

friendship as classmates in our common learning and life.

I would also like to thank Mr. Feng Zunwu and Mr. Nary from Philippine

Christian University. Mr. Feng is approachable and meticulous in handling problems.

He is also very patient in answering our inquiries, and responsible and honest. He is
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also a role model for me. Mr. Nary is amiable and warm to people. In order to apply for

my study permit, I accompanied him to issue the certificate, and communicated with

the Investment Bureau and the Immigration Bureau many times. It took nearly a month

to finally apply for the study permit. I am very grateful for Mr. Nary's company and

help.

Thanks to all the teachers who taught us. They are knowledgeable, lively, and used

interesting teaching methods which stimulated my enthusiasm for learning. I learned

not only academic thoughts, but also the truth of being a man from them.

I also would like to thank Dr Norma, my defense teacher, Dr Mariju and Dr Vida.

They gave detailed guidance and sincere suggestions in the process of my defense so

that my thesis could be improved and enriched.

I am also grateful to my dear friends and colleagues for their support in all aspects

of my work and life, and for giving me the strength to move forward and enabling me

to successfully complete my studies.

Finally, I want to give special thanks to the respondents for giving their time and

energy to answer the questionnaire.

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TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Abstract iii

Acknowledgement vi

Table of Contents viii

List of Tables ix

List of Figure xi

List of Appendices xi
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LIST OF TABLES
Table No.
1. Sampling distribution of respondents 61
2. Reliability statistics table
65
3. KMO and spherical inspection table 66
4. Gender distribution of survey teachers 69
5. Gender distribution table of survey student sample 70
6. Age distribution of survey teachers 71
7. The sample of surveyed students is from the distribution table of secondary
colleges 72
8. Distribution of majors in the sample of surveyed students 73
9. Survey the distribution of students' willingness to participate in
entrepreneurship and innovation 74
10. Investigate whether the sample of students will choose entrepreneurship
when they have better job opportunities 75
11. Statistical table of student samples on how colleges and universities should
cultivate students' innovative consciousness 77
12. The student sample feels that the school has an atmosphere of advocating
entrepreneurship and innovation 79
13. Statistical table of entrepreneurship and innovation activities of the sample
of surveyed students
79
14. Distribution table of incentive mechanism composition of entrepreneurial
innovation education for college students according to the teacher sample
82
15. Statistical table of entrepreneurial innovation education resources that
teachers think are most lacking in Colleges and Universities 84
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16. Statistical table of the main difficulties faced by college students in

entrepreneurship and innovation according to the teacher sample
85

17. Distribution chart of the most desired support for entrepreneurship of the
survey student sample 85
18. Test table for the significance of students' gender and whether they will
start a business when they have better job opportunities 88
19. Test table for the significance of whether students will start a business
when they have good grades and job opportunities 89
20. Test table for the significance of whether students will start a business
when they have good grades and job opportunities 90
21. Rotating component matrix of students' impact on their own
entrepreneurship and innovation
91
22. Teachers' impact on students' entrepreneurship and innovation principal
component analysis explains the total variance table 93
23. Rotating component matrix of teachers' impact on students'
entrepreneurship and innovation 94
24. Parameter estimation table of logistic regression analysis model 98
25. Output
110
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LIST OF FIGURES
Figure No.
1 Conceptual framework 26
2 Questionnaire design flow chart 64

APPENDICES

Appendix A: Innovation and entrepreneurship education questionnaire

(managers, teachers) 118
Appendix B: Questionnaire on innovation and entrepreneurship education
in Colleges and universities (students) 127

Chapter 1 The problem and its background 1

Introduction 1
Background of the Study 2
Theoretical Framework 8
Conceptual Framework 12
Statement of the Problem 14
Objectives of the Research 15
Research hypothesis 17
Significance of the Research 17
Future Academicians and Researchers 19
Scope and Limitations of the Study 20
Definition of Terms 20
Ethical Thinking 23
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Chapter 2 Review of Related Literature 30

Foreign Literature 30
Local Literature 38
Related Studies Synthesis 47

Chapter 3 Research Method 48

Research Design 48
Research Locale 48
Population and Sample 49
The Respondents 50
Sampling Techniques 51
Instrumentation 51
Data Gathering Procedure 52
Reliability and Validity Analysis of the Questionnaire 53
Statistical Treatment of Data 56

Chapter 4 Presentation and Analysis of data 58

Personal information of Respondents 58
Respondents' Views on Issues Related to Innovation and
Entrepreneurship Education
63

Chapter 5 Summary of findings, Conclusion and Recommendations 89

Summary of findings 89
Conclusions 91
Recommendations 95
Reference
103
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

China proposes to speed up the training of compound and innovative talents. To

accomplish this, the most important thing to do is to cultivate students' innovation

awareness and improve their entrepreneurial ability.

The Ministry of Education proposed that colleges actively encourage college

students to start their own businesses, which is an important action to build an

innovative country and deepen the reform of higher education. This is an important

measure to promote college students' employment through entrepreneurship.

At present, the entrepreneurial innovation education in colleges and universities

has developed from the stage of trying to explore to the new stage of detailed

stratification and diversified development. However, there are still some issues to be

resolved. For example, in the integration of industry and education, there is a

phenomenon that "the government actively advocates and the society does not actively

cooperate", and in the cooperation between schools and enterprises, there is a situation

that "schools actively contact and enterprises do not have much interest". For another

example, there are some problems in college students' entrepreneurship and innovation,
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such as weak awareness, difficult entrepreneurial financing, little experience,

inadequate services and so on. Facing the future, in order to achieve high-level

development of entrepreneurial education in China, entrepreneurial education should

enter the whole process of talent training in colleges. How to cultivate high-quality

entrepreneurial and innovative talents and improve the entrepreneurial and innovative

awareness and ability of college students is a problem that needs to be seriously

considered by colleges and universities.

Background of the Study

In 2015, the State Council issued several opinions on entrepreneurship and

innovation, requiring colleges to deepen the reform of entrepreneurial innovation

education and continuously promote the comprehensive reform of higher education.

The general office of Anhui provincial government also pointed out that it is urgent to

deepen the reform of entrepreneurial innovation education in colleges, which will

promote the high-quality entrepreneurship and employment of college graduates.

In 2018 and 2021, the General Office of the State Council successively issued

relevant documents on strengthening the education of entrepreneurship and innovation

of college students, pointing out that it is necessary to implement new development

concepts, build a new development model, and insist on leading entrepreneurship

through innovation, so as to promote employment work and improve entrepreneurship

among college students. To develop innovation ability, it is necessary to provide

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support for college students' entrepreneurship and employment and promote the all-

round development of college students.

Under the guidance of relevant national policies, local governments have also

actively responded to the call of the state, formulated relevant preferential policies

according to local conditions, and provided strong support in institutional construction

and capital investment, project construction, and entrepreneurial entity projects.

Colleges and universities are also continuously strengthening entrepreneurial

innovation education, relying on entrepreneurship platforms, rationally formulating

entrepreneurial innovation education curriculum plans, curriculum objectives, and

strengthening the construction of teaching staff.

Suzhou College released relevant documents on entrepreneurship and innovation

in 2016 and 2022 respectively, both of which proposed to continue to thoroughly

implement the spirit of the documents of the state and the Ministry of Education,

deepen the reform of entrepreneurial innovation education in schools, and continuously

strengthen the cultivation of students' entrepreneurship and innovation awareness and

entrepreneurial ability.

Suzhou University is the construction unit of Anhui local applied high-level

university, the University implementing the National College Students'

entrepreneurship and innovation training plan, and the first batch of College Students'

entrepreneurship demonstration universities in Anhui Province. Suzhou University is a

school with a strong sense of entrepreneurship and innovation mission. It is also one of
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the first universities in Anhui Province to advocate and carry out entrepreneurial

innovation education and practice for college students. In 2009, the University

established the first college student entrepreneurship incubation base in Anhui Province

- Suzhou University college student entrepreneurship Park, which covers an area of

more than 1000 square meters. It is the first real-size entrepreneurship Park of colleges

and universities in Anhui Province. It was approved as the first batch of

entrepreneurship incubation bases for college students in Anhui Province. Due to

outstanding achievements in entrepreneurship and innovation and applied education

teaching reform, the school has been rated as one of the first batch of "demonstration

schools for entrepreneurial innovation education for college students in Anhui

Province", provincial entrepreneurship College "and" KAB Entrepreneurial education

base for college students ". The entrepreneurial innovation education of the school has

been reported by the Jianghuai times and other media. Combined with the

entrepreneurial characteristics of students, we should build three entrepreneurship and

innovation models: scientific and technological achievements transformation, "Internet

+" industrial type, and public welfare entrepreneurship type. In 2017, in order to better

implement the policy of "mass entrepreneurship and innovation ", the park facilities

were renovated and re planned, and a "maker space" was added, providing a better

development platform for the majority of students. Since its establishment, the college

students' entrepreneurship Park has made good achievements. Over the past ten years,

the pioneer park has carried out 255 projects, and leading teachers from many colleges
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and universities have come to our pioneer park for investigation. Suzhou University

also invited experts from outside the university to guide the work and encouraged

students to actively participate in various innovative competitions, "promoting

innovation through competition". In recent years, it has won 1 Gold Award, 8 silver

awards and 3 bronze awards in national competitions, 25 gold awards, 3 silver awards,

105 bronze awards and 1 special prize in provincial competitions, with more than

10000 participants. Many excellent students cultivated by the school have succeeded in

entrepreneurship, including 5 with an annual output value of more than 100 million

yuan and more than 20 with an annual output value of more than10 million yuan.

Through the four-wheel drive of "curriculum driven, carrier driven, practice driven

and event driven", the school's Entrepreneurial education has continuously improved

the construction of entrepreneurship practice training system, integrated Entrepreneurial

education into the whole process of talent training, cultivated entrepreneurship soil, and

blazed a new path in Entrepreneurial education. Students' innovation spirit and

creativity have been continuously enhanced, Entrepreneurial achievements are frequent.

The school uses the platform of "five education, mass entrepreneurship and

entrepreneurship lecture hall" to integrate moral, intellectual, physical, artistic and labor

education with entrepreneurial education, this allows students to develop holistically. In

order to cultivate students' awareness of innovation, the school invites successful

entrepreneurs, outstanding alumni, entrepreneurship tutors to provide students with

various entrepreneurship training and experience introduction. Experts provide precise

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guidance and assistance to schoolteachers and students with their own rich academic

literacy and rich experience in Entrepreneurial education reform. The school has set up

a special entrepreneurial innovation education website to regularly push policies,

information and guidance to entrepreneurial students, connect entrepreneurial students

with mentors, and actively provide entrepreneurial support and achievement

transformation. Relying on the professional training room, virtual simulation teaching

center, innovation laboratory, college students' entrepreneurship Park and other

resources, the University strengthens the integration and sharing, covers all

undergraduate majors, and encourages college students to undertake entrepreneurship

and innovation training program projects and enter relevant laboratories to carry out

research and practice. The school actively cooperates with domestic and foreign

enterprises to build more than 400 off-campus training bases, such as JD group, SF

express, linkhome group, Hilton, etc. Actively practice the teaching concept of "moving

enterprises into the campus", jointly build the "Suzhou University • JD Campus

Training Center" with jd.com, and jointly build the VBSE comprehensive training room

with UFIDA, which truly realizes the application-oriented talent training goal of

moving enterprises into the campus and integrating schools and enterprises for

collaborative education. Arouse the enthusiasm of students, and guide students to

independently establish entrepreneurship and innovation associations such as college

student maker club, college student KAB entrepreneurship club, college student

entrepreneurial innovation education television station. Various campus cultural

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activities, such as maker training camps, entrepreneurship forums, maker salons,

entrepreneurship, and innovation competitions, were organized and carried out, with the

active participation of college students, creating a good campus entrepreneurship and

innovation atmosphere. In recent years, with the entrepreneurship and innovation

training program for college students as the platform and starting point, the university

has worked hard to improve the entrepreneurship and innovation quality and ability of

college students, established an entrepreneurship and innovation training system that

organically combines in class teaching with extracurricular entrepreneurship and

innovation training program and discipline and professional competition, and

established a good mechanism for teachers' scientific research projects to support

students' entrepreneurship and innovation training program, More and more teachers

participate in entrepreneurial innovation education , and students' experience and

participation are constantly improving.

In 2021, 198 provincial-level and 64 national level undergraduate

entrepreneurships and innovation training programs were approved. 187 items were

concluded at the provincial level (86.18%) and 63 items at the national level (88.73%);

The school explores and practices the mode of promoting students' learning, teachers'

teaching, and innovation through competition under the condition of "Internet +

education". In 2021, college students won a total of more than 200 awards in discipline

skill competitions at or above the provincial level, including 2 National bronze awards,

4 provincial gold awards, 3 silver awards and 29 bronze awards in the "Internet +"
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entrepreneurship and innovation competition, which was the best result over the years,

and also ranked first compared with similar universities in the province; In recent years,

there are about 30 innovative and entrepreneurial teaching and research projects and

school level "specialized creative integration courses" projects approved every year. In

2021, the school held the "13th five year plan entrepreneurial innovation education

achievements Exhibition", compiled and printed the "13th five year plan

entrepreneurial innovation education achievements Tour" album, and shot and

recorded the "13th five year plan" entrepreneurial innovation education video.

Although Suzhou University's entrepreneurial innovation education has achieved

good results, there are still some problems that need to be solved, such as insufficient

grasp of college students' entrepreneurship and innovation policies, weak students'

entrepreneurship awareness, entrepreneurship ability to be improved, teacher allocation,

entrepreneurship and innovation curriculum construction and other aspects, All these

will affect the improvement of college students' entrepreneurship and innovation

ability.

Theoretical Framework

This study is based on the following relevant theories:

1. Innovation theory

It was the Austrian scholar Joseph Schumpeter who first put forward the

"innovation theory". Innovators use different methods to recombine various resources

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to generate different values. Schumpeter proposed five forms of innovation: new

technology, new market, new product, new raw material source, new management

mode and organizational form. "Father of modern management" Peter Drucker

proposed in "Innovation and Entrepreneurship" that innovation is a new ability, which

can create wealth. For organizations, innovation is a basic function, and for

management For the author, innovation is an important responsibility, he introduced

innovation in management, and introduced the original "management economy" into

the field of "innovative economy". From this aspect, no matter from the perspective of

entrepreneurship or management, the concept of innovation is always in a subordinate

position and is a sub-concept of other concepts or a growth point for the renewal of

these concepts.

In the 1980s in China, Mr. Fu Jiaji defined technological innovation as:

Entrepreneurs aim to obtain commercial benefits, reorganize production factors and

conditions, adopt efficient and low-cost production and operation methods,

manufacture new products, and use new Production methods, opening up new markets,

including technological, organizational, financial, and commercial activities.

