Research on College Students' Innovation and Entrepreneurship Education from The Perspective of Artificial Intelligence Knowledge-Based Crowdsourcing

Based on the practical process of innovation and entrepreneurship education for college students in the author's university, this study analyzes and deconstructs the key concepts of AI knowledge-based crowdsourcing on the basis of literature research, and analyzes the objective fitting needs of combining AI knowledge-based crowdsourcing with college students' innovation and entrepreneurship education practice through a survey and research of a random sample of college students, and verifies that college students' knowledge and application of AI knowledge-based crowdsourcing in the learning and practice of innovation and entrepreneurship The study also verifies the awareness and application of AI knowledge-based crowdsourcing knowledge by university students in the learning and practice of innovation and entrepreneurship

Research and Practice of Innovation and Entrepreneurship Education in Petroleum Colleges Based on OBE Concept

Deepening the research on the topic of “Research on the current situation of innovation and entrepreneurship practice among college students and analysis of response strategies” is of great value to the healthy operation and coordinated development of college students, higher education institutions, the whole society and the country, and plays a positive role in creating the excellent trend of mass entrepreneurship and innovation in the whole society. It plays a great role in promoting the optimization and adjustment of the economic and industrial structure, the rationalization of market resources, the increase of employment opportunities, the improvement of employment quality and the improvement of people’s living standards. At the same time, combined with the support of sociology and related innovation and entrepreneurship theories, the study from a new perspective provides a theoretical basis and practical guidance for university students to participate in innovation and entrepreneurship activities, and provides certain reference value for further in-depth study of social innovation and entrepreneurship development work

Exploring the Practice of ''College, Government, Association, Research and Enterprise'' Collaborative Education Mode from the Perspective of Supply Side Reform - A Case Study of the Applied Chemistry Major of Yancheng Teachers University

At present, the training of engineering talents in higher education needs to carry out supply-side reform to solve the disconnection between the demand for social talents and the cultivation of talents in universities, and the phenomenon that there is a mismatch between the students' employment needs and the curriculum system of colleges and universities. The ''College, Government, Association, Research and Enterprise'' (CGARE) Collaborative Education Mode has been built to improve the quality of applied talents in the applied chemistry major of Yancheng Teachers University for nearly 10 years. Based on the "student-oriented" education concept, the collaboration of college, government, association, research and enterprise was taken as a breakthrough and the enterprise technology demand was taken as the carrier to improve the engineering practice ability and innovation and entrepreneurship ability of college students, and fully meet the needs of society and enterprises for high-quality talents in the CGARE collaborative education mode. The quality of applied talents has been improved significantly through the CGARE collaborative education mode. High-level achievements of the students of the applied chemistry major of Yancheng Teachers University are fruitful. The innovative and entrepreneurial ability and their professional self-confidence of the students have been greatly enhanced. Thus, the quality of student employments is high, and given high marks by the internship unit and employer. Keywords: Supply-side reform; College, Government, Association, Research and Enterprise; Collaborative education; Applied chemistry major DOI: 10.7176/JEP/10-11-11 Publication date: April 30th 201

The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE.   Keywords:entrepreneurship, college, profiles, learnin

Entrepreneurship in American Higher Education

Presents recommendations by the Kauffman Panel on Entrepreneurship Curriculum in Higher Education on making entrepreneurship a key element in the curriculum, co-curriculum activities, and university management. Includes profiles of innovative programs

The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

ABSTRACT Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE

The Effect of Entrepreneurship Education on Students’ Entrepreneurial Intentions

Purpose-The main aim of this paper is to examine the effect of entrepreneurial education on students’ entrepreneurial intentions. Also the study sought to determine whether such intention usually give rise to entrepreneurial start-up among students.Design/methodology/approach-Primary data comes from 250 students who currently have entrepreneurship as one of their courses in their institution of higher leaning within the south west of the country. Respondents filled in a detailed questionnaire on their background and other related items as regards to their entrepreneurship education. A model of regression analysis was considered most appropriate for the data analysis of the study used. The use of regression analysis results from the fact that it will enable the study to test the influence of independent variables on the dependent variable and also to ascertain the rate of change in the dependent variable as determined by increase or decrease in the independent variables.Findings-The results of the regression analysis revealed that student’s exposure to entrepreneurship education has a positive influence on the students’entrepreneurial intentions. Research Limitations/implications-Examining the impact of entrepreneurial education on students’ entrepreneurial activities tends to raise or provide some useful insights into some theoretical issues on one hand. And on the other hand, it raises some practical implications for policy makers both in the government and universities. However, this study is limited based on the information available when the research is carried out. Further research could look at the effect of the entrepreneurship education on entrepreneurial activities after graduation. This study hence recommends that the Nigeriangovernment should make entrepreneurship education a compulsory course in Nigerian schools (primary, secondary and tertiary institutions). This will help to influence youth’s attitude towards entrepreneurship. Originality /value-The study makes empirical and theoretical contribution by focussing on the research area that has received less attention especially in the context of study environmen

Усиливайте ресурсы университета, воспитывайте молодых женщин-лидеров

Проблема "стеклянного потолка", который сдерживает карьерный рост женщины, из области политики распространилась на такие сферы деятельности, как экономика, управление и образование, которые привлекают все больше внимания со стороны общества. В статье рассматривается Университет для женщин в Китае, на примере которого описано равноправие студентов разного пола в кампусе, развитие лидерских качеств девушек-студенток, воспитание уверенности в себе, которая помогает достичь успехов в карьере, сплочение учительского коллектива, студенческие ассоциации и студенческое самоуправление