大学创业教育对学生创业意愿的影响研究
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摘要
2008年,中国经历了太多考验,奥运之前的天灾,奥运之后以美国次贷危机引发的国际金融危机,导致国内股市、楼市大跌,失业率增加,经济增长放慢,GDP增长5年来首次低于10%,通货膨胀率创下12年来的新高。由这次金融危机引发的国内消费需求萎缩,使国内经济遭受了一定的影响,更会对国内相对过剩的生产能力带来很多问题,比如大批中小型企业倒闭,进而加剧国内就业形势。
根据刚刚结束的2009年国家公务员考试报名统计数据显示,今年审查通过的报考人数接近百万,大幅超过2008年的80万大关,最热门职位的竞争率首次超过4000:1。根据最近三年的统计数据,报考公务员的年轻人每年递增20万,跻身行政系统似乎越来越成为年轻人的集体理想1。
面临着国外国内愈加严峻的经济环境,加之近年我国正处在人口总量、劳动就业人口总量的高峰期,就业结构性矛盾更加突出。大学毕业生群体在面临就业的重重重压的同时,也面临着更多新的机遇和挑战。2007年党的十七大报告中明确提出:“要实施扩大就业的发展战略,促进以创业带动就业。把鼓励创业、支持创业摆到就业工作更加突出的位置。”从上世纪末开始,大学生创业、创业教育的话题就成为社会关注的焦点问题,如何切实推动我国的大学生创业蓬勃发展以缓解就业问题,是一个从国家到个人、从社会到学校以及家庭的重要命题,需要各方力量共同配合。其中,学校的创业教育是为学生创业活动提供知识和技能支持的重要来源,是影响学生创业意愿极其重要的因素,因此,研究学校创业教育对大学生创业意愿的影响就具有十分重要的现实意义。
学生的创业意愿(Entrepreneurial Intention)是指学生选择自主创业的可能性(Phillip H.Phan,2002)。在Christian Luthje和Nikolaus Franke(2003)有关MTI工科学生创业倾向的调查文章中以“毕业后在可预见的将来创业的可能性”来衡量学生的创业意愿。创业意愿是实施创业行为的一个先决因素,因此对创业意愿的研究具有十分重要的现实意义。以往研究创业意愿模型有许多成果,笔者在文中对以往的创业意愿研究模型进行了整理和评述,发现现有的关于创业意愿的理论研究绝大多数都是以企业家、社会创业者为研究对象的,缺乏专门针对大学生群体的影响因素模型的研究。而有限的对于大学生群体的创业意愿研究的文献,也是基于企业家或创业者的模型进行的。但无论是理论研究还是实践都证明,影响大学生群体创业意愿的因素与已有工作经验的创业者是不同的,比如De Noble等(1999)的研究发现,对于学生样本来说,机会识别和创新环境两个创业效能感分量表的得分与他们的创业意愿和实际准备行为呈显著正相关;而对于全职经理人样本来说,则是关系网络和关键资源两个创业效能感分量表的得分与他们的创业意愿和实际准备行为呈显著正相关。他们的研究认为,这一差异主要是因为两类群体不同的先验经验导致了他们考虑问题的侧重点不同而引起。鉴于此,通过研究影响大学生创业意愿的先验经验从而找到影响其创业意愿的作用路径对创业教育实践就显得非常重要了,因为只有这样才可能找到提升大学生创业意愿的具体措施。而众所周知,大学生创业的先验经验主要来自于学校提供的创业教育以及基于创业教育开展的各项创业实践活动。所以,本研究基于创业教育的视角,从理论上弥补创业意愿研究的不足,从实践上为政策制定者和创业教育的实践者提供一定的指导和帮助。
根据已有的对创业教育的研究总结,创业教育的内容包含四个方面:创业意识、创业品质、创业能力和创业知识。也就是说创业教育的目标是从这四个方面全面提升潜在创业者,使其具备并不断完善成为创业者所需的各种知识、能力和素质。鉴于“意识”概念测量的复杂性,本次研究没有将创业意识纳入研究的变量。希望今后的研究能够弥补这方面的空缺。本研究主要基于浙江大学的学者贺丹构建的影响大学生创业意愿的模型,在弥补其学生群体的特性体现不够充分这一缺陷的基础上,通过加入创业教育的内容以及改进影响大学生创业意愿的作用方式来构建新的影响因素模型,以探讨创业教育同大学生创业意愿之间的关系。
从学校创业教育的角度揭示影响大学生群体创业意愿的因素模型是具有重要的现实意义的。一方面,大学阶段对于每个青年都是十分重要的时期,在大学期间,对年轻人的人格特质的形成、知识和能力的提升等各个方面都有非常重要和深刻的影响;另一方面,学校创业教育模式、课程设置、教学方法又是可以选择和调整优化的,探求更适合我国国情的、有利于推动我国毕业生创业的大学生创业教育体系,一直是国家、社会、学校共同探索和不断求解的命题。所以探讨创业教育的哪些内容会对大学生创业意愿产生影响、这些影响又是通过怎样的方式发生的,对目前我国创业教育体制的优化具有较为重要的指导作用。
本文的主要创新点在于:
第一,首次从创业教育的视角研究学校创业教育对大学生的创业意愿是否有影响以及其影响机制是什么。大学生群体与企业家、社会创业者之间存在很大差异,在大学的学习和生活对他们人格的培养和形成会产生很大影响,而且学生创业的先验经验主要也来自于学校提供的创业教育以及基于创业教育开展的各项创业实践活动,因此,本研究选择从创业教育的视角,尝试构建更符合大学生身份的影响其创业意愿的理论模型,希望可以从理论上弥补创业意愿研究的不足,从实践上为政策制定者和创业教育的实践者提供一定的指导和帮助。