In 1994, Chinese scholar Dr. Chen Wei constructed the innovation management

discipline framework system. Yang Yuanfeng, a scholar of the Innovation Method

Research Association, believes that innovation is the act of putting forward new ideas,

making full use of existing materials and knowledge, and improving old things or
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creating new things according to the blueprint or social needs in mind, and can obtain

benefits.

Innovation promotes the continuous development of productivity and the creation

of market value, so that industries and societies continue to progress, and the chances of

social unrest and economic recession are reduced. In the ever-changing and ever-

changing Internet era, innovation has become more important. If we want to achieve

greater progress and success, innovation is essential.

2. Innovative education theory

Innovative education is an education aimed at cultivating innovative awareness,

innovative ability, innovative spirit, innovative thinking and cultivating innovative

talents. Compared with traditional education, innovative education is a new educational

idea and educational concept, which is an education that keeps pace with the times.

The goal of innovative education is not to pursue the "Inculcation", "charging" and

"refueling" functions of traditional education and continuing education, but to play the

"detonating" role, with the aim of fully stimulating people's potential abilities and

achieving more and better results. In short, the focus of innovative education is

innovative quality, which plays a dominant role and has the greatest suitability of the

times in the various qualities of modern and future talents.

It should be noted that the realization of the innovation goal, that is, the cultivation

of innovative talents, is not caused by the cultivation of a certain stage of education, but
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the relay effect formed by the educational influence of each stage. Therefore,

innovative education is an integrated education, educational thought, educational

philosophy and educational practice that should be implemented in a person's life.

3. Entrepreneurial education theory

In western countries, entrepreneurial education is called "entrepreneurial education

" or "enterprise education". In 1947, Harvard Business School in the United States

opened entrepreneurship courses with vocational training purposes, which is also the

beginning of the implementation of entrepreneurial education in the world. The concept

of entrepreneurial education was proposed by UNESCO in the late nineteenth century.

Entrepreneurial education refers to cultivating a person to be creative, which is very

important for employees, because enterprises or bosses not only require employees to

achieve career success, but also pay attention to employees. The spirit of innovation

and daring to break through, with independent work and entrepreneurial ability as well

as interpersonal communication, production technology and management ability. Now

it seems that the purpose of entrepreneurial education is to cultivate pioneering talents

who will be based in the future industry, and to provide entrepreneurs with some

necessary knowledge and psychological preparation.

The relationship between innovation education and entrepreneurial education

From the perspective of the interweaving and indivisible relationship between

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entrepreneurship and innovation, innovation education and entrepreneurial education

are also two obvious cross concepts, which are both related and different. The goal

orientation of the two is the same, which is to cultivate people's innovative spirit and

practical ability, but the focus of the two is different. Innovation education generally

focuses on the development of people's comprehensive quality, while entrepreneurial

education focuses on the specific methods needed by people to realize their self-worth.

In China, innovation education and entrepreneurial education are both important

components of quality education. Under the background of promoting quality education

in China, it is an effective way to integrate innovation education into entrepreneurial

education. From this perspective, innovation education and Entrepreneurial education

are bound to be unified.

Conceptual Framework

This topic is well illustrated by the following figure, which shows the relationship

between variables. The first group of variables is the demographic structure of the

respondents and the main questions of the survey. Demographic variables include the

personal information of the respondents: identity, gender, age, teaching years, college,

major and grade. The main questions of the survey include entrepreneurship and

innovation atmosphere, entrepreneurship awareness, problems faced by

entrepreneurship, teacher construction and entrepreneurship and innovation education

incentive mechanism. The second group of variables includes research objectives,

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investigation and analysis, existing problems, and countermeasures. The core concepts

proposed are " entrepreneurship atmosphere", " entrepreneurship awareness", "support

strength", "curriculum system", "faculty" and "incentive mechanism". The "

entrepreneurship atmosphere" in this topic refers to the atmosphere surrounding or

belonging to the characteristics of entrepreneurship. " Entrepreneurship awareness"

refers to the perception and reflection of human brain on entrepreneurship activities,

and it is also the sum of various psychological processes related to entrepreneurship

feelings, thinking and so on. "Support" mainly refers to the policy and financial support

of the government and society, and the guidance and support given by the school to

entrepreneurship and employment. The "curriculum system" is a system formed by

arranging and combining various elements of the curriculum, following the concept of

entrepreneurship and innovation and aiming at improving the ability of

entrepreneurship and innovation. "Teaching staff" refers to the composition of teaching

staff related to entrepreneurship and innovation. "Incentive mechanism" refers to the

humanized entrepreneurship and innovation incentive system, which provides salary

increase, promotion and job evaluation channels for teachers, and gives preference to

students in terms of innovation credits, award and Excellence Evaluation and Party

member development.

The following figure shows a process, include Respondent Personal Information,

the survey problems, the determination of the research objectives, the existing

problems, and the countermeasures. The result of this research is to explore the
 26

implementation path to improve the entrepreneurship and innovation ability of college

students.

Figure 1. Conceptual Framework

Statement of the Problem

This study attempts to seek answers to the following questions:

1. In terms of the following variables, the demographic characteristics of the

respondents include: identity, gender, age, teaching years, college, major and grade.
 27

2. How did the respondents evaluate Suzhou University's suggestions on the

investment of educational ability in entrepreneurship and innovation from the following

aspects:

a. Objective

b. Degree of realization

c. Are the needs of entrepreneurship and innovation college students met?

3. What is the difference between the goal of entrepreneurship and innovation

education and the specific implementation effect?

4. In terms of the following suggestions, what are the advantages and

disadvantages of the educational capacity investment provided to entrepreneurship

and innovation college students

5. What are the gaps in the evaluation of the respondents' investment in

entrepreneurial innovation education of Suzhou University?

6. According to the research results, what needs-based investment strategies and

implementation paths for entrepreneurial innovation education can be proposed?

Objectives of the Research

(1) Analyze the relationship between respondents' demographic characteristics and

entrepreneurship and innovation;

 28

(2) Analyze the relationship between entrepreneurship and innovation

atmosphere and students' entrepreneurship;

(3) Analyze the relationship between entrepreneurial awareness and students’

entrepreneurship;

(4) Analyze the relationship between government and social support and students'

entrepreneurship;

(5) Analyze the relationship between curriculum system and students'

entrepreneurship;

(6) Analyze the relationship between capital strength and students'

entrepreneurship;

(7) Analyze the role of incentive mechanism in promoting students'

entrepreneurship.

The interviewees of this study are all teachers and college students at Suzhou

University in Anhui Province, with a total of 1830 people. Among them, there were

117 teachers and 1713 students from freshman to senior year in secondary colleges.

The variables of this study include the demographic structure of the respondents

and the main questions of the survey. Demographic variables include the identity,

gender, age, teaching years, college, major and grade of the respondents. The main

questions of the survey include entrepreneurship and innovation atmosphere,

entrepreneurship awareness, entrepreneurship dilemma, teacher demand and incentive

mechanism.
 29

Through the SpSS data analysis software, the relationship and difference between

each variable were analyzed. Aiming at the deficiencies of Suzhou University's

entrepreneurship and innovation investment in educational ability, put forward

countermeasures and suggestions, so as to achieve the purpose of promoting Suzhou

University's entrepreneurial innovation education work and improving college students'

entrepreneurial and innovation ability.

Research Hypothesis

Invalid hypotheses of this study are listed as follows:

(1) There is no strong correlation between student entrepreneurship and gender;

(2) There is no strong correlation between student grade and entrepreneurship;

(3) Both students and teachers believe that the main factors affecting

entrepreneurship and innovation are the government's support for entrepreneurship

and the students' awareness of entrepreneurship;

(4) Compared with girls, boys have higher enthusiasm and entrepreneurial

intention;

(5) The level of grade has little influence on entrepreneurial intention.

Significance of the Research

The research significance is divided into four aspects:

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Carrying out this research can actively promote college students' Entrepreneurial

education and independent entrepreneurship and promote mass entrepreneurship in

depth. History has told us that in today's highly competitive international society, which

country has more excellent entrepreneurship and innovation talents, which country will

win the first opportunity in the competition, win advantages, and win worldwide

strategy and development. At present, the party and the state attach great importance to

the cultivation of entrepreneurial ability, universities undertake the arduous task of

delivering senior talents to the society. They must keep pace with the times, reform the

talent training mode, and truly take the entrepreneurship ability of college students as

the starting point and destination to cultivate innovative and entrepreneurial talents with

comprehensive knowledge system and innovative spirit and strength in the new era, Let

college students become promoters and practitioners of innovation in various industries

after entering the society, and lay a good foundation for China to become an innovative

country.

Carrying out this research can improve the entrepreneurial education and self-

employment ability of college students. The new era requires that practical teaching to

cultivate students' entrepreneurial and innovative ability should be in the leading

position in teaching. It is imperative to change the traditional concept of education.

Entrepreneurial innovation education and quality education are interlinked, highlighting

the innovation and autonomy of students, and it is an inevitable trend in the

development of higher education. Therefore, vigorously carrying out entrepreneurial

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innovation education has important practical significance for changing concepts,

improving students' abilities, and accelerating the reform of higher education.

Carrying out this research can promote the self-development of college students.

The competition of comprehensive national strength of various countries is actually the

competition of talents. Senior talents with high quality and comprehensive development

are an important competitive weight, and talents without innovation spirit and

innovation ability are not suitable for the development of the times. Since 1999, the

number of college graduates has been increasing every year, showing an upward trend,

and the problem of employment pressure has also begun to become prominent. Having

innovative spirit and entrepreneurial ability has become an important symbol of

competitiveness. College students will greatly expand employment and ease

employment pressure through entrepreneurship.

Carrying out this research is of great significance to improving the effectiveness of

entrepreneurship education in Suzhou College enhance the effect of entrepreneurial

education, effectively improve the entrepreneurial ability of college students, and better

carry out entrepreneurship and employment education.

Future Academicians and Researchers

The findings can be used by scholars to discuss entrepreneurial innovation,

entrepreneurial awareness, government support, the dilemma of educational investment,

and other related issues. In addition, this study can be used by other researchers as
 32

auxiliary data or information in important areas of related research, and the results of

the study can provide a reference for conducting similar studies.

Scope and Limitations of the Study

This subject mainly involves a survey of some teachers and students in Suzhou

College. By collecting the personal information of some teachers and students, this

study analyzes the current situation and development bottleneck of Suzhou University's

investment in Entrepreneurial innovation education. Research methods include

literature survey and questionnaire survey.

The study will involve 1830 respondents, including 117 teachers and 1713

students. Sampling technology will be used for sampling. The questionnaire was

randomly distributed by researchers. The time range for the distribution and collection

of questionnaires in this study is from 2020 to 2021.

Definition of Terms

1. Innovation

Innovation, as the name suggests, refers to the creation of new things. "Guangya":

"creation, beginning"; The new is opposite to the old. In China, the word "innovation"

appeared very early. For example, the book of Wei has "innovation to eliminate

corruption" and the book of Zhou has "innovation to change the old". Creation means
 33

beginning, so creation is not creating later, but creating at the beginning. Generally

speaking, creation means creating an unprecedented thing.

Innovation is the first new thing that entrepreneurs introduce into the economy.

With the development of society, human life has become more and more rich, and the

concept of innovation has also been extended. From the initial "simple words", it

gradually took on the "color of terms", the meaning is more and more profound.

2. Entrepreneurship

Relevant research shows that with the continuous development of western

business society, it first proposed the concept of entrepreneurship, and there are many

words in English that can express entrepreneurship, such as entrepreneur, venture and

start-up, venture and entrepreneurship, while venture capital is translated into venture

capital or venture capital. Now it is widely recognized by researchers that the

expression of entrepreneurship is "entrepreneurship".

Foreign scholars have studied entrepreneurship from a variety of perspectives, thus

forming many schools, mainly including "leadership" school, "innovation" school,

"risk" school and "opportunity" school. Researchers have different definitions of

entrepreneurship due to different research perspectives. Among them, scholars Vic

Taylorman and Shane summed up on the basis of previous research results, and put

forward the meaning of entrepreneurship as: the existence of enterprising individuals

and beneficial opportunities. The definition of entrepreneurship in the book

 34

"Entrepreneurship and Creation" by Jeffrey Timmons is: Entrepreneurship is a kind of

behavior with new ideas, comprehensive qualities and excellent talents, which requires

a comprehensive view of problems and outstanding leadership skills.

3. Entrepreneurship and Innovation

From a management perspective, entrepreneurship and innovation are two

different concepts. Although there may be innovative activities in entrepreneurial

activities, innovative activities are not all entrepreneurial activities. Many entrepreneurs

explore innovation, but a considerable part of entrepreneurial practice is carried out

according to the original model and experience.

Individuals and organizations can innovate and start businesses. Individuals or

organizations can bring new ideas, technologies or achievements through innovation,

but they may not be able to immediately obtain specific commercial benefits.

Entrepreneurship can bring business potential to a certain extent by using innovative

achievements and obtain practical benefits, but it needs to bear the attendant business

risks. Therefore, entrepreneurship and innovation are two intersecting and interrelated

concepts.

Entrepreneurial innovation refers to entrepreneurial behavior based on innovation

in one or more aspects of management, brand, business model, technology, product and

service innovation. The goal of entrepreneurship and innovation is entrepreneurship,

and the characteristic is innovation.

 35

4. Connotation of entrepreneurship and innovation

In related researches in Western society, the concepts of Entrepreneurial education

and innovation education are not integrated. This is not because they do not value

innovation education, but because they believe that innovation has been integrated into

entrepreneurship activities, and innovation is an indispensable content in

entrepreneurship. . Therefore, the concept of "entrepreneurial innovation education "

has not been found in related researches in Western society. China proposes to

accelerate the construction of an innovative country, and proposes the concept of

entrepreneurial innovation education , which includes terms such as entrepreneurship,

innovation, entrepreneurial innovation, quality education and higher-quality

employment. The relationship between these concepts is different, there is overlap, and

there is inheritance. Identifying these concepts and clarifying the relationship between

them can better grasp the connotation of entrepreneurial innovation education .

5. Ethical Thinking

We will keep the personal information of the respondents in the questionnaire

confidential and promise that it will only be used in this study. The implementation of

the questionnaire must first seek the consent of the respondents. I promise to strictly

abide by the school's relevant regulations and academic norms for thesis writing, and

not to plagiarize the ideas and academic achievements of other scholars.

