基于“过程- 结果”的高职院校创新创业教育质量评价研究

A Process-Outcome-Based Quality Evaluation of Innovation and Entrepreneurship Education in Higher Vocational Colleges

我国高职院校创新创业教育发展迅速,但创新创业教育质量评价研究相对滞后。以高职院校学生为调查对象,在31个省市共收集有效问卷28232份,通过学生自我认知来评价创新创业教育过程要素和教育成效,并分析教育过程要素对教育成效的影响。结果表明:高职院校创新创业教育质量评价总体上处于中等偏上水平,且以培养学生创业精神、激发学生创业意愿为主,对提升学生创业技能相对不足;不同背景的学生对创新创业教育质量评价存在显著差异;教育过程要素对创新创业教育成效具有显著影响,影响大小依次为政府支持、师生共创、创业竞赛、创业实践、课堂教学、个人资源。建议通过确立创业型技术技能人才培养目标、校企共同构建理实一体化课程体系、扩大师生共创项目制度供给、完善政府和社会的功能定位等措施,深化创新创业教育改革。

Innovation and entrepreneurship education in higher vocational colleges in China has developed rapidly,but the research on its quality evaluation is relatively under-developed.In this study,28,232 valid questionnaires were collected in 31 provinces to evaluate the elements of innovation and entrepreneurship education and the educational effectiveness through students'self-cognition,and to analyze the impact of the elements in the educational process on educational outcomes.The results show that the evaluation of innovation and entrepreneurship education in higher vocational colleges is generally at the upper-middle level,and the education in this regard is mainly intended to cultivate students'entrepreneurial spirit and stimulate their entrepreneurial willingness.However,this is relatively insufficient to improve students'entrepreneurial skills.Students from different backgrounds show significant differences in their evaluation for the quality of innovation and entrepreneurship education.The elements of the educational process are found to have a significant impact on the effectiveness of innovation and entrepreneurship education and in terms of their weight of impact these elements form a sequence as follows:government support,teacher-student co-creation,entrepreneurial competition,entrepreneurial practice,classroom teaching,and personal resources.It is advisable to deepen the development of innovation and entrepreneurship education in higher vocational colleges by establishing objectives for the training of entrepreneurial technical skills;building a school-enterprise joint curriculum system characterized by the integration between theory and practice;increasing the policy supplies to promote teacher-student co-creation projects;and improving the functional positioning of both the government and the society.