第二,本文基于企业家和社会创业者的创业意愿研究模型,在充分考虑大学生群体的特殊性的前提下,除了研读文献,还通过深度访谈和焦点小组讨论等定性研究,重新构建了体现当代大学生时代特征的创业意愿影响因素的理论模型(见下图)。
新的模型考虑到学校教育以及学生的在校经历会对学生产生重要影响,因此在个人背景因素中突出在校经历对学生人格特质产生的影响,同时提出在校经历对学生创业知识的积累也会产生影响的假设。另外,模型考察了创业知识和创业能力对创业意愿的影响以及二者之间的影响关系。
通过研究发现,学生的个人特质(本研究采用前瞻性人格)对创业态度的影响显著(路径系数为0.708,p<0.001),创业态度对创业意愿的影响也很显著(路径系数为0.585,p<0.001)。鉴于此,本文提出创业教育须有针对性地培养大学生创业方面的人格特质,如主动性、寻求变革、影响力等;或者甄别出具有前瞻性人格特质的学生进行专门的指导和教育,使其具备并不断提高企业经营管理的能力,再通过提供政策和资金方面的支持,使得这些学生的创业意愿付诸行动,并令他们的企业成功地进入企业化运作。
此外,学生的在校经历对学生创业知识的积累和前瞻性人格的培养都有比较显著的影响。这个结论也证实本研究提出的:在校经历对于学生人格的培养和形成存在较大的影响。创业教育的三个内容之间,创业品质(前瞻性人格)对创业能力和创业知识有一定的影响作用。而创业知识对创业意愿的路径影响作用不显著,从创业能力到创业意愿的路径系数也比较小(0.197,p<0.001)。导致这个结果的可能原因是,创业教育是渗透在大学教育培养的体系之中的,在对学生进行创业知识和创业能力培养的同时,事实上也是在提高着学生的就业能力。而具备足够的创业能力和创业知识并非学生选择自主创业的充分条件,所以说,学生的创业选择是多种因素共同作用的结果。
第三,本研究考察了性别和父母角色对大学生创业意愿的影响,为制订个性化的创业教育体系提供理论支持。通过分性别比较模型拟合指数发现,在校经历对男生创业知识的积累影响更大,这说明男性学生在校经历越丰富,对其创业知识的积累更有利;而通过模型形态的恒等性检验证明,该创业意愿模型对男性女性都基本具有普适性。而父母是否创业对学生创业意愿的影响作用非常明显,父母曾有过创业经历的,其子女未来选择创业的可能性也越大;而通过父母角色对模型路径是否存在调节作用的检验发现,该模型在父母有创业经历和没有创业经历的两个学生群体中没有显著差异,同样具有普适性。
第四,本文开创性地采用以过去的现实表现和行为来测度未来创业意愿的方法,使得研究结论更加可信。现有的关于大学生创业意愿的测度方法略显单一,在以往为数不多的有关学生创业意愿的定量研究中,大都以比较单一的方法来测量学生创业意愿,即由调查对象对自身创业意愿作出主观评判,而忽略了个体客观行为对其创业意愿的反映作用。以该方法获得的测度结果受个体主观影响较大,不一定能准确体现其实际创业意愿。而本研究采用了Macro van Gelderen等(2006),Bagozzi和Kimmel(1995),Armitage和Conner(2001)对创业意愿的单变量测量,并结合学生特性,比如以往兴趣、计划、偏好、受限制时的职业偏好、行为期望等形成的从多方面测量学生创业意愿的量表。以过去的现实的表现和行为反映的未来创业意愿的可能性很大程度上避免了学生通过主观判断的随意性,使得研究结论更加具有说服力。
China is beginning to suffer too many tribulations in 2008, Wenchuan Earthquake, the depression of economy caused by the financial crisis which has brought the ailing stock market, the property market downturn, the increasing unemployment and the slowest growth pace in five years. There have been growing signs that the economy might slow more sharply than expected. More and more businesses were struggling amid weakening external demand. With the economy teetering on the edge of recession, the whole marketplace has been affected. It is indubitable that every graduate is facing a much more challenging environment this year.