36
 37

CHAPTER 2

REVIEW OF RELATED LITERATURE

A. Foreign Literature

1. Implementation of "mass entrepreneurship and innovation" education abroad

Relevant research shows that the opening of the Harvard Business School MBA

course "Management of New Enterprises" in the 1940s was the earliest practice of

Entrepreneurial education for college students. In the late 1960s, based on the important

impact of entrepreneurial entrepreneurs on the economic and social structure of the

United States and the world, several outstanding economists represented by Professor

Timmons of the American Baisen business school predicted that "the United States is in

a quiet big change", that is, the so-called "entrepreneurial revolution". In 1983, the

"first undergraduate entrepreneurship competition" was held at the University of Texas

at AustinIt is an important symbol of the vigorous development of entrepreneurial

innovation education in the United States. First of all, the United States has convenient

entrepreneurial conditions and a good entrepreneurial atmosphere. Starting a company

in the United States is relatively simple, convenient, and fast. The entrepreneurial

innovation education funds in the United States have a wide range of sources and

diverse forms. In addition, the loose social atmosphere, the national personality that

allows failures and attempts, and so on have created a good social atmosphere for

college students to start businesses. Secondly, the government's strong support and a
 38

sound social security system. The United States has issued a number of relevant

documents and laws, providing policy support and convenient conditions for college

students. Its credit system is sound and its risk market is perfect ， there is also a

systematic education and research system.

The entrepreneurial innovation education in Britain began with the "higher

education entrepreneurship" program (EHC) in 1987. The funding and policy support

provided by the British government promotes the continuous development of

entrepreneurial innovation education. Colleges have made great breakthroughs in

curriculum popularization, curriculum setting and practical teaching, and many

practices are worth learning. For example, the UK government funded the

establishment of the uk-sek, which not only completes teaching tasks, but also serves as

an incubator for entrepreneurship, encourages technology transformation, and provides

funds, services and assistance for many technology transformations in universities.

Colleges incorporate entrepreneurial education into the development plan of the

University and combine social forces to implement various measures to obtain venture

capital and related support.

Entrepreneurial innovation education in South Korea started late. For example, in

1998, South Korea established an entrepreneurship center, and colleges and universities

also actively encouraged college students to carry out entrepreneurship and innovation

activities. At the beginning of the 20th century, the proportion of young people willing

to start a business in South Korea surpassed that of other countries and became the first
 39

in the world. The development speed of entrepreneurial education can be described as a

sudden leap, so its effect is also very good. A survey in 2002 showed that the

proportion of graduating students who are entrepreneurially prepared also ranks first in

the world. These two "firsts" fully illustrate that entrepreneurial innovation education

in Colleges goes deep into the hearts of students. In addition, there are many

entrepreneurial organizations in Korean universities, for example, its Entrepreneurship

Research Center can provide intellectual and financial support, and it has also played a

great role.

Singapore's entrepreneurial innovation education started relatively late compared

with European and American countries, but its rapid development has attracted

worldwide attention. The most typical is its international Entrepreneurial education

system. The National University of Singapore has cooperated with the Indian Academy

of Sciences, Stanford University, the University of Pennsylvania, Fudan University in

China and the Royal Swedish Institute of technology to establish five branches. The

majors and courses offered by these colleges have obvious characteristics of

entrepreneurship and innovation, not only that, but Tthis international school also

running mode can integrate the advantages of various schools, learn from each other,

comprehensively refine, integrate and innovate, and gradually form a cutting-edge and

international curriculum system. In addition, colleges in Singapore have also appointed

teachers to study in top foreign universities to enhance teachers' awareness of

innovation and international vision and lay a good foundation for students'
 40

entrepreneurial innovation education. In addition, colleges adopt practical teaching, for

example, by guiding students to start a business, going to the factory to investigate,

classic case analysis and other forms, to provide students with the actual situation of

entrepreneurship and improve their entrepreneurship and innovation ability.

As a large developing country in Asia, India has many similarities with China, but

the Indian government proposed "self-employment education" as early as 1966 to guide

college students to carry out entrepreneurial activities. Many national entrepreneurship

competitions in India are designed and organized by students and teachers appointed by

colleges. They carry out activities, which greatly improve the entrepreneurship and

innovation ability of students and teachers, and fully mobilize the enthusiasm of

entrepreneurship and innovation. The participation rate of students is high, and good

results have been achieved. Colleges employ excellent entrepreneurs to teach

entrepreneurship courses and related knowledge, guide students to participate in

entrepreneurial practice, and achieve good results. In addition, due to its own

development history and other reasons, India has its unique language advantages, so

many colleges and universities use the original English textbooks, which are well

influenced by the advanced innovative ideas of European and American countries, and

provide a good educational environment for students.

Foreign entrepreneurial innovation education has formed a relatively stable

characteristic in the process of theoretical research and practical development,

specifically: First, entrepreneurial education for college students is highly valued by

 41

governments all over the world. "Entrepreneurial education in the United States has

been incorporated into the national education system. The national standard for

Entrepreneurial education published in 2001 not only stipulates the Entrepreneurial

education curriculum in the United States, but also clearly expounds the connotation of

its curriculum units and the ability standards of each unit." The German government

clearly stated that colleges and universities should become a melting pot for

entrepreneurs. In Australia, Entrepreneurial education in universities has been carried

out for more than 40 years. The national education policy of the Indian government in

1986 clearly requires colleges to cultivate students' attitudes, knowledge and skills

required for self-employment The Ministry of technical training and skills development

of Kenya stipulates that "all qualified vocational schools should set up Entrepreneurial

education research rooms and small enterprise centers". Second, advanced educational

concepts. The United States promises to let "students develop freely"; Germany

advocates building colleges and universities into a "melting pot of entrepreneurs";

Singapore put forward the educational policy of "education must cooperate with

economic development"; France regards entrepreneurial innovation education as a

driving force to enhance the overall competitiveness of the country. The entrepreneurial

innovation education in the United States, Germany, Singapore, France, and other

countries has gradually changed from the initial focus on cultivating "entrepreneurs" to

cultivating "entrepreneurship", abandoning the utilitarian tendency, and cultivating real

innovative talents. Third, the government, colleges and universities, society and other
 42

relevant responsible subjects of entrepreneurial education have formed a benign

interactive relationship. entrepreneurial education abroad has a social foundation, the

subjects responsible for college students' entrepreneurial education interact tacitly. For

example, Entrepreneurial education in the United States has formed a responsibility

pattern of "government guidance, social leadership and university assistance". In order

to ensure the effect of education, "the British government has funded the establishment

of relevant entrepreneurship guidance institutions. In addition, it has also actively

promoted the reform of the educational model of Entrepreneurial education through the

Higher Education Society." "In Germany, schools and society are jointly responsible

for the employment of university students, The government, universities and social

intermediaries have their own division of labor in this process. Among them, the

government system is the main channel, enterprises and students are the main body,

schools are the intermediary, and private consulting agencies are the supplement to

competition." Fourth, it has a systematic and mature theoretical and practical

curriculum system. The curriculum planning in American colleges is very perfect,

which covers the knowledge and skills required by entrepreneurship projects in

different fields. Japan had set up a course of "comprehensive subjects", taking

"industrial society and people" as a compulsory entrepreneurship course. Fifth is the

diversity of entrepreneurship and innovation teachers. In the Britain, Germany, the

United States, and Japan they are composed of full-time teachers and external teachers,

and the sources of teachers are diversified. In addition to full-time teachers with high
 43

honors and outstanding achievements, the instructors of entrepreneurial education in

American universities also hire successful entrepreneurs, investors and government

officials from enterprises, government agencies, social organizations, and other

institutions to carry out entrepreneurial education. In terms of teacher selection and

employment, they have adopted a combination of short-term contract system and

lifelong contract system, which has greatly improved the initiative of teachers' work.

The construction of teachers in British colleges attaches great importance to practical

experience. More than 50% of entrepreneurship and innovation teachers have enterprise

management experience, and some teachers have entrepreneurship related experience.

Sixth, Entrepreneurial education for college students has sufficient financial support.

The U.S. government has set up a special entrepreneurship teaching fund. In addition,

relevant social organizations and private venture capital institutions also have a large

amount of funds to support university entrepreneurship projects. In the UK, the

government's youth entrepreneurship program provides bond style start-up funds, and

the UK government provides higher education innovation funds, focusing on funding

various technology network groups to support college students and teachers to carry out

entrepreneurial activities within the school.

In short, entrepreneurial education for foreign college students has continued to

move towards maturity and rationality. Entrepreneurial education has become an

indispensable part of talent training in colleges, and its entrepreneurship theory research

has been deepened. Entrepreneurial education has been extended from classroom to
 44

extracurricular, forming a set of comparisons scientific and perfect entrepreneurial

education teaching and research system.

Research on "mass entrepreneurship and innovation" education abroad

"Entrepreneurship" in foreign classical economic theories is considered to be the

source of research on entrepreneurial innovation education. In western economic

theories, famous British economists like Alfred Marshall, the founder of modern

microeconomics system, believe that "entrepreneurs play a key role in market structure

and enterprise management. An excellent enterprise needs to have comprehensive

quality and ability, and the knowledge and talents of entrepreneurs come from

education and training." French economist said also agrees with this. Joseph

Schumpeter's "innovation thought" is unique in western economics. He elaborated on

innovation thought in detail in his book "principles of economic development." He said

that "innovation is an endogenous factor of economic development. The function of

entrepreneurs is to introduce 'new combinations' and realize innovation. Innovators are

the engine of economic development. The spirit of innovation is the state of continuous

innovation under certain incentive conditions." Peter Drucker, an American

management guru, developed Schumpeter's innovative thought. He expanded the

concept of innovation from the economic field to other fields of society, and

concretized the innovative idea, such as new concepts, new systems and new

management. He believed that "innovation is far from just a technical thing, or even a
 45

real thing." In 1953, Peter Drucker proposed to set up entrepreneurship and innovation

courses, By the 1980s, MIT had set up entrepreneurship and innovation majors. After

nearly a century of development, almost all American universities had set up courses in

entrepreneurship and innovation by 2006.

In 1945, Harvard University pointed out the principle of coordinated development

of knowledge and ability in the report of general education in a free society, and paid

great attention to the excavation, promotion, and training of students' innovative ability.

Jeffrey Timmons put forward the concept of "entrepreneurial genetic code" in

entrepreneurship and put forward: "entrepreneurship is a method of thinking, reasoning

and action, and also a process of creating, improving and realizing value or

regenerating value." This is actually a spirit of entrepreneurship and innovation.

After 1970, the American educational community attached great importance to the

cultivation of innovative talents and set it as an educational goal. The University of

Oxford and the University of Cambridge in Britain set their school running ideas as:

"constantly explore, discover and open up the internal potential of students, and

encourage their own creative spirit." As we all know, the current era of knowledge

economy has become increasingly mature and stable, and entrepreneurship and

innovation has become a human activity with the characteristics of the times. In

countries with relatively mature forms of entrepreneurship and innovation activities,

vigorously developing the related entrepreneurship and innovation education theory and

practice has long become a common norm in these countries.

 46

American entrepreneurship theory has been widely concerned by scholars, Studies

have pointed out that "in 1987, American scholar Jeffrey Timmons has carried out

systematic research on innovative curriculum development, entrepreneurial financing,

venture capital, new enterprise creation, entrepreneurial management, etc. The research

results are summarized as follows: in the period of the decline of traditional industries

and the rise of the entrepreneurial generation, gradually cultivate forward-looking

educational ideas; Design a systematic course system, such as entrepreneurs, strategies

and business opportunities, resource needs and business plans, entrepreneurial

enterprise financing and rapid growth, to cultivate students' entrepreneurial ability;

Around the research problems, the use of fresh case analysis teaching methods to

promote students' positive thinking; Create various opportunities for students to

simulate entrepreneurial practice and fully implement these achievements in Baisen

business school. " At the same time, it can be found that after 1990, the foothold of

Entrepreneurial education objects in some countries, such as Canada and other

countries, began to change. From the initial focus on the cultivation of personal ability,

it gradually covered teams, companies, industries, and society. In this process,

entrepreneurship is considered to be a management style, which is not only needed in

the establishment of new enterprises, but also in large enterprises and non-profit

organizations also need it.

Since the beginning of the 21st century, the research on entrepreneurial innovation

education in various countries has reached a new height. Ortiz me Dina et al. (2015)
 47

studied the impact of Entrepreneurial education project initiated by HSAFE (Higher

School of agricultural and forestry engineering) on engineering students and found that

the participation of organizations and the establishment of active social platforms are

crucial to the cultivation of entrepreneurial willingness and entrepreneurship.

Walter et al. (2013) proposed that entrepreneurship colleges and other institutions

provide students with various entrepreneurship support projects, which can help them

overcome resource constraints, and even obtain entrepreneurial funds, free office space

and other material support. Vogel (2013) pointed out that the entrepreneurial ecosystem

is mainly composed of entrepreneurial basic elements, relevant environmental

elements, and personal factors. The basic elements of entrepreneurship include

infrastructure, enterprise management skills and relevant policies, market demand,

innovation and regional environment; Relevant environmental factors include financial

support, entrepreneurial education, cultural atmosphere, relevant network services, etc.

Personnel factors include individuals or teams. Mason (2013) believes that

entrepreneurial ecosystem is different from natural ecosystem. It is a network formed

by entrepreneurs and entrepreneurial resource providers. The stronger the docking

ability of resources in the network, the higher the success rate of entrepreneurship. T ä

KS (2014) and others proposed that entrepreneurial learning is the first step for students

to become self-directed, preparing for work and life, a possible way of self-

employment, which can cultivate leadership and sense of responsibility for team

achievement. Martínez-Campillo et al. (2019) evaluated and affirmed the effectiveness

 48

of the experience of sustainable entrepreneurship in the context of SL Spanish higher

education, proposing innovative teaching methods that combine learning with social

practice.

The participation of the above scholars in the organization and the establishment

of an active social platform are crucial to the cultivation of entrepreneurial willingness

and entrepreneurial spirit; The establishment of entrepreneurship colleges and other

institutions can help them overcome resource constraints and obtain material support

such as venture capital and free office space; Entrepreneurial ecosystem is mainly

composed of entrepreneurial basic elements, relevant environmental elements and

personal factors; Entrepreneurial learning can cultivate leadership and sense of

responsibility for team achievement; Service learning is a kind of teaching innovation

method. In terms of College Students' entrepreneurship policy, foreign scholars believe

that entrepreneurship policy has a very important impact on College Students'

Entrepreneurial psychology, motivation, and material support.

In a word, the research on entrepreneurial innovation education has not been

separated into a new discipline system in foreign academic circles. Its research has

gone from qualitative to quantitative level.

