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论文编号：	5457
作者编号：	1120090690
上传时间：	2013/6/8 12:27:39
中文题目：	创业教育对大学生创业意向的作用机制研究
英文题目：	Research on the Influence of Entrepreneurship Education on University Students'' Entrepreneurial Intentions
指导老师：	张玉利
中文关键字：	大学生创业意向;大学生实际创业行为;大学创业教育;大学生职业价值观
英文关键字：	university students’ entrepreneurial intentions;university students’ entrepreneurial behavior;university entrepreneurship education;university students’ work values
中文摘要：	创业教育是国家经济增长的发生器，是建设创新型国家的动力孵化器，对社会进步起着不可替代的作用。大学开展创业教育有助于在社会生活中形成和发展创业文化，提高社会经济中创新的层次，推进国家的经济结构转型。 本文从创业学视角出发，选择三元交互决定论和计划行为理论为基础，考察了大学创业教育中的学生态度因素和学校教学因素对大学生创业的影响作用，以及创业教育构成变量（学生态度因素和学校教学因素）对于不同职业价值观的大学生的创业意向产生影响的作用机制，依托来自于21个省、直辖市和自治区的30所高校的在校大学三年级和四年级学生的4039份有效调查问卷，采用因子分析、多元回归分析等方法对相关假设进行了实证检验。 本研究的主要发现和结论有如下几点： 第一，大学生的创业意向越强，越有可能开始实际创业行为。第二，大学生参加创业教育越频繁，对创业教育内容越满意，越会提升其创业意向。第三，大学创业教育教学的课程设置对大学生创业意向具有显著的正向影响作用。具体而言，大学创业教育的课堂教学、创业模拟训练以及创业实践工作做的越好，越会提升大学生的创业意向。第四，大学创业教育教师素质越高以及大学生参加创业教育的学习效果越好，越会减弱大学生的创业意向。这意味着，学生在创业教育学习过程中，会深刻理解和认识创业活动，结合自己的实际情况去理性思考和判断自己创业的可能性，从而理性规划和决策创业时机，减少盲目创业的冲动，提高创业成功率。第五，不同职业价值观的大学生接受创业教育后的创业意向会发生一些变化。具体而言，对于职业价值观为舒适安全维度的大学生来说，他们对创业教育的内容越满意，越会增强其创业意向，而他们在参加创业实践之后，则会减弱其创业意向。对于职业价值观为地位追求维度的大学生来说，他们参加创业教育越频繁，学习效果越好，教师素质越高，越会减弱其创业意向；但是，他们在参加创业实践之后，则会增强其创业意向。这些研究结论表明，大学创业教育在教学过程中应该面向不同职业价值观的学生开展针对性教学工作。第六，其他有价值的发现：（1）大学所处地理位置不同，在校大学生的创业意向和实际创业行为有所差异。学校地理位置处于中西部不发达地区的在校大学生的创业意向和实际创业行为高于处于发达与中等发达地区的在校大学生。（2）学校类型不同，在校大学生的创业意向和实际创业行为也不相同。综合类大学的在校大学生的创业意向和实际创业行为都高于包含农林类、医药类和财经类院校在内的其他类院校的在校大学生。（3）学校性质不同，在校大学生的创业意向和实际创业行为也不相同。“985”大学和“211”非“985”大学的在校大学生的创业意向和实际创业行为都低于非“211”大学的在校大学生。 本研究的价值和创新之处主要体现在以下四个方面：第一,本研究以三元交互决定论和计划行为理论为基础，围绕大学创业教育构成变量与大学生创业意向之间的作用关系展开相关理论驱动型的实证研究，在一定程度上弥补了基于环境视角研究创业意向前置影响因素的不足。第二，拓展了计划行为理论的应用范围。以往创业研究中，计划行为理论中的主观规范变量定义模糊，经常会被省略掉，大多数研究只从个体行为态度和感知行为控制层面开展研究，本研究基于主观规范层面提出学校教学因素构念，研究其对个体创业意向产生的影响作用，并且得到显著的统计检验结果，在一定程度上扩展了计划行为理论在创业研究中的应用范围。第三，运用交叉学科知识，引入社会心理学的职业价值观概念，进行大学生职业价值观对创业教育构成变量与大学生创业意向之间作用关系的调节作用研究，为其他后续创业研究与创业教育的理论研究提供了借鉴和启示。第四，把创业教育这个外延很大的概念作为多维构念，基于计划行为理论，从创业教育教学视角，分为学生态度因素和学校教学因素两个构念去考察其对大学生创业意向的影响作用，突破了以往大多数研究笼统的把创业教育作为一个单维构念的模式，同时，也弥补了我国创业教育研究中理论探讨和定性描述研究过多，缺乏理论驱动型实证研究的不足。 本文的结构安排如下：第一章为绪论，阐述了研究背景、研究问题、研究意义、研究内容和研究方法，并概括了研究过程与论文的结构安排。第二章为文献综述，梳理与分析了本文主要依托的理论基础和相关研究成果，识别了已有研究的不足以及对本文的借鉴和启示。第三章为理论假设与模型构建，围绕研究问题，以理论推导与现实观察相结合的方法，提出理论假设，并且构建了本文的研究模型。第四章为研究设计与研究方法，着重介绍了调查问卷的设计过程、实施过程以及发放与回收情况、研究变量的选取及度量以及本文所采用的研究方法。第五章为实证分析与结果，利用SPSS16.0统计软件，对前文所提出的理论假设与研究模型进行了数据分析与检验，并且对统计分析结果进行了总结与讨论。第六章为研究结论与未来展望，总结了本研究的主要结论与发现，阐述了主要创新点、理论贡献与对实践的启示作用，并且指出了研究局限性与不足，提出了未来研究的展望。
英文摘要：	Entrepreneurship education can be regarded as an effective generator for national economic growth as well as an efficient engine incubator for the establishment of a creative nation. It plays an irreplaceable role in social progress. Developing entrepreneurship education in universities will nurture and promote entrepreneurship culture and improve social and economic innovation, and thus, push forward the reform of the nation’s economic structure. From the perspective of management，this dissertation takes the triadic reciprocal determinism and the planned behavior theory as theoretical foundation, explores the influence and role of students’ attitudes and university entrepreneurship education on entrepreneurship, and discovers a functional mechanism for university students with different work values that relate to their entrepreneurial intentions. With 4039 questionnaires answered by juniors and seniors from 21 provinces, cities and autonomous regions, this dissertation applies such methods as explorative factor analysis and multiple linear regression to test related hypotheses. There are several major findings from this research. First, the stronger the university students’ entrepreneurial intention, the more possible they will start actual entrepreneurial behaviors. Second, the more frequent university students participate in entrepreneurship education and the more satisfied they are with the contents of entrepreneurship education, the higher their entrepreneurial intention are elevated. Third, the course placement of university entrepreneurship education plays a possible supportive and positive role for instigating their entrepreneurial intention. To be more specific, the better in-class education, career simulating practice and entrepreneurial practice are arranged, the more possible these university students will develop their entrepreneurial intention. Fourth, the higher qualities these college teachers of entrepreneurial education present and better result these university students achieve in participating in such entrepreneurial education training, on the contrary, the less likely these university students have entrepreneurial intention. This result means that university students can make rational reasoning and judge the possibilities of their ventures by combining their realities in entrepreneurship education courses to make rational plans and strategies for their career opportunities and reduce blind passion to create any ventures. In this way, the success rate will be remarkably increased. Fifth, students with different work values might make some changes after receiving entrepreneurship education related to entrepreneurial intentions. Specifically, for those whose career values are targeted at comfort and security, the more satisfied they are with the contents from the entrepreneur education, the easier they will intensify their entrepreneur intention. However, after participating in some entrepreneurial activities, they tend to reduce their entrepreneurial intention. For status seekers, the more frequent they participate in entrepreneurship education, the better effect they will achieve in their studies. The higher capacities their teachers have, the more likely they would reduce their entrepreneurial intention. However, after they attend entrepreneurial activities, they will increase their entrepreneurial intention. All these research results demonstrate that entrepreneurship education in universities should carry out different education work towards different career value holders. In addition to the above, there are some other interesting findings as follows: (a) geological locations seem to have certain relationship with the university students’ entrepreneurial intentions and actual entrepreneurial behaviors. For those universities which are located in less developed regions, such as mid or western part of China, their students have higher entrepreneur intention and actual behavior than those who come from developed or medium-developed regions. (b) different schools will produce different entrepreneurial intentions and actual behaviors. The in-school diploma-seeking students of comprehensive universities have much higher entrepreneurial intentions and actual behaviors than those from schools focused on agricultural and forest schools, medical or medicine schools as well as finance and business schools. (c) the qualities of schools also make a difference to entrepreneurial intention and actual behavior. Students from “985” and “211” universities have less students with good entrepreneurial intentions and actual behaviors than those who are not from those ranked universities. The implication of the current research can be summarized in four aspects. First, based on triadic reciprocal determinism and theory of planned behavior, this research conducts a theory-driven empirical analysis in regard to the mutual