Abstract
The development of the digital economy has posed new requirements for the talent cultivation para-digm in innovation and entrepreneurship education.Currently,there are still some issues in the cultivationof talents for innovation and entrepreneurship education,affecting the effectiveness of talent cultivation.Under the background of the digital economy,it is necessary to construct a new paradigm for talent cultiva-tion in innovation and entrepreneurship education,characterized by “dual-core driven,trinity integration,quadruple fusion,and quintuple skills.”
Keywords:Digital Economy;Innovation and Entrepreneurship Education;Talent Cultivation Paradigm
1.Review of Domestic and International Re-search Status and Research Value
The origins of entrepreneurship education for university students can be traced back tothe 1940s in the United States,with the intro-duction of the “New Venture Management”course at Harvard Business School’s MBA pro-gram.China’s innovation and entrepreneur-ship education can be broadly divided intothree stages:the initial stage from 1989 to1998,the rising stage from 1999 to 2011,andthe widespread dissemination stage since2012.In the continuous exploration of innova-tion and entrepreneurship education,Chinesescholars have proposed many new ideas for in-novative talent cultivation paradigms.For in-stance,Wu Haibo(2009)proposed the”16G”system for innovation and entrepreneurshipeducation in universities;Zhu Huanhui(2012)summarized several emerging models of inno-vation and entrepreneurship education foruniversity students;Wang Ende (2013)sug-gested that Chinese universities should culti-
vate compound talents with “knowledge +skills.”Xu Yuhang(2021)proposed that digitalcontent creation is a typical generative learn-ing activity and the best way to acquire infor-mation skills.For innovation and entrepre-neurship education in universities,many pres-tigious foreign institutions such as MIT,Oxford University,and Stanford Universityhave established entrepreneurship practicebases for students,with numerous practicalentrepreneurship courses included in theircurricula.Many well-known enterprises in so-ciety,such as Microsoft,Apple,and Tesla,alsoprovide diverse internship opportunities foruniversity students.The entrepreneurial edu-cation curriculum planning in American uni-versities is highly comprehensive,while Aus-tralia has further refined its curriculum re-forms and adjustments on the basis of its orig-inal entrepreneurial education,resulting in aseries of modular textbooks.Many Japaneseuniversities have made “Industrial Society andPeople”a compulsory entrepreneurship coursefor students.
In 2016,the development of the digitaleconomy was proposed as a new path for Chi-na’s economic growth.In 2017,”Internet+”closely related to the digital economy began toenter a stage of in-depth development.Theoutbreak of the COVID-19 pandemic in 2020further accelerated the deep-level developmentof China’s digital economy.The development ofthe digital economy also provides opportuni-ties for innovation and entrepreneurship edu-cation to reconstruct learning methodsthrough digital content creation.Based onthis,this paper explores the transformation ofthe talent cultivation paradigm in innovationand entrepreneurship education in universi-ties under the background of the digital econo-my,aiming to achieve two research values:theoretical value and practical applicationvalue.The theoretical value lies in exploringhow to establish a new mechanism for the in-tegration of innovation,production,learning,and research in university students’innova-tion and entrepreneurship education,effec-tively improving the teaching effectiveness ofinnovation and entrepreneurship educationand students’innovation and entrepreneur-ship abilities,and enhancing the industry-ed-ucation integration capability of innovationand entreprencurship education.The practicalapplication value lies in the fact that in thepost-pandemic era,the difficulty of employ-ment for university students has increased,and innovation and entrepreneurship havebecome an important way to expand employ-ment.By transforming the talent cultivationparadigm in innovation and entrepreneurship
education to improve educational effective-ness,it is conducive to promoting employ-ment.