The above research enlightens and provides a theoretical basis for this study from

the aspects of national policies, entrepreneurial environment, entrepreneurial culture,

entrepreneurial ecology, and factors affecting college students' entrepreneurship. It is

helpful for this study to design questionnaires and carry out relevant surveys. From the
 49

results of this study, it can be seen that the national entrepreneurial policy,

entrepreneurial atmosphere, and entrepreneurial culture are positively related to the

effect of the implementation of entrepreneurial innovation education, that is, the more

preferential the entrepreneurial policy given by the state, the stronger the

entrepreneurial atmosphere created, the richer the entrepreneurial culture, and the better

the entrepreneurship effect of university students. That is to say, the more the state,

society and universities invest in these aspects, the better the results will be achieved,

and it is also more conducive to the development of Entrepreneurial education for

college students. From these aspects, the results of this study are consistent with the

findings of the above scholars.

Local Literature

A. Implementation of "mass entrepreneurship and innovation" education in

China

State leaders attach great importance to entrepreneurship and innovation. Premier

Li Keqiang pointed out that the progress of entrepreneurship and innovation is not only

conducive to employment and income increase, but also conducive to promoting social

development, opening up all channels for employment, entrepreneurship, and

innovation, which can maximize the value of talents. Entrepreneurship and innovation

by the people are a new engine for improving the quality and efficiency of the
 50

economy. General Secretary Xi Jinping pointed out that innovation is the soul of social

progress, and entrepreneurship can accelerate economic and social development and

prosperity and improve people's living standards. College students are the main force of

entrepreneurship and innovation.

Domestic colleges and universities have also responded to the national call and

actively guided university students to start their own businesses. Many colleges and

universities actively carry out educational exploration, provide various types of

entrepreneurial help and support for college students and entrepreneurs, and have

achieved good results.

In January, 2015, Shanghai entrepreneurial innovation education alliance, which is

jointly formed by Shanghai Jiaotong University, Fudan University and other

universities, was established. This regional alliance development mode can better

research the most suitable innovation practice results for the region through

comprehensive thinking on regional culture, environment, and other aspects, and

promote the steady improvement of regional economic development. Shanghai Foreign

Studies University has set up a special entrepreneurship intelligent management system,

organized forum activities, selected excellent project achievements for display and

exchange, and so on. In August 2016, the "create youth" Shanghai Youth

entrepreneurship competition and the award ceremony of the fifth "entrepreneurship

Pudong" Global Youth Science and technology innovation competition were held in

Shanghai's China financial information center. This project, which has been launched
 51

since May of the same year, gathered the active participation of more than 2000 teams

at home and abroad, greatly enhancing the influence of entrepreneurship and

innovation.

Xuanhuai college, established by Tianjin University, actively responded to the

policy requirements and carried out pilot entrepreneurship and innovation education. In

February 2015, Xuanhuai college, jointly funded by the government, enterprises and

colleges and universities, was officially established. Through a series of preferential

policies such as providing practical tutors, providing venue support and financial

support, it created a service platform for the perfect connection between creativity and

practical achievements. By the end of 2015, Xuanhuai class had helped more than 100

young people with entrepreneurial ideas carry out systematic training and education,

and formed more than 50 entrepreneurial teams, successfully launched information

exchange and communication platforms such as "Beiyang entrepreneurship club" and

"1895 creative coffee", served more students, formed an open construction

demonstration area, it has made great contributions to promoting the development of

maker space in Tianjin.

Tsinghua University is not only at the forefront of academic research but has also

been leading the development of entrepreneurial innovation education in universities.

Tsinghua University has established a systematic innovation education system mainly

through SRT project, student science and technology competition project, X-lab,

Tsinghua maker and other forms of exploration from different angles. As early as 1996,
 52

Tsinghua University integrated its engineering practice teaching resources and

established a basic industrial training center. Later, with further overall planning, the

center was officially transformed and upgraded into i.center in 2014, providing new

technologies and equipment for makers to research, develop and use. The establishment

of Tsinghua University i.center has promoted the rise of Tsinghua's maker culture,

achieved the results of a series of innovative projects, and accumulated the experience

of "mass entrepreneurship and innovation " education through exchanges and

cooperation with different universities in the United States. In April, 2015, the

establishment of the maker education base alliance and the high-end forum on the

construction of maker education ecosystem were successfully held at Tsinghua

University i.center. As the initiator of the initiative, Tsinghua University, together with

50 companies such as Ali, has made active explorations to jointly promote modern

China's reform of entrepreneurship and innovation in universities, aggregated relevant

innovative practice resources of the school, further improved the innovative practice

teaching system, and built a cross-integration of makers. space, and has made great

contributions to the construction of an innovative country.

Facing the fourth industrial revolution, entrepreneurship and innovation have

become the endogenous driving force for all mankind to cope with technological

change, business model iteration and social environment development. It is the nature

of human continuous development. Since the 21st century, China's entrepreneurial

innovation education has embarked on an educational development path with Chinese

 53

characteristics, contributing Chinese wisdom and strength to the development of global

education. First, an entrepreneurship and innovation ecosystem integrating

"government, industry, schools, scientific research institutions, capital investment,

media and trade" has been built with the wisdom of the country and the strength of the

whole society, making entrepreneurship become a common practice and the main

theme of the times. Second, starting with the essence of education and following the

concept of "three complete education", an innovative and entrepreneurial education full

value chain education system of "Curriculum Teaching - project practice - competition

and training - Achievement Transformation - Entrepreneurship incubation" has been

formed, and the Implementation Paths of "professional innovation integration",

"scientific innovation integration", "innovation integration" and "teacher-student co

creation" of entrepreneurial education with diverse forms and remarkable effects have

been carried out. Third, the Entrepreneurial education in the implementation process

relies on the continuous improvement of the system and mechanism to serve the

different needs of stakeholders, fully mobilize their enthusiasm and initiative, build a

platform to let them release their potential, and highlight the original intention and

mission of educators with inclusive, open, shared, and collaborative thinking and

action.  

B. Domestic research on "mass entrepreneurship and innovation " Education

 54

Domestic research on entrepreneurial innovation education began at the

beginning of this century. With the vigorous promotion of government agencies such as

the Ministry of Education, many universities have carried out research on

entrepreneurship and innovation. Starting from the initial pilot education research, it

has gradually developed into a "chess game" of the national higher education system, a

systematic trend from point to line and from line to surface and tends to study the

Entrepreneurial education system. After decades of research, domestic theoretical and

practical research on Entrepreneurial education has achieved some results. To sum up,

domestic research is generally carried out from four perspectives:

C. Research on the entrepreneurial and innovation policy of College Students

Amina (2021) analyzed the policy environment of College Students'

entrepreneurship and innovation in three aspects: family, school, and society, including

the establishment of entrepreneurship service management institutions, the construction

of teacher teams, the improvement of entrepreneurship courses, and the support of

enterprises for college students' entrepreneurship from the perspective of school

enterprise cooperation. Huang Xinping (2021) started with the three sources of

problems, policies, and politics, and used the multi-source flow theory to analyze the

representative policy introduction process of College Students' entrepreneurship and

explore the path of policy improvement. Hou Junhua and Peng Zhen (2022) analyzed

the entrepreneurship policies for college students issued by the state from 1998 to 2021,
 55

and pointed out that the Document Issuing Departments are systematic and lack of

collaboration; The stability and continuity of policy release are insufficient; The legal

guarantee system of entrepreneurship is not perfect; And put forward corresponding

optimization suggestions.

D. Research on the implementation path of College Students' entrepreneurship

Chen Jianxun (2019) the role and significance of innovative thinking teaching in

guiding the entrepreneurship of college students in the art and design discipline, as well

as its research content, in order to meet the teaching requirements of the cultivation of

applied talents. Xiepingjuan and Deng Zhenhua (2019) proposed to effectively combine

entrepreneurial education with professional education and embed characteristic

entrepreneurship courses into professional talent training programs. In the process of

practice, we should take projects as the starting point, open up the four-way linkage

platform of "government, administration, enterprise and school" on the training path,

and build a linkage mode integrating courses, projects, and platforms. Jia Chenxi,

Zhang Xing (2020) From the perspective of integrating thinking into entrepreneurship

and innovation practice education, it is proposed that the goals of ideological and

political education and entrepreneurship and innovation practice education for higher

vocational college students are consistent. Mining and constructing entrepreneurial

practice activity mechanism and achievement transformation mechanism integrated

with ideological and political education.

 56

E. Research on the improvement of College Students' entrepreneurship and

innovation ability

Huang Changxing (2020) proposed teaching methods to effectively improve

college students' entrepreneurship and innovation ability from four aspects: optimizing

entrepreneurial innovation education courses, building professional teaching staff,

building education training bases, and formulating a comprehensive education

evaluation system. As a front-line teacher, Chen Shijun (2021) has rich practical

experience in guiding innovation activities such as discipline competitions and students'

entrepreneurship projects, and puts forward ways to improve college students'

entrepreneurship ability: Professional courses combine innovative ideas; actively

participate in discipline competitions, entrepreneurial projects and teacher research

projects; Establish micro enterprises, etc. Peng Han (2021) et al. Combined with the

characteristics of Internet +, proposed to improve the innovative awareness, knowledge

and thinking system that innovative talents should have; Reform and innovate the

training mode of talents' practical ability; Grasp social needs, optimize college students'

entrepreneurial ability and shape goals to improve students' entrepreneurial ability.

F. Problems and Countermeasures of College Students' entrepreneurship and

innovation
 57

Yang Xiao (2020) investigated the effectiveness of the Entrepreneurial education

model in Chinese colleges and found that the form of Entrepreneurial education in

Chinese universities still stays in the simple teaching of theoretical knowledge, in the

process of entrepreneurial innovation education , there are few problems such as

practical training, and put forward suggestions to improve the effectiveness of

entrepreneurial education in universities. Zhong Miantang (2020) made an in-depth

exploration around the construction of College Students' entrepreneurship and

innovation incubation base, systematically expounded it from the perspective of social

responsibility, and put forward suggestions to improve the effectiveness of the

construction of entrepreneurship incubation base. Zhang Jingjing (2021) conducted

empirical research on the implementation of entrepreneurship policies in four

universities, Zhejiang University, Heilongjiang University, Nanjing University and

Wenzhou University, and found that there are still problems such as college students'

weak awareness of independent entrepreneurship, single access to "mass

entrepreneurship and entrepreneurship" policies, shallow understanding, and lack of

capital and technology. And put forward suggestions to promote the effectiveness of the

implementation of entrepreneurship policies in colleges and universities.

The above domestic scholars have conducted research from the aspects of

entrepreneurship policy, entrepreneurship implementation path, entrepreneurship and

innovation capacity improvement, entrepreneurial and innovation problems, and

countermeasures. Through the investigation of Suzhou University's investment in the

 58

education ability of students in entrepreneurship, it is found that teachers and students

also yearn for preferential policies for entrepreneurship. They hope that the state,

society and universities will enrich and improve the entrepreneurship policies, give

more support and help to universities in entrepreneurship, especially in terms of

Entrepreneurial Capital, entrepreneurial platform and entrepreneurial guidance, and

establish an incentive mechanism for entrepreneurship and innovation. The survey also

found that Suzhou University did not integrate entrepreneurship and innovation

education with professional education, did not establish a sound incentive mechanism

for college students' entrepreneurship and innovation, and did not have a strong sense

of independent entrepreneurship and innovation, which coincided with some of the

findings of the above scholars. The suggestions of scholars also have great inspiration

for this study, such as improving entrepreneurship and innovation policies, closely

integrating entrepreneurial innovation education with professional education We should

establish a sound incentive mechanism for students' entrepreneurship and innovation

and take a variety of measures to constantly enhance students' awareness of

entrepreneurship and innovation.

Related Studies Synthesis

It can be seen from the above that domestic scholars have learned from the

entrepreneurial policies of college students, entrepreneurship environment,

entrepreneurship ecosystem, entrepreneurship and innovation implementation path,

entrepreneurship capacity improvement, and problems and Countermeasures of

 59

entrepreneurship, which provide a rich theoretical reference for this study. However,

there are not many books on the input of entrepreneurial education ability in applied

undergraduate colleges. This study randomly selected some teachers and students from

Suzhou University, and planned to carry out research on entrepreneurship atmosphere,

entrepreneurship awareness, government, society and school support, teachers'

situation, and incentive mechanism, and found the existing difficulties and problems,

and put forward countermeasures. It is hoped that it can further enrich the theory of

Students' entrepreneurial education and promote the better development of Students'

entrepreneurial education.
 60

CHAPTER 3

RESEARCH METHOD

Research Design

This paper mainly focuses on identifying and collecting the personal information

of the respondents and investigating their views and existing problems on the

investment status of Suzhou University in entrepreneurship and the educational ability

of students. From the results of this study, we put forward countermeasures for the

problems, as well as personal suggestions on the implementation ways to improve

students' entrepreneurship ability.

The research design of this paper is not exploratory, but clear. A well prepared

questionnaire was prepared and distributed to the respondents through QQ and WeChat

on the Internet. In addition, this study was carried out under actual conditions. The

design of this study is horizontal because it is conducted at only one point in time.

Finally, the study used data collected through sample units.

Research Locale

The research site of this topic is Suzhou University, Anhui Province. Suzhou is an

important node of the Yangtze River Delta Urban Agglomeration and the Central Plains

Economic Zone. It is one of the regional central cities in Anhui Province. It is a

 61

civilized city in Anhui Province, a national garden city, a national smart city, a national

tennis City, a livable city, and an important transportation hub in Anhui Province.

Suzhou is the north gate of Anhui Province, with a reputation of Xunan Xingsheng,

Huainan first state, the city of strange stones, the hometown of circus, and the capital of

crisp pears. Due to its special geographical location, Suzhou has become an important

integrated water, land and air transportation hub in East China.

Suzhou University founded in 1949, the University was upgraded and renamed

Suzhou Teachers College in 1983, upgraded and renamed Suzhou University in 2004.

In 2009, it was approved by the first batch of demonstration Application-oriented

Undergraduate Universities in Anhui Province. In 2015, it was approved as the project

construction unit of Anhui Local Application-oriented high-level university, In 2019, it

was approved to add a master's degree and authorized to project the construction unit.

The university is the project approval and construction unit of Anhui local applied

high-level universities, the first batch of demonstration Applied Undergraduate

Universities in Anhui Province, the University implementing the National College

Students' entrepreneurship training plan, and the first batch of college students’

entrepreneurship demonstration universities in Anhui Province.

Population and Sample

According to relevant statistics, as of November 2021, Suzhou University has

1182 faculty members and 18198 students. The sample size of this study was randomly
 62

selected from teachers and students at Suzhou University, with a total of 1830

respondents, including 117 teachers (full-time teachers and entrepreneurship and

innovation managers) and 1713 students, which are highly representative. It should be

noted that the more sample units included in the study, the closer the study is to the

whole, so the smaller the error margin.

The Respondents

This study randomly selected some teachers, entrepreneurship and innovation

education managers, freshmen to seniors of Suzhou University, and distributed

questionnaires in the form of questionnaire stars through the network for information

statistics.  