According to the national civil service examination registration statistics in 2009 shows that the number of qualified candidates is close to one million, which exceeded 80 million in 2008. The highest competitive rate is raising 4000:1 for the first time. In the past three years, the increasing number of civil service examination is 200,000 annually, and it seems that becoming one of civil servants has been the collective ideal for more and more young people.
Facing with the increasingly severe foreign and domestic economic environment, particularly in recent years, the number of total population and employment in China tended to the peak, which will lead to the contradictions in the structure of employment more prominent. While the graduates are facing with the huge challenge, there are more and more new opportunities for them at the same time. In the 17th party congress, it was claimed clearly that, "Implement the development strategies to expand employment, and promote entrepreneurship in order to promote employment. Make encouraging entrepreneurship and supporting business a more prominent position in solving employment problem." From the end of the last century, students start their own business and enterprise education has become the hot topics. How to effectively promote the students start their own business is a focus concerned by the individual, the schools, the community, and even the state. The school's enterprise education is an important source which provides knowledge and technical support, and is also a main part of the influencing factors. All in all, the study of students’entrepreneurship and the schools’enterprise education is of great practical significance.
Entrepreneurial Intention is a potential entrepreneur’s subjective attitude to entrepreneurial activity. It describes how much you are similar to the entrepreneurs as well as people's attitude towards entrepreneurship and their ability. The individual entrepreneurial intention has a strong forecast effect to his entrepreneurial behavior (Bird and Brush, 2003). The will of conducting a business is a predetermination of making it a reality, so the study of entrepreneurial intention is of great practical significance. According to the previous entrepreneurial intention literatures, found that most of the existing studies were about the entrepreneurs, and there was a lack of study about the college students. Moreover, both the theoretical research and the practice have proved that the factors which impact the students are much different from those impact the experienced entrepreneurs (De Noble et al, 1999). In view of this, it is necessary to carry out the influencing factor module for students only to fill the vacancy of entrepreneurial intention study, and to a certain extent, to provide guidance and assistance practically.
The existing researches summarized the enterprise education includes the following four aspects, entrepreneur consciousness, entrepreneurial quality, entrepreneur capability and entrepreneurial knowledge. That is to say the enterprise education enhance the potential entrepreneurs more qualified by educating them in terms of the above four aspects. Because of the complex concept and incapable measurement of "consciousness", this study did not consider the entrepreneurial consciousness as an variable, and hope that the latter research could make up for this vacancy. The module in this paper was mainly based on He Dan’s study, a scholar in Zhejiang University, and tried to add in the three aspects of enterprise education in order to explore what the key factors were that could influence students starting their business and how they worked.
It is meaningful to reveal the influencing factors of entrepreneurial intention to students from the perspective of enterprise education. On the one hand, the experience in university for youth is very important. It might bring profound impact on their personality, knowledge and the ability. On the other hand, pattern of school education, curriculum and teaching methods can be chosen and modified. Exploring more suitable education pattern will help promote the employment of college graduates.
The innovation of this study is building students’influencing factors module of entrepreneurial intention, and taking into account the lack of practical work experience, additionally, the college education has a great impact on their personality traits, knowledge and ability.
The results show that the influence of proactive personality to entrepreneurial attitude and the influence of entrepreneurial attitude to entrepreneurial intention are both very significant. For it is proposed the enterprise education could emphasize on training proactive personality, or identify the students with proactive personality and educate them constantly enhance their management capacity. It can make the policy and financial support much more profitable.