2.Main Issues in Talent Cultivation for In-novation and Entrepreneurship Educationin China
(1)Poor Teaching Effectiveness in Innovationand Entrepreneurship
Most innovation and entrepreneurshipcourses in Chinese universities currentlybelong to the series of “career planning”and”employment guidance,”lacking a comprehen-sive and systematic series of innovation andentrepreneurship courses,resulting in poorteaching effectiveness.There are two main rea-sons:first,the proportion of traditional teach-ing methods is too high.Currently,the teach-ing methods for innovation and entrepreneur-ship courses are still mainly traditional,focus-ing on the teaching and memorization of theo-retical knowledge,i.e.,declarative knowledge.Students lack experience in applying knowl-edge,leading to a lack of interest in prob-lem-solving over time,a habit of memorizinganswers,and poor abilities to solve practicalproblems.Second,the effcctiveness of caseteaching is not satisfactory,with issues suchas outdated cases,lack of appeal in exposition,and low practicality.
(2)Poor Practical Effects of Innovation and En-trepreneurship among Graduates
Despite the fact that Chinese universitystudents have won numerous awards in vari-ous international competitions over the pastfour decades of reform and opening up,thereis still a certain gap in independent innovationcapabilities compared to students from devel-oped countries.According to statistics,theproportion of Chinese university students en-gaging in self-employment is very low,lessthan 1%of the total number of graduates,while the proportion in developed countries is20%-30%.Moreover,the success rate of entre-preneurship among Chinese university stu-dents is also less than 1%.There are alsomany issues that urgently need improvementin the innovation and entrepreneurship educa-tion for graduate students in Chinese universi-ties[1],including insufficient whole-lifecyclemanagement and practical experience in inno-vation and entrepreneurship education[2].
3.Construction of a New Paradigm forTalent Cultivation in Innovation and Entre-preneurship Education under the Back-ground of the Digital Economy
In response to the above issues and tomeet the requirements of the digital economyera,a new paradigm for talent cultivation ininnovation and entrepreneurship educationshould be established,characterized by”du-al-core driven,trinity integration,quadruplefusion,and quintuple skills,”to ensurehigh-quality innovation and entrepreneurshipeducation in the new era.Below,the specificreform ideas and measures for the four aspects
of the paradigm dual-core driven,trinity inte-gration,quadruple fusion,and quintuple skillsare elaborated.
(1)Dual-Core Driven
Dual-core driven refers to the close con-nection and mutual promotion of the two coresof case development and practice platforms tojointly drive the high-quality and efficient de-velopment of innovation and entrepreneurshipeducation,achieving good educational effec-tiveness.First,the core of case development.Organize students to work part-time oncampus entrepreneurship practice platformsor intern at target enterprises off-campus,re-quiring them to interview and record milestoneevents in the development process of enter-prises through prescribed topic requirements,and compile the basic content of cases throughstudents’self-narratives.Secondly,write caseswith the goal of achieving teaching objectives,adhering to the principles of easy understand-ing and popularity,enhancing the interest ofcases.Finally,improve timeliness by searchingfor similar events that have occurred in theworld and China in the past year to contrastand corroborate the viewpoints in case analy-scs,cnsuring that case teaching keeps pacewith the times.Through high-quality caseteaching,the theoretical teaching effectivenessof innovation and entrepreneurship educationis guaranteed.Second,the core of practiceplatforms.Strive to construct a comprehensivepractice platform for university students’inno-vation and entrepreneurship,relying on the platform to carry out innovative activities,en-trepreneurial activities,vocational training,and other practical activities,effectively ensur-ing the practical teaching effectiveness of inno-vation and entrepreneurship education.At thegraduate level,consideration can also be givento expanding the paths for innovation and en-trepreneurship education for professionalmaster’s students[3].
The relationship between case develop-ment and practice platforms,the two cores,isclosely connected and mutually promoting:through effective case teaching,students’en-trepreneurial combat abilities can be signifi-cantly improved,allowing them to play a great-er role in practice platforms.Conversely,thebusiness achievements,successful experienc-es,and failure lessons obtained by students inpractice platforms provide valuable first-handmaterials for writing new cases.The relation-ship between case development and practiceplatforms,the two cores,is detailed in Figure1.