Table 1
Sampling Distribution of Respondents

Interviewee Quantity Percentage (%)

Teacher, entrepreneurship, and innovation

117 6.39
education manager

Freshman 724 39.56

Sophomore 513 28.03

Junior 363 19.84

Senior 113 6.17

total 1830 100.00

 63

Sampling Techniques

The researchers used a combination of cluster sampling and stratified sampling

techniques. Cluster sampling divides the survey objects into teachers, Entrepreneurial

education managers and school students, and the survey results are more representative.

In order to enrich the data, this survey uses the method of stratified sampling to

separate the students from freshmen to seniors.

research method

Instrumentation

1. Literature survey

This study consulted the relevant literature on entrepreneurial education for

university students at domestic and foreign, basically understood the current situation

and existing problems of the development and research of Entrepreneurial education

for students at domestic and foreign, provided theoretical support for this study.

2. Questionnaire investigation

After determining the sample size, designing the sampling frame and designing the

formal questionnaire, the "questionnaire star" applet is used to distribute the

questionnaire through online QQ and wechat.

 64

The data collection process of this study was conducted by using a questionnaire.

The questionnaire is divided into teacher version and student version, and information

is collected from two different groups. The questionnaire is divided into two parts.

The first part collects the personal information of the interviewees. Variables include

teaching years, age, gender, college, major, grade, etc. The second part collects the

respondents' opinions on issues related to Entrepreneurial education. The variables

include the entrepreneurship atmosphere, entrepreneurship awareness, support from

the government, society and relevant departments, teachers, entrepreneurship and

innovation curriculum system and incentive mechanism of Suzhou University.

3. Field visit investigation

Through interviews with teachers and students from relevant departments of

Suzhou College, on-site interviews were conducted to understand the school's

investment in entrepreneurship and innovation education capabilities, and relevant

data were collected for statistical analysis, and some problems were found and

summarized.

Data Gathering Procedure

The questionnaire was distributed to some respondents of Suzhou University.

Then collect and sort out the results, present them in tables, and interpret and analyze

the text.

1. Effectiveness and reliability of survey tools

 65

In order to determine whether the questionnaire is effective and reliable, the

validity and reliability of the research tools were tested. Validity uses content validity.

The prepared questionnaire is evaluated by entrepreneurship and innovation

education experts. The suggestions were considered and revised accordingly.

Figure 2. Questionnaire Design Flow Chart

2. Reliability and Validity Analysis of the Questionnaire

In order to improve the measurement results and ensure the accuracy of

questionnaire analysis, we must ensure the stability and effectiveness of measurement

tools. The reliability and validity of the questionnaire are discussed below, and the

reliability and validity statistics are realized by combining the software operation of

SPSS. Reliability and validity analysis is one of the criteria to test whether the

questionnaire is qualified. After data processing, 1830 samples were finally obtained,
 66

including 117 teachers and 1713 students, and their reliability and validity were

analyzed.

3. Reliability analysis of questionnaire

According to the characteristics of the survey and the specific requirements of the

questionnaire, this study uses the clonbach coefficient for reliability analysis. The

reliability analysis results of the questionnaire on the willingness of university students

to innovate and entrepreneurship, the importance of entrepreneurial education, the

strength of entrepreneurial education teachers, and the influencing factors of students'

entrepreneurship are as follows:

Table 2
Reliability Statistics Table

Cronbach's Alpha Number of items

0.892 15

Cronbach coefficient is 0.892, greater than 0.8, and the reliability is relatively

good, that is, the survey results of the questionnaire are relatively stable, which can be

used.
 67

4. Validity analysis of questionnaire

For this questionnaire, we choose factor analysis model for validity analysis, using

kmo and Bartlett sphericity test, and finally get the results in the following table.

Table 3

KMO and Spherical Inspection Table

Kaiser Meyer Olkin measure of sampling adequacy 0.944

Approximate chi square 26261.092

Bartlett's sphericity test
DF 105
Sig. 0.000

From the above table we see that the KMO value is greater than 0.944 and greater

than 0.5. The significance test is 0.000, which shows that the structural validity of the

questionnaire is good.
 68

Statistical Treatment of Data

In order to display, interpret and analyze the data collected by researchers, SPSS

statistical tools and techniques are used in this study. Descriptive, correlation, factor,

logistic regression and other methods were used for analysis.

1. Descriptive Statistics

This is used to describe the overall situation based on the data collected on all

variables. The informational coefficients summarize a given data set, which can be

either a representation of the entire population or a sample of a population. It is divided

into measures of central tendency and measures of variability. Measures of central

tendency include the mean, median, and mode. Measures of variability on the other

hand, include standard deviation, variance, and minimum and maximum variables.

2. Correlation Analysis

This study selects two factors to analyze the correlation between gender and

whether they will start a business when they have better job opportunities, and between

student grade and whether they will start a business when they have better job

opportunities.
 69

3. Factor analysis

Common factors were extracted from variable groups for analysis. In the study of

practical problems, it is hoped to collect as many relevant variables as possible to

achieve a comprehensive understanding of the problem.

4. Logistic Regression Analysis

Through logistic regression analysis of the data, it is found that there are gender

and grade differences in whether college students will start a business when they have

better job opportunities

 70

CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

This chapter introduces the data collected from the questionnaire results of this

study, which were distributed to teachers, Entrepreneurial education managers and

undergraduate students in Suzhou University.

The results are presented in the same order as in the problem statement. The data

shown in this chapter include the respondents' personal information and their views on

issues related to entrepreneurial innovation education.

A. Personal Information of Respondents

B. Gender distribution

According to the survey data, the gender statistics of teachers and students in our

school, the studies are shown in Tables 4 and 5.

Table 4
Gender distribution of survey teachers

Gender Number Proportion (%)

Male 65 55.56

Female 52 44.44
 71

Total 117 100

Among the 117 effective questionnaires we collected, the number of male and

female questionnaires is 65 and 52 respectively, with the proportion of male accounting

for 55.56% and female accounting for 44.44%. This indicates that among the teachers

surveyed in this survey, males are slightly more than females.

Table 5
Gender distribution of survey students

Gender Number Proportion (%)

Male 861 50.26

Female 852 49.74

Total 1713 100

Among the 1713 valid questionnaires filled in by the students, the number of male

and female questionnaires is 861 and 852 respectively, with the proportion of male

accounting for 50.26% and female accounting for 49.74%. It shows that the proportion

of male and female students in this survey is similar.

 72

Table 6
Age distribution of survey teachers

Age Number of people Proportion (%)

20-30 29 24.79

31-40 61 52.14

41-50 25 21.37

Above 50 2 1.71

total 117 100

As shown in the table above, the number of samples aged 20-30 is 29, accounting

for 24.79%; The number of samples aged 31-40 was 61, accounting for 52.14%; The

number of samples aged 41-50 is 25, accounting for 21.37%; The number of samples

over 50 years old is 2, accounting for 1.71%. It can be seen from this that there are

more respondents aged 31-40 and fewer respondents over 50.

C. Student sample from college distribution

Suzhou University has 15 secondary schools, of which 14 have enrolled students,

including the school of literature and media, the school of foreign languages, the school

of business, the school of management, the school of music, the school of fine arts and
 73

design, the school of mathematics and statistics, the school of mechanical and

electronic engineering, the school of biology and food engineering, the school of

chemical engineering, the school of resources and civil engineering College of

environment and mapping engineering, College of information engineering and College

of physical education. There was also one Marxism college that did not recruit students.

Table 7
The sample of surveyed students is from the distribution table of secondary colleges

Secondary college Number Proportion (%)

School of management 336 19.61

College of biology and food engineering 112 6.54
College of chemistry and chemical
402 23.47
engineering
Business School 45 2.63
School of literature and media 69 4.03
College of foreign languages 0 0
academy of music 20 1.17
School of fine arts and design 55 3.12
School of mathematics and statistics 2 0.12
College of mechanical and Electronic
288 16.81
Engineering
College of resources and civil engineering 52 3.04
College of environmental and Surveying
175 10.22
Engineering
School of Information Engineering 1 0.06
Institute of Physical Education 156 9.11
total 1713 100 In

this topic, students from relevant colleges were randomly selected and distributed

questionnaires. A total of 13 secondary colleges participated in the survey.

 74

Only students from foreign languages college did not participate in the survey.

The statistics of student samples from colleges are shown in the following table.

According to the statistics of students from the college, there are more students

from the College of chemistry and chemical engineering, the College of management,

and the College of mechanical and electronic engineering. The number and proportion

of students are 402 from the College of chemistry and chemical engineering,

accounting for 23.47%; There were 336 management college students, accounting for

19.61%; College of mechanical and electronic engineering 288, 16.81%. The number

and proportion of conservatory of music, School of mathematics and statistics and

School of information engineering are 20, accounting for 1.17%; 2 、 0.12% ； There

was 1 person from information engineering college, accounting for 0.06%.

D. Major distribution of student sample

According to the survey data, the statistics of major composition in the student

sample of this subject are shown in the following table.

Table 8
Distribution of Majors in the Sample of Surveyed Students

Major Number Proportion (%)

Science and Engineering 1088 63.15
Liberal Arts 625 36.49
 75

Total 1713 100

Through this survey, among the student samples obtained, 1088 were from science

and engineering majors, accounting for 63.51%. There were 625 students majoring in

liberal arts, accounting for 36.49%. This shows that there are more students from

science and engineering majors.

E. Respondents' views on issues related to entrepreneurial innovation education

The students' willingness to participate in Entrepreneurship and innovation

is shown in the following table.

Table 9
Survey of the Distribution of Students' Willingness to Participate
in Entrepreneurship and Innovation

Proportion
Options: Number
(%)
Strong will and full preparation 224 13.08
Willing and mature consideration 358 20.9
I thought about it, but I wasn't ready 912 53.24
I haven't thought it over carefully.
170 9.92
I'll make a decision after seeing the situation
I don't want to. I don't intend to 49 2.86
Total 1713 100

Whether the student sample will choose entrepreneurship when they have better

job opportunities is shown in the table below.

 76

Table 10
Investigation on whether the sample of students will choose entrepreneurship
when they have better job opportunities

Options: Number Proportion (%)

Choose Entrepreneurship 549 32.05

Choose employment 1164 67.95

Total 1713 100

It can be seen from the data in the above two tables that the majority of students

who "thought about but were not ready to participate in Entrepreneurship and

innovation" accounted for 912, accounting for 53.24%; There were 358 and 224

students who had the will and relatively mature consideration and who had strong will

and made full preparation, respectively, accounting for 33.98%; 170 students and 49

students, accounting for 12.78%, said that they did not think seriously and made up

their minds after seeing the situation, and had no intention and no intention at all. It can

be seen from this that only one third of the students have mature and strong

entrepreneurial and innovation intention, and most of the students only think about it

occasionally, without mature consideration and preparation. In the face of better job

opportunities, most of the students will choose employment, with 1164, accounting for
 77

67.95%; Only 549 people would choose to start a business, accounting for 32.05%.

This shows that the college students' willingness to start a business is not very strong,

and their entrepreneurial awareness is still weak.

As for the research on the entrepreneurship willingness of students, Han

Jianwen (2020) believes that the lack of entrepreneurship consciousness of students has

many reasons, including personal reasons, schools, society and other reasons. Zhang

Yan (2020) proposed that the current college students lack entrepreneurship

consciousness. The reason is that the employment concept of college students is

relatively traditional, mainly taking large enterprises and institutions as the first choice

for employment, and they do not actively understand and understand entrepreneurship.

Zhang Jingjing (2021) found through empirical research on four universities, namely

Zhejiang University, Heilongjiang University, Nanjing University and Wenzhou

University, that there are still problems that college students' awareness of independent

entrepreneurship is not strong. The views of the above scholars are consistent with the

findings of this study.

F. Statistics of student samples on how colleges and universities should cultivate

students' innovative consciousness

According to the survey data, the statistics of the student sample of this subject on

how colleges and universities should cultivate students' innovation consciousness are

shown in the following table.

 78

Table 11
Statistical table of student samples on how colleges and universities should cultivate
students' innovative consciousness

Options: Number Proportion (%)

Establish entrepreneurship curriculum

1214 70.87
system

Conduct entrepreneurship training 1269 74.08

Entrepreneurship simulation (holding

1177 68.71
entrepreneurship competition)

Provide entrepreneurial practice base 1121 65.44

Demonstration by entrepreneurs 893 52.13

Others (please specify): 4 0.23

Total 1713 100

As can be seen from the data in the above table, we can find that among the

student samples on how colleges and universities should cultivate students' innovation

awareness, entrepreneurship training, entrepreneurship curriculum system and

entrepreneurship simulation (Entrepreneurship Competition) account for the most,

reaching 1269, 1214 and 1177 respectively, accounting for 74.08%, 70.87% and

68.71% respectively. The second is the provision of entrepreneurial practice bases, with

1121 people, accounting for 65.44%. It shows that students attach great importance to

entrepreneurship training, setting up entrepreneurship curriculum system and holding

 79

competitions to cultivate innovation awareness, and it is also important to provide

entrepreneurship practice base for students to learn something useful. Suzhou

University has just established an entrepreneurship Park (Entrepreneurship incubation

base), which also plays a vital role in cultivating students' Entrepreneurship and

innovation awareness.

With regard to the research on entrepreneurship education and training, Jin

Yiming (2020) believes that the entrepreneurial education and training in universities

are relatively lagging behind. Although universities also offer entrepreneurial courses,

most of them only understand the general situation and know little about the

connotation and specific application of entrepreeurship, and entrepreneurial courses are

not systematic. Xu Wengang and AI Xiaoquan (2021) found through the investigation

on the entrepreneurship and innovation of college students in Western China that

teachers' guidance, entrepreneurial training, lectures, and funding for entrepreneurial

students are more important to students. Their findings are consistent with the findings

of this study.

G. The student sample feels that the buildings and road names of the school have

an atmosphere of advocating entrepreneurship and innovation. The statistics are

shown in the table below.

 80

Table 12
The student sample feels that the school has an atmosphere
of advocating entrepreneurship and innovation

Options: Number Proportion (%)

I feel very strong 375 21.89

Quite sensible 666 38.88

I felt it was average 580 33.86

A little bit 40 2.34

I didn't feel it at all 52 3.04

total 1713 100

The sample of students participating in entrepreneurial and innovation activities

is shown in the following table:

Table 13
Statistical table of entrepreneurship and innovation activities
of the sample of surveyed students

Options: Number Proportion (%)

1 time (not participated) 1130 65.97
Participated once 397 23.18
Participated in more than 2 times 186 10.85
Total 1713 100

From the data in the above two tables, it can be seen how the college students in
 81

Suzhou University feel about the school buildings. In terms of the atmosphere of

advocating entrepreneurship and innovation, 1041 people, accounting for 60.77%, and

39.23% of the other college students, felt very strong and had a feeling. In addition,

1130 people did not participate in Entrepreneurship and innovation activities once,

accounting for 65.97%; 397 people participated in one time, accounting for 23.18%;

186 students participated in two or more times, accounting for 10.85%.

