An Empirical Study on the Mechanism of Five-Entry Education to College Students' Innovation-Entrepreneurship Intention

DOI

10.2991/icemc-17.2017.103How to use a DOI?

Keywords

College Education; Five-Entry Education; Empirical Study; Innovation-Entrepreneurship

Abstract

This paper explains and demonstrates how five-entry education philosophy functions as a mechanism to cultivate the innovation-entrepreneurship intention of college students. From the perspective of innovation and entrepreneurship, this paper, based on the theory of planned behavior, examines the impact of the five-entry education and teaching factors on the innovation and entrepreneurship of college students. The present study analyzes the relevant hypotheses by means of factor analysis and multiple regression analysis, which are based on 7510 valid questionnaires from third and fourth grade college students. The main findings and conclusions of this study show that five-entry education is positively related to the entrepreneurial intention of college students. Moreover, five-entry education has a significant positive effect on the innovation and entrepreneurship intention of college students by means of innovative teaching factors.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Kuang Banghong
AU  - Yi Luxia
AU  - You Yucong
PY  - 2016/06
DA  - 2016/06
TI  - An Empirical Study on the Mechanism of Five-Entry Education to College Students' Innovation-Entrepreneurship Intention
BT  - Proceedings of the 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017)
PB  - Atlantis Press
SP  - 515
EP  - 518
SN  - 2352-538X
UR  - https://doi.org/10.2991/icemc-17.2017.103
DO  - 10.2991/icemc-17.2017.103
ID  - Banghong2016/06
ER  -