Enhancing Entrepreneurship Education in TVET: A Validated Evaluation Scale for Higher Vocational Institution

Abstract

Entrepreneurship education curricula are extensively adopted in Chinese higher vocational schools; yet, there is a notable deficiency of dependable instruments to evaluate their quality. This study sought to create and test a comprehensive scale for assessing entrepreneurship educa2tion curricula in higher vocational schools, utilizing the CIPP (Context, Input, Process, and Product) paradigm. The research employed a multi-phase methodology, encompassing scale development, expert evaluation (N = 14), pilot testing (N = 135), and a formal study (N = 750), with individuals selected from two representative Chinese higher vocational institutions. Statistical investigations, including item analysis, reliability analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA), were done to establish the scale’s robustness. The final scale consists of four subscales: curriculum context (3 dimensions, 11 items), curriculum input (3 dimensions, 13 items), curriculum process (2 dimensions, 8 items), and curriculum product (2 dimensions, 9 items), amounting to a total of 41 items. The results indicate robust content validity and internal consistency, validating the scale as a dependable and efficient tool for evaluating entrepreneurship education programs. This scale, designed for fundamental entrepreneurship courses, offers significant insights for curriculum enhancement and policy formulation, thereby advancing entrepreneurship education at higher vocational institutions