According to the relevant statistics provided by the School of Innovation and

Entrepreneurship of Suzhou University, there are 60 national college students'

innovation and entrepreneurship training programs in 2018, 64 in 2019, 65 in 2020, and

62 in 2021; In 2018, there were 150 provincial and national college students' innovation

and entrepreneurship training programs, 195 in 2019, 193 in 2020, and 198 in 2021.

Suzhou College students participate in provincial and above discipline and skill

competitions, such as the "Internet +" College Student Innovation and Entrepreneurship

Competition, the China College Student Service Outsourcing Innovation and

Entrepreneurship Competition, the National College Student E-commerce "Innovation,

Creativity and Entrepreneurship" Challenge, "Innovation and Entrepreneurship"

Statistics show that there are 223 competitions in 2018, 227 in 2019, 261 in 2020, and

429 in 2021.

From the above data, it can be seen that Suzhou College insists on promoting

students' learning through competitions and teachers' teaching through competitions.

The combination of competitions and innovation and entrepreneurship has continuously

 82

improved students' learning and technology transformation capabilities, and achieved

certain results. However, the school has a total of 18,000 students. Judging from the

data on participating in the competition above, the participation rate is still relatively

low. The enthusiasm of students to participate in entrepreneurship and innovation-

related competitions is not high. There are two main reasons: First, the school's

entrepreneurship and innovation atmosphere are not well created, and many students do

not understand and do not know that there are related competitions. Second, even if the

students saw the notice of the competition, they did not know how to participate, what

to do, and how to get good results in the competition. This shows that the school's

entrepreneurial innovation guidance and entrepreneurial atmosphere for students still

needs to be strengthened.

As for the research on entrepreneurship atmosphere in universities, Yang Zhongxi

(2021) believes that some universities neglect the promotion and promotion of

entrepreneurship and innovation concepts and lack a good entrepreneurship

atmosphere. (2019) and others found through the investigation of medical college

students that due to their professional characteristics, they have less time for

extracurricular practice, less opportunities for contact with such practices as

entrepreneurship and innovation competitions, and feel confused about

entrepreneurship and do not form a good entrepreneurship and innovation

atmosphere. The opinions of the above scholars are basically consistent with the

findings of this study.

 83

H. Statistics on the composition of the incentive mechanism of entrepreneurial

innovation education for College Students

According to the survey data, the composition statistics of the incentive

mechanism of College Students' innovation education in this study are shown in the

following table:

Table 14
Distribution table of incentive mechanism composition of entrepreneurial innovation
education for college students according to the teacher sample

Option Number Proportion (%)

Establishment of innovation fund 87 74.36

Organize discipline skill competition 90 76.92

Optimize the evaluation system (excellent

82 70.09
evaluation, job evaluation, promotion, etc.)

Establishment of relevant organizations 54 46.15

Others (please specify): 1 0.85

Total 117 100

As shown in the above table, teachers think that among the incentive mechanisms

of entrepreneurial innovation education for college students, the organization of

discipline skill competitions, the establishment of innovation funds and the

optimization of the evaluation system (teacher evaluation, job evaluation, promotion,

etc.) account for the most, accounting for 76.92%, 74.36% and 70.09% respectively.
 84

According to the visit, Suzhou College has not done enough in entrepreneurship

and innovation incentives. There are few incentives for instructors and entrepreneurship

students. Teachers' performance and professional title evaluation are not linked to

entrepreneurship guidance. Entrepreneurial activity doesn't matter.

Optimizing the evaluation system for guidance teachers, giving priority to teachers

who devote themselves to educating students and guide students with outstanding

achievements in teacher evaluation, job evaluation and promotion, can greatly stimulate

the enthusiasm of teachers and facilitate the development of entrepreneurial innovation

education.

As for the research on the incentive mechanism of entrepreneurial innovation

education for college students, Yang Wei (2019) and others proposed that the incentive

mechanism for entrepreneurship and innovation includes the establishment of special

funds and loans for entrepreneurship and innovation within and outside schools and the

granting of incentives for entrepreneurship and innovation to college students. Li Zihui

(2019) found that the existing system lacks a long-term protection mechanism for the

relevant interests of the instructors through an investigation on the implementation of

the entrepreneurship and innovation incentive policies for college students in Tianjin.

Many guidance teachers have the same standards as other teachers in Professional Title

Evaluation and work performance assessment, resulting in low enthusiasm for teachers'

participation, even causing the loss of teachers, and hindering the cultivation of
 85

students' entrepreneurship and innovation quality. The views of the above scholars are

consistent with the conclusions of this study.

I. The teacher sample thinks that the most lacking entrepreneurial innovation

education resources in colleges and universities

According to the survey data, the statistics of entrepreneurial innovation education

resources that the teachers in this subject think are the most lacking in universities are

shown in the following table.

Table 15
Statistical table of entrepreneurial innovation education resources that teachers think
are most lacking in colleges and universities

Options: Number Proportion (%)

Teaching staff 74 63.25

Education funds 85 72.65

Teaching and practice base 90 76.92

Entrepreneurial innovation education policy
57 48.72
and organization

Others (please specify): 1

0.85

J. Statistics on the main difficulties faced by college students in entrepreneurship

and innovation according to the teacher sample

 86

According to the survey data, the statistics of the main difficulties faced by college

students in Entrepreneurship and innovation from the perspective of teachers in this

study are shown in the following table.

Table 16
Statistical table of the main difficulties faced by college students in entrepreneurship
and innovation according to the teacher sample

Option Number Proportion (%)

Lack of good entrepreneurship and

89 76.07
innovation projects

Lack of social relations 57 48.72

Lack of entrepreneurial innovation

92 78.63
quality and skills

Lack of funds or site 80 68.38

Lack of social recognition or policy

56 47.86
support

Others (please specify): 1 0.85

Total 117 100

Table 17
Distribution chart of the most desired support for entrepreneurship
of the survey student sample
 87

Options: Number Proportion (%)

Family and friends 1156 67.48% As can

be School 999 58.32% seen

from Social organization 995 58.09% the

data Relevant government departments 1233 71.98% in the

above Others (please specify): 14 0.82%

three

tables,
Total 1713 100

teachers think that there are 90 teaching and practice bases, accounting for 76.92%, in

terms of entrepreneurial innovation education resources that colleges and universities

lack most; The second is financial support, with 85 people, accounting for 72.65%; The

next is the teaching staff and entrepreneurship and innovation related policies and

organizations, with 74 and 57 people respectively, accounting for 63.25% and 48.72%;

In addition, it can be seen from the statistics of the main difficulties that college

students face in entrepreneurship and innovation according to the sample of teachers

that the main difficulties that college students face in entrepreneurship and innovation

are lack of entrepreneurship and innovation quality and skills, lack of good

entrepreneurship projects and lack of funds or venues, accounting for 78.63%, 76.07%

and 68.38% respectively; In this survey, the government departments that most hope to

get the support for the entrepreneurship of the student sample account for the largest

proportion, reaching 1233 people, accounting for 71.98%; Followed by family and

friends, the number of people reached 1156, accounting for 67.48%. It shows that there
 88

are still deficiencies in the construction of entrepreneurship base, financial support,

teaching staff, relevant policies and strengthening entrepreneurship and innovation

quality and skills training, which need to be given sufficient attention and more efforts.

According to the visit, Suzhou University has now built an innovation and

entrepreneurship incubation base, the Pioneer Park. Compared with nearly 20,000

students, the scale of the Pioneer Park is too small to meet the needs of students for

entrepreneurial practice. The school provides financial support. There are also very

few, and the actual operation effect is not high. The school's entrepreneurship and

innovation teachers have a prominent problem of insufficient specialization, and the

ratio of teachers involved in guiding students' entrepreneurship is low, resulting in the

lack of guidance and effect on students.

Regarding the research on entrepreneurial education resources, Yang Wei (2019)

and others proposed to integrate school and social resources, set up special funds and

loans, and reward teachers and students who have made outstanding contributions to

entrepreneurship and innovation.

Song Chunming (2021) and others found through the research on entrepreneurial

education of students in applied undergraduate universities that the teachers of

entrepreneursial education are weak, there is a lack of full-time entrepreneurship

guidance teachers, and the guidance teachers have shortcomings in entrepreneurial

practice ability and lack of professional training.

 89

Sun ting (2021) pointed out that the incubation polar of entrepreneurship projects

and the operation of entrepreneurial centers for college students provided by the society

are not sound. At present, the entrepreneurial policies for students are not perfect, lack

of systematization and insufficient financial support. The views of the above scholars

are basically consistent with the findings of this study.

K. Correlation analysis between variable indexes

Through the correlation analysis, it can be concluded that gender and grade have a

strong relationship with whether they will choose to start a business when faced with

better job opportunities, which provides a better reference for more targeted guidance

for students to start a business.

1. Correlation analysis between students' gender and whether they will start a

business when they have better job opportunities

In order to study the relationship between gender and whether they will start a

business when they have better job opportunities among college students, we conducted

a correlation analysis.

Table 18
Test table for the significance of students' gender and whether they will start
a business when they have better job opportunities

Gender Will you start a

business when
 90

there are better

job opportunities?
Pearson correlation
1 0.113**

Gender Significance (double

tailed) 0

Number of cases 1713 1713

Pearson correlation 0.113** 1
Will you start a business
Significance (double
when there are better job 0
tailed)
opportunities
Number of cases 1713 1713

It can be seen from the above table that the correlation coefficient between the two

is 0.113, the corresponding significance level is 0, and the set significance level is 0.05,

that is, through the significance test, we believe that gender has a strong correlation

with whether we will start a business when we have better job opportunities.

2. Correlation analysis between students' grade and whether they will start a

business when they have better job opportunities

Table 19
Test table for the significance of whether students will start a business
when they have good grades and job opportunities

Will you start a

business when there
grade
are better job
opportunities
Pearson
1 0.096**
correlation
Grade Significance
0
(double tailed)
Number of cases 1713 1713
 91

Will you start a business Pearson 0.096* 1

when there are better job correlation
opportunities Significance
(double tailed) 0

Number of cases 1713 1713

From the above table, we can see that the correlation coefficient between the two

is 0.096, the corresponding significance level is 0, and the set significance level is 0.05.

That is, through the significance test, it is considered that there is a strong correlation

between grade and whether there is a good job opportunity.

L. Principal component analysis between variable indexes

1. Principal component analysis of factors that students think affect their own

entrepreneurship and innovation

Table 20
Students think the influence of the following factors on their own entrepreneurship and innovation.
Principal component analysis explains the total variance table

Extract
the sum of
Initial given value
squares of
Componen
loads
t
Variance Variance Cumulativ
Cumulative
Total percentag total percentag e
%
e e %
1 8.179 81.793 81.793 8.179 81.793 81.793
2 0.434 4.34 86.133 0.434 4.34 86.133
3 0.412 4.121 90.254 0.412 4.121 90.254
 92

4 0.207 2.07 92.324

5
0.163 1.632 93.956

6
0.149 1.495 95.451

7 0.141 1.41 96.861

8 0.123 1.229 98.089
9 0.102 1.017 99.107
10 0.089 0.893 100

Through SPSS dimensionality reduction, it can be seen from the above table that 3
principal components are extracted by default (the characteristic root is greater than 1),
and these 3 principal components can reflect 90.254% of the features described by the
original 10 indicators. In order to better explain the common factors, we use the
maximum variance orthogonal rotation method to rotate the factor loading matrix.

Table 21
Rotating component matrix of students' impact on their own entrepreneurship
and innovation

Composition
1 2 3
Students' awareness of independent
0.428 0.345 0.781
entrepreneurship and innovation
Students' personal entrepreneurship and
0.397 0.363 0.79
innovation ability
Innovation and entrepreneurial education
0.39 0.654 0.554
in Colleges and Universities
Creation of entrepreneurship and
0.334 0.822 0.369
innovation courses
Professional ability of entrepreneurship
0.619 0.638 0.323
and innovation teachers
Strength of innovative education
0.66 0.616 0.286
teachers
Rational setting of entrepreneurship and 0.718 0.497 0.345
 93

innovation base
Innovation and entrepreneurship
atmosphere in society and schools
0.729 0.414 0.428

Government policy and financial support

for entrepreneurship and innovation 0.778 0.299 0.464

Incentive mechanism for

0.78 0.326 0.451
entrepreneurship and innovation

From the data in the above table, it can be concluded that the factor load of

principal component 1 on the factors "government's policy and financial support for

entrepreneurship and innovation" and "the atmosphere of entrepreneurship and

innovation in society and schools" is relatively large; Principal component 2 has the

largest factor load on the factor "the opening of entrepreneurship and innovation

courses"; Principal component 3 has a large factor load on the factors "students'

personal entrepreneurship ability" and "students' awareness of independent

entrepreneurship".

Therefore, the influencing factors on students' own entrepreneurship and

innovation mainly include: First, the support of the government and society for

entrepreneurship and innovation ; Second, the creation of entrepreneurship and

innovation courses in schools; Third, the students' personal entrepreneurship ability and

awareness.
 94

2. Principal component analysis of teachers' impact on students' entrepreneurship

and innovation

In order to understand the main concerns of teachers' impact on students'

entrepreneurship and innovation, we conduct principal component analysis on

Teachers' impact on students' entrepreneurship and innovation.

Table 22
Teachers' impact on students' entrepreneurship and innovation principal
component analysis explains the total variance table

Extract the
sum of
Initial given value
Compo squares of
nent loads
Variance Cumulative Variance Cumula
Total Total
percentage % percentage tive%
1 5.414 70.523 70.523 5.414 70.523 70.523
2 0.666 8.679 79.203 0.666 8.679 79.203
3 0.495 6.446 85.648 0.495 6.446 85.648
4 0.302 3.936 89.585
5 0.269 3.498 93.083
6 0.195 2.536 95.619
7 0.129 1.681 97.299
8 0.119 1.551 98.85
9 0.088 1.15 100
 95

Through SPSS dimensionality reduction, it can be seen from the above table that

three principal components (feature root greater than 1) are extracted by default, which

can reflect 85.648% of the features described by the original nine indicators. In order to

better explain the principal components, we use the variance maximum orthogonal

rotation method to rotate the factor load matrix.