(2)Trinity Integration
Trinity integration refers to the mutuallinkage of three levels—classroom experiential
teaching,on-campus entrepreneurial prac-tice,and off-campus corporate intern-ships—forming a “trinity”teaching system forinnovation and entrepreneurship.First,class-room experiential teaching.Applying experien-tial teaching to innovation and entrepreneur-ship education can significantly enhance stu-dents’sense of participation and interest,com-pared to traditional one-way cramming teach-ing methods,better mobilizing students’en-thusiasm and initiative in learning innovationand entrepreneurship courses. Second,on-campus entrepreneurial practice.Strive toestablish entrepreneurship bases on campus,providing students with as many opportunitiesas possible for innovation and entrepreneur-ship practice.For example,Guangxi Universityof Finance and Economics has worked hard tocreate favorable conditions for on-campus en-trepreneurial practice,established a nation-al-level demonstration base for university in-novation and entrepreneurship,and pioneeredthe “TSE”model,i.e.,the organic combinationof teachers,students,and enterprises in entre-preneurial practice,enabling students toengage in sufficient on-campus practice.Rele-vant scholars have also made some new at-tempts in exploring the current situation andimprovement of undergraduate innovation andentrepreneurship education[4],as well as newexplorations in the practical ability standardsfor finance majors in local undergraduate uni-versities[5],achieving good results in innova-tion and entrepreneurship education.Third,off-campus corporate internships.Promotedeep integration of industry and education,strive to establish off-campus internship andtraining bases,arrange students to enter en-terprises for course internships and produc-tion internships,including hiring senior corpo-rate managers and professional technicians aspart-time instructors,helping students accu-mulate practical work experience needed forinnovation and entrepreneurship.
The three levels of classroom experientialteaching,on-campus entrepreneurial practice,and off-campus corporate internships are mu-tually linked,integrated into a “trinity”system,forming a systematic approach to innovationand entrepreneurship education.The mutual relationships among the three levels are shownin Figure 2.
Figure 2:Internal Relationships of the Trinity System(3)Quadruple Fusion
Quadruple fusion refers to the integrationof theoretical teaching and practical exercisesin innovation and entrepreneurship education,the integration of business operations andcase summaries,the integration of on-campuslearning and off-campus expansion,and the
integration of effect feedback and continuousimprovement.First,the integration of theoreti-cal teaching and practical exercises.Reorga-nize the innovation and entrepreneurshipteaching system,increasing the practical con-tent by at least 50%.Second,the integration ofbusiness operations and case summaries.In-crcasc the proportion of business operations inpractical teaching,utilize models such assandbox simulations of commercial battles toenhance teaching effectiveness.During thesimulated business operations,studentsshould record the entire process in detail,summarize experiences and lessons,and writeprocess reports and reflections.Teachers thenselect excellent reports from them to compileteaching cases,improving the quality of teach-ing cases.Third,the integration of on-campuslearning and off-campus expansion.Studentsfirst follow teachers in business operations aton-campus practice bases,and after a periodof training,teachers select outstanding stu-dents to recommend to corresponding enter-prises at off-campus internship bases for in-ternships,thereby further expanding students’professional horizons,enabling them to receivesystematic professional training,accumulatework experience,and enhance innovation andentrepreneurship abilities,so as to take fewerdetours in their future careers or entrepre-neurial journeys.Fourth,the integration ofeffect feedback and continuous improvement.Evaluate,provide feedback on,and improvethe teaching effectiveness of innovation andentrepreneurship education according to pre-determined teaching objectives,aiming to create an atmosphere and environment whereall teachers and students participate and ac-tively implement improvements,ensuring thecontinuous enhancement of teaching quality.The integration of the above measures candrive the reform and innovation of the entireundergraduate innovation and entrepreneur-ship education model in universities[6].
The integration of theoretical teaching andpractical exercises,the integration of businessoperations and case summaries,the integra-tion of on-campus learning and off-campus ex-pansion,and the integration of effect feedbackand continuous improvement are mutually re-lated,containing complex internal connectionsamong each other as shown in Figure 3,re-spectively forming the content dimension,method dimension,spatial dimension,andevaluation dimension of innovation and entre-preneurship education,aggregating to formsystematic innovation and entrepreneurshipeducation activities.This also has certain the-oretical research value for exploring newteaching models to enhance the quality ofquality education in Chinese universities[7].
