Iqbal Javed, Asghar Muhammad Zaheer, Asghar Ali, Waqar Yasira
School of Education, Guangzhou University, Guangzhou, China.
Department of Education, University of Helsinki, Helsinki, Finland.
Front Psychol. 2022 Sep 15;13:950440. doi: 10.3389/fpsyg.2022.950440. eCollection 2022.
This study explored the direct and indirect influences of the entrepreneurial curriculum on entrepreneurial competencies, using the campus learning environment as a mediator. In this study, a survey questionnaire composed of 48 items was used to collect data on the entrepreneurial curriculum, entrepreneurial competencies, and campus learning environment from pre-service vocational teachers enrolled in six universities located in Hunan Province, China. The entrepreneurial curriculum has four components, namely, curriculum content, curriculum material, teaching strategies, and feedback and assessment. Partial least squares structural equation modeling was used through SmartPLS 3.3.3 to measure the effects. The curriculum content has a direct, significant, and positive influence on entrepreneurial competencies. For the indirect influence, all four dimensions of the entrepreneurial curriculum influenced the campus learning environment, which, in turn, was positively associated with entrepreneurial competencies. The campus learning environment was therefore revealed to play a mediating role between the entrepreneurial curriculum and entrepreneurial competencies. The study explored that effective entrepreneurial curriculum delivery and campus learning environment are helpful for developing entrepreneurial competencies among the pre-service vocational teachers. Universities should take initiatives to update the entrepreneurial curriculum and create a conducive campus learning environment that brings a positive change to develop entrepreneurial competencies among their students. Moreover, practical implications and future research directions are also discussed in this article.
本研究以校园学习环境为中介，探讨创业课程对创业能力的直接和间接影响。在本研究中，使用一份由48个项目组成的调查问卷，从中国湖南省六所大学的职前职业教师中收集有关创业课程、创业能力和校园学习环境的数据。创业课程有四个组成部分，即课程内容、课程材料、教学策略以及反馈与评估。通过SmartPLS 3.3.3使用偏最小二乘结构方程模型来衡量影响。课程内容对创业能力有直接、显著的正向影响。对于间接影响，创业课程的所有四个维度都影响了校园学习环境，而校园学习环境又与创业能力呈正相关。因此，校园学习环境在创业课程和创业能力之间起到了中介作用。该研究发现，有效的创业课程实施和校园学习环境有助于在职前职业教师中培养创业能力。大学应主动更新创业课程，营造有利的校园学习环境，为培养学生的创业能力带来积极变化。此外，本文还讨论了实际意义和未来的研究方向。