Table 23
Rotating component matrix of teachers' impact
on students' entrepreneurship and innovation

Component
1 2 3
Students' awareness of independent
0.78 0.47 -0.16
entrepreneurship and innovation
Students' personal entrepreneurship and innovation
0.734 0.462 -0.161
ability
Creation of entrepreneurship and innovation
0.791 -0.321 -0.166
courses
Professional level of entrepreneurship and
0.859 -0.166 -0.243
innovation teachers
Innovative education teachers 0.792 -0.291 -0.144
Rational setting of entrepreneurship and innovation
0.741 -0.113 -0.017
base
Innovation and entrepreneurship atmosphere in
0.755 -0.039 0.14
society and schools
 96

Government policy and financial support for 0.774 -0.007 0.42

entrepreneurship and innovation
Incentive mechanism for entrepreneurship and
innovation 0.747 0.054 0.374

From the data in the table above, it can be seen that the factor load of principal

component 1 is the largest in the factor "professionalism of entrepreneurship and

innovation teachers"; Principal component 2 has the largest factor load on the factor

"students' awareness of independent entrepreneurship and innovation "; Principal

component 3 has the largest factor load on the factor "government policy and financial

support for entrepreneurship and innovation".

Therefore, teachers believe that the main factors affecting students'

entrepreneurship and innovation are: First, the professional level of entrepreneurship

teachers; Second, students' awareness of independent entrepreneurship ; Third, the

government's policy and financial support for entrepreneurship.

In the research on the influencing factors of college students' entrepreneurship, Ma

Ming (2022) proposed that the country implements the strategy of rural revitalization.

Under this circumstance, college students return to their hometowns to carry out

entrepreneurial activities. The main factors affecting the school are the relative lack of

professional and practical experience of entrepreneurship and innovation instructors ；

The government's support for college students to return to their hometowns to start

businesses is not enough. Chen Tingting (2022) believes that the influencing factors of
 97

College Students' returning to their hometown for entrepreneurship include their

entrepreneurial willingness and the government's support for college students' returning

to their hometown for entrepreneurship. This is basically consistent with the impact

factors of entrepreneurship in the sample of middle school students and teachers in this

study.

3. Logistic regression analysis

Through the previous survey, we can observe whether college students will start a

business when they have better job opportunities. In addition to considering their own

group identity, there are also a large part of the reasons to answer in combination with

their own gender, grade, etc. Therefore, we choose logical regression to explore the

importance of such reasons.

Logistic regression the dependent variable we selected is "whether we will start a

business when there are better job opportunities", and the influencing factors include

gender and grade.

1. There are gender and grade differences in whether college students will start a

business when they have better job opportunities.

With other conditions unchanged, there are gender differences in whether college

students will start a business when they have better job opportunities. Here, put the

logistic regression results of gender affecting the willingness to "start a business when

there are better job opportunities" together in the following table.

 98

From the coefficient of the generalized logit equation, the probability that college

students with male gender will start a business when they face better job opportunities

is 1.608 times that of women when they have better job opportunities, indicating that

college students with male gender are more willing to consider starting a business than

women.

A study on the effect of gender differences on entrepreneurial intentions, Lan

Siman (2019) and others found that the entrepreneurial behavior tendency of male

students was significantly greater than that of female students in the investigation and

analysis of entrepreneurial intention of college students in Liaoning Province. Cao

Keyan (2020) and others conducted a survey of four universities in Guangzhou and

Shenzhen and found that boys' entrepreneurial intentions are significantly higher than

girls'. This is consistent with the findings of this study.

2. With other conditions unchanged, there are grade differences in whether college

students will start a business when they have better job opportunities.

From the coefficient of generalized logit equation, the probability of sophomores

of college students starting a business when facing better job opportunities is 1.287

times that of freshmen, and the probability of junior college students starting a business

when facing better job opportunities is 1.634 times that of freshmen, The probability of

senior college students starting a business when facing better job opportunities is 1.717
 99

times higher than that of freshmen. It shows that with the increase of grade, the

willingness to start a business gradually increases.

With regard to the research on the impact of the grade of college students on

entrepreneurial intention, Tu Shaohua (2018) and others found that junior students are

more interested in Entrepreneurship and more optimistic, but mostly stay in "ideas"

through the investigation of Fuzhou University of Foreign Studies and foreign trade;

Senior students are mature in thinking and cautious in starting a business. When the

conditions are not mature, they will more choose to secure employment. Only students

with superior family economic conditions will choose to start a business. Based on the

survey data of 1398 private college students' entrepreneurship and innovation ability in

Jilin Province, an Jia (2020) and others found that the entrepreneurship ability has an

increasing trend with the increase of grade. However, in the interview, they learned that

senior students are facing employment and entrepreneurship choices, thinking about the

opportunity cost of entrepreneurship, and their entrepreneurial willingness has

decreased compared with junior students. The opinions of the above scholars are

different from the findings of this study.

Table 24
Parameter estimation table of logistic regression analysis model

Stand
freed Signifi 95% confidence
B ard Wald Exp(B)
om cance interval of exp (b)
error
lower upper
limit limit
 100

Grade 15.141 3 0.002

Grade (1)
0.252 0.123 4.177 1 0.041 1.287 1.01 1.638

Grade (2)
0.491 0.144 11.665 1 0.001 1.634 1.233 2.166

Grade (3) 0.541 0.232 5.415 1 0.02 1.717 1.089 2.709

Your gender
0.475 0.106 20.239 1 0 1.608 1.308 1.978
(1)
constant 0.319 0.092 11.964 1 0.001 1.375
 101

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

This chapter summarizes the conclusions drawn from the data collected.

Similarly, this paper also gives the conclusions drawn from these findings and the

corresponding suggestions.

This study takes Suzhou University as an example to explore the ways to

improve the entrepreneurial innovation education ability of college students. A total of

1830 valid questionnaires were collected and screened through online wechat groups

and QQ groups. The respondents included 117 teachers (teachers and managers of

entrepreneurial innovation education ) and 1713 freshmen to seniors, basically covering

14 secondary colleges with students enrolled in the school. The questionnaire data were

collected through SPSS statistical tools and techniques. Descriptive, correlation, factor,

logistic regression and other methods were used for analysis. The survey results,

conclusions and suggestions are as follows.

A. Summary of Findings

According to the survey conducted in this study, the survey results are listed as

follows:
 102

1. Personal information of respondents

At the teacher level, the number of questionnaires for men and women is 65 and

52 respectively; The sample number of teachers aged 20-30 is 29, accounting for

24.79%; The number of samples aged 31-40 was 61, accounting for 52.14%; The

number of samples aged 41-50 is 25, accounting for 21.37%; The number of samples

over 50 years old is 2, accounting for 1.71%. At the student level, the number of

questionnaires for men and women was 861 and 852 respectively. The proportion of

student respondents in freshman year is the most, accounting for 42.27%, followed by

29.95% in sophomore year, then 21.19% in junior year, and finally 6.6% in senior year.

There are 1088 students from science and engineering majors, accounting for 63.51%;

There are 625 students majoring in liberal arts, accounting for 36.49%.

2. Through the correlation analysis, it is concluded that gender has a strong correlation

with whether or not there are better job opportunities. This conclusion is contrary to the

conclusion of the research hypothesis. And the grade also has a strong correlation with

whether they will start a business when they have better job opportunities. This

conclusion is also contrary to the conclusion of the research hypothesis.

3. Through the principal component analysis of students' and teachers' views on the

influencing factors of entrepreneurship and innovation, it is concluded that students and

 103

teachers think that the common ground of influencing factors of entrepreneurship is the

government's support for entrepreneurial education and students' awareness of

entrepreneurship. This conclusion is consistent with the conclusion of the research

hypothesis.

4. Through logistic regression analysis, it is concluded that men are more willing to

choose entrepreneurship than women, which is consistent with the conclusion of the

research hypothesis; However, according to logistic regression analysis, the higher the

grade, the stronger the entrepreneurial intention. This is inconsistent with the

conclusion of the research hypothesis.

B. Conclusion

1. Gender difference affects the effect of entrepreneurial innovation education ,

and junior students are not willing to start a business

Through investigation and analysis, it is found that male college students have

higher entrepreneurial enthusiasm than female students, and the entrepreneurial

intention of senior students is stronger. Influenced by the traditional Chinese idea of

"men do business and women manage family", as well as the division of roles and

social recognition, men show stronger career needs than women, while women tend to

choose stable and easy jobs, which are convenient for taking care of family. All these

factors are conducive to the formation of a more positive entrepreneurial attitude of

 104

male students. There are two reasons why the junior students are not willing to start a

business and the senior students are more willing to start a business: first, in terms of

curriculum setting, the course "College Students' Entrepreneurship and employment

guidance" has been opened in the second semester of junior year, so that students have

more understanding of entrepreneurship; Second, senior students are more mature and

confident, and more willing to accept entrepreneurial challenges.

2. A good atmosphere for entrepreneurship and innovation has not yet been

formed

The school's buildings and road names do not advocate entrepreneurship and

innovation; Although the university has an entrepreneurship and innovation center and

incubation base for college students, these infrastructure facilities are at the most basic

and primary stage and have not been fully and efficiently utilized; The enthusiasm of

students in school to participate in entrepreneurship related competitions is not high,

and the number of participants is small.

3. The entrepreneurial awareness of college students is weak.

According to the data in the questionnaire, it can be seen that the willingness of

college students to start a business is weak, weak initiative, low entrepreneurial

enthusiasm, and few participation in entrepreneurship and innovation activities,

 105

indicating that the entrepreneurship and innovation awareness of college students is still

weak.

4. The support of government, social and other relevant departments in terms of

policies, funds and technology is insufficient.

The survey found that the government and society failed to meet the needs of

policies, funds and technical support for university students' entrepreneurship and

innovation. The national policy is relatively macro, and the supporting policies and

implementation capacity of various localities and departments are different, resulting in

difficulties in policy implementation, lack of perfect supporting measures, and

implementation effect can not be guaranteed. Lack of social capital support, most social

enterprises do not value the entrepreneurship of college students. Enterprises think that

college students have more academic theories and less practical entrepreneurial ability.

From the perspective of enterprises, this risk makes them unable to provide practical

help.

5. The entrepreneurship and innovation curriculum system are not sound.

The curriculum setting is relatively simple; the curriculum teaching is

insufficient in cultivating innovation awareness, logical thinking ability and other

related curriculum design, classroom teaching and production practice are out of touch,

and there is a common phenomenon of emphasizing theory, ignoring practice,

 106

emphasizing employment, and ignoring entrepreneurship; for all students There are too

many teachings of basic knowledge, and there is not enough targeted guidance for

students with entrepreneurial ideas; the teaching of entrepreneurial innovation courses

is not systematic, resulting in low teaching quality.

6. The teaching staff is weak.

The school is short of teachers with high theoretical level and certain enterprise

management experience. There is a great shortage of professional teachers such as

"entrepreneurial mentors" and "entrepreneurial consultants". The ability structure of

entrepreneurial teachers is not complete, and they lack entrepreneurial experience and

practical ability. At present, the school's entrepreneurship teachers are mainly

composed of full-time counselors and students and teachers in charge of student

employment. Their common characteristics are low degree of specialization, lack of

entrepreneurial experience and practical ability to lead team projects.

7. The incentive mechanism for entrepreneurship and innovation is not sound

The survey found that although students' participation in entrepreneurship and

innovation activities has innovation credits, they are not linked to awards and party

member development; teachers who participate in entrepreneurship and innovation

guidance and obtain better grades are not rewarded in terms of personal performance

and professional title evaluation. policy. There is no perfect incentive mechanism,

 107

which also affects the enthusiasm of students to participate in activities and teachers'

guidance to a certain extent.

C. Recommendations

According to the above conclusions, the following suggestions are put forward

in terms of improving the ability of entrepreneurship and innovation in education:

1. Promote gender equity in entrepreneurial education for university students, and

carry out entrepreneurship guidance in junior grades

The government, society and universities should attach importance to the

entrepreneurial innovation education for female students, provide policy support for

female entrepreneurship, develop entrepreneurial education courses for female students

and provide entrepreneurship practice platforms, etc., to improve the entrepreneurial

self-efficacy and entrepreneurial awareness of female students, and promote the gender

equity of entrepreneurial education for university students. It is suggested that the

entrepreneurship and innovation guidance course should be started in the lower grade,

so that students can contact and understand entrepreneurship and innovation earlier, and

stimulate entrepreneurial passion.

2. Create a good atmosphere for entrepreneurship and innovation

 108

The names of buildings and roads of the school can be publicized by means of prize

collection and online voting, and the names related to entrepreneurship and innovation

can be applied to the buildings and roads; Set up an entrepreneurial innovation

education platform for college students with network services and guidance; Organize

online and offline marketing competitions, simulation companies and other activities;

Strengthen the management of the school entrepreneurship Park, actively guide and

focus on supporting the students who enter the entrepreneurship Park, so as to form a

good influence and effect, and then create a good campus entrepreneurship and

innovation atmosphere.

3. Cultivate college students' awareness of entrepreneurship and innovation

a. Change the employment concept. Help college students establish a correct

employment concept and form an accurate understanding of entrepreneurship and

innovation; In the university campus, through lectures, lectures, publicity boards for

successful entrepreneurs, field visits to entrepreneurial bases and enterprises outside the

campus, students can feel entrepreneurship and innovation through many senses, and

strengthen their awareness of entrepreneurship and innovation.

b. Actively carry out entrepreneurial innovation education. The school should let

more successful entrepreneurs enter the campus for propaganda and exchange. Their

practical experience is a very valuable asset. Thirdly, the school should carry out

various forms of entrepreneurial innovation education , such as entrepreneurial training

 109

and entrepreneurial competition, so as to realize the education and penetration of

students' entrepreneurship and innovation awareness and enhance their interest and

confidence in entrepreneurship and innovation.

4. Increase the support from the government, society, and relevant departments

The government will continue to improve the preferential policies for university

students' entrepreneurship and innovation, pay attention to the implementation of

measures, increase capital investment, and ensure that special funds are used for special

purposes; Social organizations, public welfare organizations and venture investors are

encouraged to provide financial support to self-employed university students in various

ways.

5. Improve the curriculum system of entrepreneurial and innovation education

The school shall establish a regular revision system of the talent training program,

scientifically and reasonably set up required and optional courses for entrepreneurship

and innovation, and implement credit management; The goal of entrepreneurship and

innovation course should highlight the cultivation of social responsibility and

innovative thinking; Heuristic, discussion, participatory and project-based teaching to

cultivate students' thinking ability and creative thinking; We will develop a number of

online open courses such as Muke and video open courses that share resources, build a
 110

scientific and reasonable special course group that is organically linked, and form a

sound entrepreneurship and innovation course system.

