A Study on Evaluating Effectiveness of Entrepreneurship Education in Higher Education Institutions and Promoting Strategies
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摘要: 在声势浩大的创业教育政策呼吁与实践热潮下,高校创业教育实效性应引起重视。为此建立了创业教育实效性评价模型,从创业教育实施过程与创业能力两个维度构建了创业教育实效性评价的指标体系,并对高校创业教育实效性进行了评价, 样本涵盖了不同类别的高校以及教育部创业教育试点高校。数据收集与处理的结果显示,我国高校创业教育实际效果不好,问题比较突出。在分析影响高校创业教育实效性因素的基础上,从加强学校、政府与社会之间的协同效应的角度,提出了提升高校创业教育实效性的策略。Abstract: After a rapid development of entrepreneurship education, the western developed countries have begun to focus on evaluating the entrepreneurship education and its effectiveness in order to make a proper adjustment. Entrepreneurship education in China, though emerging later than that of the western developed countries, has grown rapidly and is strongly pushed forward by the central government. It's over ten years since the pilot work was launched in 2002 by the Ministry of Education, and entrepreneurship education has become a national highlight and is being integrated into the global context. Nevertheless, sufficient attention has not been paid to the effectiveness of entrepreneurship education. And it is necessary to evaluate the effectiveness of entrepreneurship education in higher education institutions.Effectiveness, in brief, refers to the actual result, which can be indicated by the ratio of input and outcome. That is, more outcome from a relatively less input in an activity means effectiveness. Thus, effectiveness of entrepreneurship education means the real and effective state after an activity of entrepreneurship education by comparing its result and expected goals.Based on the theory and practice of education quality evaluation, as well as CIPP evaluation model by D. L. Stufflebeam in 1967, which includes four dimensions (context evaluation, input evaluation, process evaluation and product evaluation), this study constructs an evaluation model for the effectiveness of entrepre neurship education from two dimensions: one is entrepreneurship education process, and the other is entrepreneurship education outcome. Entrepreneurship education process involves educational factors in the entrepreneurship education activities, which can be divided into three groups of indicators: entrepreneurship courses, entrepreneurship practice and entrepreneurship organization. Entrepreneurship education outcome, in term of measurable entrepreneurship education goals, involves entrepreneurship skills, which can be divided into three groups of indicators: professional skills, methodological skills and social skills. And then, the effectiveness of entrepreneurship education in HEIs is evaluated, and the sample includes different types of HEIs in China as well as the nine HEIs participating in the pilot work of entrepreneurship education since 2002.The fingdings show that the real result of entrepreneurship education in HEIs of China is poor. Entrepreneurship education does not function well from the perspective of process. And in terms of outcomes, students' entrepreneurship skills need to be improved. Further factor analysis shows that factors which influence effectiveness of entrepreneurship education include HEIs, students, governments and society. Thus, it's necessary to improve students' entrepreneurship skills and strengthen the cooperation among HEIs, students, governments and society to improve effectiveness of entrepreneurship education. Specifically, HEIs need to highlight the educational function to integrate entrepreneurship education into the education process. Also, policies should be in place to guide HEIs to refine their entrepreneurship education goals. In addition, the enterprises should be encouraged to be actively involved in the entrepreneurship practice.
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表 1 创业教育实效性评价指标体系
一级指标 二级指标 三级指标 观测点 创业教育实效性 创业教育实施过程 创业课程 创业指导课程 创业专题讲座 创业技能测评 创业实践 创业竞赛 社团活动 社会实践 商务模拟活动 企业参观 基础平台建设 创业咨询中心,提供创业辅导 创业信息平台(创业论坛) 创业能力 专业能力 创办企业中主要职业岗位的能力 接受和理解与所办企业经营方向有关的新技术的能力 方法能力 实践能力 信息的接受和处理能力 捕捉市场机遇的能力 分析与决策能力 联想、迁移和创新能力 发现和使用人才的能力 融资与筹措资金的能力 社会能力 控制和调节能力 适应变化和承受挫折的能力 人际交往能力 谈判能力 合作能力 自我约束能力 表 2 创业性学习”的目标体系
目标 目标内容 目标要求 成为创新型企业家 通过对一系列企业家特质的认知、激发与强化,以发展青年学习者的创业能力群。 1.了解企业家是如何创新的 2.能够有勇气创新 3能够对创新性点子进行评估 4.能够对自己的创业能力与创业特性进行评估与发展 成为能干的企业家 开发企业知识与创业理解力——如何将可行、资金雄厚、风险低的点子以个案呈现出来 1.能够撰写一系列创业计划与文件 2.具有金融预算与财政控制能力 3.能够识别具有可行性的商业点子 4.能够在宏观环境的背景下评估商业决策的风险 成为积极的创业者 聚焦于发展学习者如下能力:学习他人的能力以及个人为团队作贡献的能力——学习内容可以包含可供测试的实例 1.理解团队的重要性 2.了解领导的特性与技能 3.作为团队领导或成员都能发挥有效作用 4.能够对团队绩效进行评估 (资料来源:Matthew C.Draycott,2011) -
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