Figure 3:Mutual Relationships of Quadruple Fusion
(4)Quintuple Skills
In response to the development trends ofthe digital economy,focus on cultivating fivedigital economy application skills in studentsduring the process of innovation and entrepre-neurship,nurturing their core competitivenessin innovation and entrepreneurship.First,data mining skills.Cultivate students’abilitiesto use data analysis software such as crawlersto conduct market research domestically andinternationally,extracting useful data for in-novation and entrepreneurship.Second,bigdata analysis skills.Cultivate students’bigdata analysis abilities and,based on this,theirabilities to carry out product promotion andpromotional activities,thereby improving theprofitability of entrepreneurship.Third,digitalsoftware operation skills.Cultivate students’proficiency in website creation and mainte-nance,mobile micro-websites,and APP devel-opment and use.Fourth,career expansionskills.Encourage students to obtain vocationalskill certificates related to digital trade,ex-panding the scope of 1+X certificates,so as tohave strong knowledge update and career ex-pansion skills on innovation and entrepre-neurship platforms.Fifth,internationalizeddigital skills.Cultivate students’abilities toflexibly use international social platforms topromote products.
Data mining skills,big data analysis skills,digital software operation skills,career expan-sion skills,and internationalized digital skillsare mutually supportive and complementary,representing five new skill cultivation require-ments for innovation and entrepreneurshipeducation to adapt to the requirements of thedigital economy,constituting the specific con-tent of talent cultivation in the new innovationand entrepreneurship education paradigm.Possessing these ive skills comprehensivelycan empower innovation and entrepreneur-ship talents,forming their core competitive-ness in innovation and entrepreneurship inthe digital economy society.The mutual rela-tionships among the five skills are shown inFigure 4.
Figure 4:Mutual Relationships of Quintuple Skills
Ultimately,by cultivating “quintuple skills”as the content foundation for innovation and entrepreneurship education, “quadruplefusion”as the dimensions of innovation and entrepreneurship education,”dual-cored riven”as the driving factors for the mechanism construction of innovation and entrepreneurship education,and “trinity integration”
as the operational approach (learning service requirements)for innovation and entrepreneurship education,a new paradigm for talent cultivation in innovation and entrepreneur-ship education under the background of the digital economy can be established.The overall logical structure of the paradigm is shown in Figure 5.
Figure 5:Logical Structure of the New Para-digm for Talent Cultivation in University In-novation and Entrepreneurship Educationunder the Background of the Digital Econo-my
4.Conclusion
Based on solid research work,this paperproposes constructing a new paradigm fortalent cultivation in innovation and entrepre-neurship education under the background ofthe digital economy,characterized by”du-al-core driven,trinity integration,quadruplefusion,and quintuple skills.”Dual-core drivenrefers to using case development and practiceplatforms as the two cores to drive thehigh-quality development of the entire innova-tion and entrepreneurship education.Trinity integration refers to the teaching linkage ofthree levels—classroom experiential teaching,on-campus entrepreneurial practice,andoff-campus corporate internships—to compre-hensively enhance students’innovation andentrepreneurship abilities.Quadruple fusionrefers to the integration of theoretical teachingand practical exercises,the integration of busi-ness operations and case summaries,the inte-gration of on-campus learning and off-campusexpansion,and the integration of effect feed-back and continuous improvement,achievinginnovaion and entrepreneurship education infour dimensions.Quintuple skills refer to cul-tivating data mining skills,big data analysisskills,digital software operation skills,careerexpansion skills,and internationalized digitalskills,forging students’core competitivenessin innovation and entrepreneurship in the dig-ital economy era.Carrying out talent cultiva-tion in innovation and entrepreneurship edu-cation with the new paradigm can ultimatelysignificantly improve the quality of talent culti-vation,producing high-quality innovation andentrepreneurship talents who meet the re-quirements of the digital economy era andmaster digital society innovation and entrepre-neurship skills.
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