6. Strengthen the construction of teaching staff

According to the principle of "internal training and external introduction of the

school, combination of full-time and part-time teachers", carry out the construction of

innovative and entrepreneurial teachers. First, to train and train the entrepreneurial

education teachers in the school; Second, strengthen the construction of part-time

teachers outside the school, and the school selects and hires famous experts, successful

entrepreneurs, entrepreneurs and other outstanding talents in various industries to teach;

Third, improve the training system of college teachers and improve the level of teacher

specialization. We will establish a training system for all teachers in entrepreneurial

innovation education , actively send teachers to participate in the training of industrial

enterprises, and constantly improve the professionalism of teachers in entrepreneurship

and innovation .

7. Improve the incentive mechanism for entrepreneurship and innovation

Broaden the incentive methods, increase the incentive content, and fully combine

spiritual and material rewards; Provide diversified support to college students and

entrepreneurs, including credit rewards, scholarships, public recognition and awards,

and give priority to excellence, and establish a healthy sense of competition. At the
 111

same time, teachers who have made outstanding achievements in entrepreneurship and

innovation guidance should be rewarded in performance assessment and professional

title evaluation.

8. Further research is encouraged to validate the collected data.

 112

Table 24. Output

Persons
Key Results Objectives Strategies Remarks
Involved

There are gender Analyze the Promote gender

differences in the effect relationship equity in
of entrepreneurship between Entrepreneurship
Teachers
education among respondents' Education for college
and 　
college students, and demographic students, and carry
students
the entrepreneurial characteristics and out entrepreneurship
willingness of junior innovation and guidance in junior
students is not high Entrepreneurship grades

The names related to

innovation and
entrepreneurship are
applied to buildings
and roads; Set up an
Analyze the
innovation and
relationship
entrepreneurship
between
A good atmosphere for education platform; Managers,
innovation and
innovation and Organize teachers,
entrepreneurship 　
entrepreneurship has entrepreneurial and
atmosphere and
not yet been formed simulation activities; students
students'
Strengthen the
innovation and
management of the
entrepreneurship
entrepreneurship Park
to create a good
atmosphere for
innovation and
entrepreneurship
 113

College students have Analyze the Change college Teachers 　

weak entrepreneurial relationship students' employment and
consciousness between concept and carry out students
entrepreneurial innovation and
consciousness and Entrepreneurship
students' Education
innovation and
entrepreneurship

Analyze the Personnel

The government, social relationship of
and other relevant between Increase support from governme
departments have government and the government, nt, social
　
insufficient support in social support and society and relevant and
terms of policies, funds students' departments relevant
and technology innovation and departmen
entrepreneurship ts

Analyze the
relationship
The curriculum system
between Improve the
is not perfect, and the
curriculum curriculum system of
guidance for students'
system, teacher innovation and Teacher 　
innovation and
guidance and Entrepreneurship
entrepreneurship is
students' Education
insufficient
innovation and
entrepreneurship

According to the
principle of "internal
training and external
The relationship
introduction of the
between analyst
school, combination Managers
capital and
Weak teaching staff of full-time and part- and 　
students'
time teachers", carry teachers
innovation and
out the construction
Entrepreneurship
of innovative and
entrepreneurial
teachers
 114

The incentive Analyze the role Broaden incentive Managers,

mechanism for of incentive methods, increase teachers, 　
innovation and mechanism in incentive content, and
entrepreneurship is not promoting combine spiritual and students
sound students' material rewards, and
innovation and provide diversified
entrepreneurship support to college
students'
entrepreneurs and
guidance teachers

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 129

Appendix A

Innovation and entrepreneurship education questionnaire

(For managers and teachers)

Hello!The main purpose of this questionnaire is to have an in-depth understanding

of the effect and implementation of innovation and entrepreneurship education for

college students. There are no right or wrong answers. The results of the questionnaire

are only for research use. All your replies will be kept confidential, so they will not

affect your work and life. Thank you for your participation. My sincere thanks!

Personal information

1. Teaching years:

2. Age of Institute: A. 20-30 years old b.31-40 c.41-50 D. over 50

3. Your gender: A. male B. female

Issues Related to innovation and Entrepreneurship Education

1. Have you ever directed innovation and entrepreneurship activities such as

discipline competitions?

A No

B. Once instructed

C. Instructed for 2 times or more

 130

2. Does your university attach importance to innovation and entrepreneurship

education?

A. Attach great importance to

B. More attention

C. Commonly

D. Neglect

E. Very little attention

3. Do you feel that the buildings and road names of your school have an

atmosphere of advocating innovation and entrepreneurship?

A. I feel very strong

B. Quite sensible

C. Feels average

D. A little bit

E. Not at all

4. Do you think innovation and entrepreneurship education in Colleges and

universities is important to students' successful entrepreneurship

A. Extremely important

B. More important

C. General
 131

D. Not very important

E. It doesn't work. It's very unimportant

5. What do you think students most want from the school when they participate in

innovation and entrepreneurship [multiple choice]

A. Innovation and entrepreneurship knowledge and ability training

B. Innovation and entrepreneurship practice base (entrepreneurial park site support)

C. Innovation and entrepreneurship capital

D. Technical consultation guidance

E. Others (please specify):

6. What do you think are the main difficulties that college students face in

innovation and entrepreneurship? [multiple choice questions]

A. Lack of good innovation and entrepreneurship projects

B. Lack of social relations

C. Lack of innovation and entrepreneurship quality and skills

D. Lack of funds or site

E. Lack of social recognition or policy support

F. Others (please specify):

 132

7. In your opinion, the main goal of innovation and entrepreneurship education in

Colleges and universities should be [multiple choice]

A. Responding to the call of the government

B. Promoting student employment

C. Enrich the second classroom on campus

D. Cultivate students' awareness and ability of innovation and Entrepreneurship

E. Others (please specify):

8. What do you think of the operational effectiveness of the school's

entrepreneurship park (innovation and entrepreneurship incubation base)?

A. Very good

B. Quite good

C. Not clear

D. Not very good

E. Very bad

9. What do you think of the Faculty of innovation and entrepreneurship education

in your university.

A. Fully meet the needs, and the teaching effect is good

B. It can meet the needs, and the teaching effect is good

C. Basically meet the needs, teaching effect -- General

 133

D. Barely meet the needs, poor teaching effect

E. Can not meet the needs, seriously affecting the teaching effect

10. Your university's support for college students' Entrepreneurship includes

[multiple choices]

A. Entrepreneurship support policy

B. Professional guidance or technical consultation

C. Fund or site

D. Others (please specify):

E. No

11. In your opinion, the most deficient innovation and entrepreneurship education

resources in colleges and universities are [multiple choices]

A. Teaching staff

B. Education Fund

C. Teaching and practice base

D. Innovation and entrepreneurship education policy and organization

E. Others (please specify):

12. How do you think should colleges and universities cultivate students'

entrepreneurial awareness [multiple choice]

 134

A. Set up entrepreneurship courses

B. entrepreneurship training

C. Entrepreneurship simulation (holding entrepreneurship competition)

D provide entrepreneurial practice base

E. Entrepreneurs' personal demonstration

F. Others (please specify):

13. What kind of entrepreneurship courses do you want colleges and universities

to offer [multiple choice questions]

A. Psychological education courses

B. Business management courses

C. Entrepreneurship practice courses

D. Entrepreneurship practice courses

E. Others (please specify):

14. What kind of innovative education incentive mechanism do you think colleges

and universities should adopt [multiple choice]

A. Establishment of innovation fund

B. Organize discipline skill competition

C. Optimize the evaluation system (teacher evaluation, job evaluation, promotion, etc.)

D. Establishment of relevant organizations

 135

E. Others (please specify):

15. What do you think the government should do to support college students'

Entrepreneurship [multiple choice]

A. Formulate relevant supporting policies

B. Open up financing channels

C. Create a good entrepreneurial atmosphere

D. Establishment of special entrepreneurship service institutions

E. organize experts to provide entrepreneurial guidance

F. Establish a platform for transformation of innovation achievements

G others (please specify):

16. What are your opinions and suggestions on the innovation and

entrepreneurship education of the university?

17. How do you think the following factors affect students' innovation and

Entrepreneurship (Please tick the corresponding grade)

No impact at Slightly Moderate Great Very big

all affected impact impact impact
Students' awareness
of independent
innovation and
Entrepreneurship
Students' individual
 136

innovation and
entrepreneurship
ability
Creation of
innovation and
entrepreneurship
courses
Professional level of
innovation and
entrepreneurship
teachers
Innovative
education teachers
Rational setting of
innovation and
entrepreneurship
bases
Innovation and
entrepreneurship
atmosphere in
society and schools
Government policy
and financial
support for
innovation and
Entrepreneurship
Incentive
mechanism for
innovation and
Entrepreneurship

Thank you very much for your cooperation!

 137

Appendix B

Questionnaire on innovation and entrepreneurship education

in colleges and universities

(For students)

Hello!The main purpose of this questionnaire is to have an in-depth understanding

of the effect and implemen tation of innovation and entrepreneurship education for

college students. You only need to fill in the questionnaire according to your actual

learning and living conditions. The answers are right or wrong. The results of the

questionnaire are only for research use. Please feel free to answer.Thank you for your

participation, and I would like to send my sincere thanks!

Note: innovation and entrepreneurship education refers to the educational

activities carried out by colleges and universities to cultivate students' innovation and
entrepreneurship awareness, innovation and entrepreneurship spirit and innovation and
entrepreneurship ability.

Personal information

1. College:

2. Major: A. science and engineering B. liberal arts

3. Grade: A. lower grade (1 or 2) B. higher grade (3 or 4)

4. Your gender: A. male B. female

 138

Issues related to innovation and Entrepreneurship Education

1. Have you ever been willing to participate in innovation and entrepreneurship?

A. Have strong will and make full preparation

B. Willing and mature

C. Thought about it, but lacked systematic thinking

D. Didn't think it over carefully, decided after the situation

E. No intention, no intention at all

2. Have you ever participated in innovation and entrepreneurship activities such

as discipline competitions?

A. Not once

B. Once

C. Attended 2 or more times

3. If there are better job opportunities, will you choose to start a business?

A. Choose Entrepreneurship

B. Choose employment
 139

4. If you have the idea of innovation and entrepreneurship, it mainly comes from

(multiple choices)

A. Own ideal

B. Family friend influence

C. School education

D. Social impact

E. Others (please specify)

5. Does your university attach importance to innovation and entrepreneurship

education?

A. Attach great importance to

B. More attention

C . commonly

D. Neglect

EVery little attention

6. Do you feel that the buildings and road names of your school have an

atmosphere of advocating innovation and entrepreneurship?

A. I feel very strong

B. Quite sensible

C. Feels average
 140

D. A little bit

E. Not at all

7. Do you think innovation and entrepreneurship education in colleges and

universities is important to students' successful entrepreneurship?

A. Extremely important

B. More important

C. General

D. Not very important

E. It doesn't work. It's very unimportant

8. If you want to start a business, which department do you most want to get

support from? [multiple choice]

A. Family and friends

B. School

C. Social organization

D. Relevant government departments

E. Others (please specify):

9. If you want to participate in innovation and entrepreneurship, what kind of

help do you most want from the school? [multiple choice questions]
 141

A. Innovation and entrepreneurship knowledge and ability training

B. Innovation and entrepreneurship practice base (entrepreneurial park site support)

C. Innovation and entrepreneurship capital

D. Technical consultation guidance

E. Others (please specify):

10. What do you think are the main difficulties that college students face in

innovation and entrepreneurship? [multiple choices]

A. Lack of good innovation and entrepreneurship projects

B. Lack of social relations

C. Lack of innovation and entrepreneurship quality and skills

D. Lack of funds or site

E. Lack of social recognition or policy support

F. Others (please specify):

11. In your opinion, the main goal of innovation and entrepreneurship education

in Colleges and universities should be? [multiple choices]

A. Responding to the call of the government

B. Promoting student employment

C. Enrich the second classroom on campus

D. Cultivate students' awareness and ability of innovation and Entrepreneurship

 142

E. Others (please specify):

12. What do you think of the operational effectiveness of the school's

entrepreneurship Park (innovation and entrepreneurship incubation base)?

A. Very good

B. Quite good

C. Not clear

D. Not very good

E. Very bad

13. What do you think of the Faculty of innovation and entrepreneurship

education in our university?

A. Fully meet the needs, and the teaching effect is good

B. It can meet the needs, and the teaching effect is good

C. Basically meet the needs, teaching effect -- General

D. Barely meet the needs, poor teaching effect

E. Can not meet the needs, seriously affecting the teaching effect

14. Your university's support for college students' Entrepreneurship includes

[multiple choice questions]

A. Entrepreneurship support policy

 143

B. Professional guidance or technical consultation

C. Fund or site

D. Others (please specify):

E. No

15. In your opinion, the most deficient innovation and entrepreneurship education

resources in the school are [multiple choices]

A. Teaching staff

B. Education Fund

C. Teaching and practice base

D. Innovation and entrepreneurship education policy and organization

E. Others (please specify):

16. How do you think colleges and universities should cultivate students'

entrepreneurial awareness? [multiple choice]

A. Establish a curriculum system for entrepreneurship

B. entrepreneurship training

C. Entrepreneurship simulation (holding entrepreneurship competition)

D provide entrepreneurial practice base

E. Entrepreneurs' personal demonstration

F. Others (please specify):

 144

17. What kind of entrepreneurship courses do you want colleges and universities

to offer [multiple choice questions]

A. Psychological education courses

B. Business management courses

C. Entrepreneurship practice courses

D. Entrepreneurship practice courses

E. Others (please specify):

18. What kind of innovative education incentive mechanism do you think colleges

and universities should adopt? [multiple choice]

A. Establishment of innovation fund

B. Organize discipline skill competition

C. Optimizing the evaluation system (innovating credits, recruiting party members, and

giving preference to awards and excellence)

D. Establishment of relevant organizations

E. Others (please specify):

19. What do you think the government should do to support college students'

Entrepreneurship [multiple choice]

A. Formulate relevant supporting policies

B. Open up financing channels

 145

C. Create a good entrepreneurial atmosphere

D. Establishment of special entrepreneurship service institutions

E. organize experts to provide entrepreneurial guidance

F. Establish a platform for transformation of innovation achievements

G others (please specify):

20. What are your opinions and suggestions on the innovation and

entrepreneurship education of the University:

21. How do you think the following factors affect students' innovation and

entrepreneurship? (Please tick the corresponding grade)

No impact at Slightly Moderate Great Very big

all affected impact impact impact
Students' awareness
of independent
innovation and
Entrepreneurship
Students' individual
innovation and
entrepreneurship
ability
Creation of
innovation and
entrepreneurship
courses
Professional level of
innovation and
entrepreneurship
 146

teachers
Innovative
education teachers
Rational setting of
innovation and
entrepreneurship
bases
Innovation and
entrepreneurship
atmosphere in
society and schools
Government policy
and financial
support for
innovation and
Entrepreneurship
Incentive
mechanism for
innovation and
Entrepreneurship

Thank you very much for your cooperation!