Y. Y. FAN ET AL.
Dntintrepreneurial Curriculum
Different Grades
ral candidates for entrepreneurial cur-
ri
al Demand for Entrepreneurial Curriculum
in Different Majors
According to the survey data, the stu-
de
e restricted by the to-
taonal courses account
fo
forming the professional knowledge to scien-
tif
practical links.
usiness
op
S
P
preneurial
epreneurial support, this study in-
vestigates the following questions, such as the source of entre-
eneurial opportunity is a period
af
llege students. The data
sh
siness,
an
p two for the most desirable assistance entrepreneur-
ri
ous personal characteristics differ in
ording to the survey data, of the stu-
de
Te
ation Difficult problems rank Desirable assistance ranks
iffereal Demand for E
in
There are significant differential needs of undergraduates,
postgraduates and docto
culum. The undergraduates show great interest in entrepre-
neurial internship courses, while the postgraduates and doctoral
candidates pay more attention to entrepreneurial management
courses that related to their majors and research directions.
Most of postgraduates and doctoral candidates have work or
internship experience, or have ever participated in their profes-
sor’s research project, so they need to involve entrepreneurship
education in professional learning and practice, and integrate
entrepreneurship education with their professional and research
directions.
Differenti
The students of different majors show interest in different
entrepreneurial courses.
nts in economics, management, arts and humanities majors
put stress on learning professional entrepreneuria l manage ment,
attending entrepreneurship internship in business entities, and
wish to integrate entrepreneurship education with their profes-
sional courses. On the other hand, the students in STEM majors
think that it’s difficult to integrate entrepreneurial knowledge
with their expertise, and choose to acquire entrepreneurial
knowledge in public elective courses, graduate internship pro-
grams, and short-term internship courses.
There are four reasons for the results:
Firstly, the students in STEM majors ar
l course credits (hours), so the professi
r most of time that teachers can just instruct professional
theories in class.
Secondly, STEM education is short of professional teachers
and weak in trans
ic and technological achievements.
Thirdly, to some extent, the results reflect the low efficiency
and effectiveness of the teaching plan in
Lastly, the curriculum system in economics and management
majors has included the knowledge of marketing and b
erations, so the students desire to attend entrepreneurship
internship and entrepreneurial management courses directly.
Entrepreneurial Preparation and Perceptions
urvey on Entrepreneurial Prepar ation and
erceptions
In order to further understand the students’ entre
values and demand for entr
preneurial motivation, the most difficult problems and the most
desirable assistance in establishing a business. The survey re-
sults are shown in Table 4.
As the results shown, more than half of the students believe
that the most appropriate entrepr
ter work, the option of starting a business before graduation
ranks the second, but only 4.9% of students choose to drop out
of college to establish a business.
The survey on the entrepreneurial motivation aims to study
the entrepreneurial values of the co
ow that more than half of the students to choose to realize
individual ideal and create personal wealth as the main motive-
tion, while the employment pressure only ranks the fourth. This
indicates that the students’ incentive to start a business is to
realize or add self-value, reflects the positive entrepreneurial
values of contemporary college students, and proves that the
type of entrepreneurial activity of young people has turned to
the “challenging” entrepreneurship (Davey et al., 2011).
Lack of funds and ideal entrepreneurial projects rank the top
two for the most difficult problems in establishing a bu
d lack of guidance and legal knowledge rank thereafter. This
indicates that lack of entrepreneurial start-up funds and ideal
entrepreneurial projects are the most difficulties that the college
students encountered in the early days of starting their new
business.
Start-up funds, entrepreneurial knowledge and skills training
rank the to
al practice. The results coincide with the rank of the most
difficult problems. It shows that college students eager to get
financial support for start-up, as well as more comprehensive
and professional entrepreneurship education and skills training.
Differential Analysis
The students with vari
entrepreneurial plan. Acc
nts who have entrepreneurial intention, males are more than
females, students in STEM, arts and humanities majors are
more than in economics and management majors, postgraduates
and doctoral candidates are significantly more than under-
graduates. With regard to the origin of students who have en-
trepreneurial intention, the students from the Midwest are sig-
nificantly more than from the east, and 55.3% from the middle
and 53% from the western have entrepreneurial intention re-
spectively. Meanwhile, 56.0% from the village and township
have entrepreneurial intention, significantly more than 36.0%
from the provincial capitals and municipalities. Detailed statis-
tical data are shown in Table 5.
able 4.
sults of survey on entrepreneurial preparation and perceptions. R
Entrepreneurial opportunity Entrepreneurial motiv
Start a business after work (64.7%) Realize individual ideal (32. 3%) Lack of funds Entrepreneurial funds
Start a business before graduation (18.9 %) al projects
ss
sponsibility
Create pe rsonal wealth (24%) Lack of the ideEntrepreneurial knowle dge
and skills training
Start a business whil e graduating (11.5%) Encouraged by successful busine
personage (13.2%) Lack of marketing skills Entrepreneurial guidanc e
Drop out of college to establish
a business (4.9%) Employment pressu r e (12.1%) Lack of courage to bear reEntrepreneurship in t ernship
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