influence between university entrepreneurship education and university students’ entrepreneurial intentions. To some extent, this research fills the gap left by previous environmental studies on entrepreneurial intentions. Second, the research extends the application of planned behavior theory. In previous entrepreneurship research, the subjective variables of planned behavior theory are vague or even neglected, and most studies just focus on individual behaviors or attitudes and perceived behavior control. In this research, two constructs, namely, university students’ attitude factors and college teaching factors, are adopted to analyze the influence of entrepreneurship education on the entrepreneurial intention. With significant statistical results, it manages to expand the scope of planned behavior theory in entrepreneurship studies. Third, applying cross-disciplines knowledge, the current research introduces the concept of career value from social psychology studies and conducts a moderation effect research that analyzes the relationship between entrepreneurship education constructs and entrepreneurial intention, which provides enlightenments for the future entrepreneurial education studies. Fourth, the rich definition of entrepreneurship education is extended into a multi-dimensional construct. Based on the planned behavior theory, this research adopts university students’ attitudes and university teaching from the perspective of entrepreneurship education and tries to analyze the influence entrepreneurship education on the entrepreneurial intention. It breaks through the uni-dimensional construct model that takes only entrepreneurial education into account. While extant entrepreneurship education studies generally focus on theoretical discussions and qualitative descriptions, this research manages to fill the gap with theory-driven empirical efforts. The dissertation is structured as follows: Chapter One, as the introduction, describes the background of this research, its topic, significance and methodology, and summarizes the research process and the structural layout of the dissertation. Chapter Two is literature review, describing the theoretic foundation in greater detail. The paper systematically reviews related research results, identifies the insufficiency of previous studies as well as specifies the inspiration from the previous studies for this current research. Chapter Three proposes and builds up a model of supposition and theory. Surrounded with the issue of this research title, the research applies the method of theory deduction and reality observation and proposes a theoretical hypothesis after conducting strict analysis and inference. Moreover, the research builds up a research model for this dissertation. Chapter Four discusses about research design and method, explicitly analyzing the basis of this research design, the design, conduction, distribution and collection process of this questionnaire, the section and evaluation of the research variables and the methodology of this research. Chapter Five conducts empirical analysis and result. Applying the SPSS16.0 statistical software, the data analysis and test in regard to the theoretical hypothesis and research model from the previous chapters are conducted. Also results of statistical analysis are summarized and discussed. Chapter Six ends with research conclusions and future forecast. It summarizes the major conclusions and findings, presents major innovations as well as theoretical and practical implications, and also discusses some limitations of the research. Finally, the prospect for the future research is developed.
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