根据刚刚结束的2009年国家公务员考试报名统计数据显示,今年审查通过的报考人数接近百万,大幅超过2008年的80万大关,最热门职位的竞争率首次超过4000:1。根据最近三年的统计数据,报考公务员的年轻人每年递增20万,跻身行政系统似乎越来越成为年轻人的集体理想1。
面临着国外国内愈加严峻的经济环境,加之近年我国正处在人口总量、劳动就业人口总量的高峰期,就业结构性矛盾更加突出。大学毕业生群体在面临就业的重重重压的同时,也面临着更多新的机遇和挑战。2007年党的十七大报告中明确提出:“要实施扩大就业的发展战略,促进以创业带动就业。把鼓励创业、支持创业摆到就业工作更加突出的位置。”从上世纪末开始,大学生创业、创业教育的话题就成为社会关注的焦点问题,如何切实推动我国的大学生创业蓬勃发展以缓解就业问题,是一个从国家到个人、从社会到学校以及家庭的重要命题,需要各方力量共同配合。其中,学校的创业教育是为学生创业活动提供知识和技能支持的重要来源,是影响学生创业意愿极其重要的因素,因此,研究学校创业教育对大学生创业意愿的影响就具有十分重要的现实意义。
学生的创业意愿(Entrepreneurial Intention)是指学生选择自主创业的可能性(Phillip H.Phan,2002)。在Christian Luthje和Nikolaus Franke(2003)有关MTI工科学生创业倾向的调查文章中以“毕业后在可预见的将来创业的可能性”来衡量学生的创业意愿。创业意愿是实施创业行为的一个先决因素,因此对创业意愿的研究具有十分重要的现实意义。以往研究创业意愿模型有许多成果,笔者在文中对以往的创业意愿研究模型进行了整理和评述,发现现有的关于创业意愿的理论研究绝大多数都是以企业家、社会创业者为研究对象的,缺乏专门针对大学生群体的影响因素模型的研究。而有限的对于大学生群体的创业意愿研究的文献,也是基于企业家或创业者的模型进行的。但无论是理论研究还是实践都证明,影响大学生群体创业意愿的因素与已有工作经验的创业者是不同的,比如De Noble等(1999)的研究发现,对于学生样本来说,机会识别和创新环境两个创业效能感分量表的得分与他们的创业意愿和实际准备行为呈显著正相关;而对于全职经理人样本来说,则是关系网络和关键资源两个创业效能感分量表的得分与他们的创业意愿和实际准备行为呈显著正相关。他们的研究认为,这一差异主要是因为两类群体不同的先验经验导致了他们考虑问题的侧重点不同而引起。鉴于此,通过研究影响大学生创业意愿的先验经验从而找到影响其创业意愿的作用路径对创业教育实践就显得非常重要了,因为只有这样才可能找到提升大学生创业意愿的具体措施。而众所周知,大学生创业的先验经验主要来自于学校提供的创业教育以及基于创业教育开展的各项创业实践活动。所以,本研究基于创业教育的视角,从理论上弥补创业意愿研究的不足,从实践上为政策制定者和创业教育的实践者提供一定的指导和帮助。
根据已有的对创业教育的研究总结,创业教育的内容包含四个方面:创业意识、创业品质、创业能力和创业知识。也就是说创业教育的目标是从这四个方面全面提升潜在创业者,使其具备并不断完善成为创业者所需的各种知识、能力和素质。鉴于“意识”概念测量的复杂性,本次研究没有将创业意识纳入研究的变量。希望今后的研究能够弥补这方面的空缺。本研究主要基于浙江大学的学者贺丹构建的影响大学生创业意愿的模型,在弥补其学生群体的特性体现不够充分这一缺陷的基础上,通过加入创业教育的内容以及改进影响大学生创业意愿的作用方式来构建新的影响因素模型,以探讨创业教育同大学生创业意愿之间的关系。
从学校创业教育的角度揭示影响大学生群体创业意愿的因素模型是具有重要的现实意义的。一方面,大学阶段对于每个青年都是十分重要的时期,在大学期间,对年轻人的人格特质的形成、知识和能力的提升等各个方面都有非常重要和深刻的影响;另一方面,学校创业教育模式、课程设置、教学方法又是可以选择和调整优化的,探求更适合我国国情的、有利于推动我国毕业生创业的大学生创业教育体系,一直是国家、社会、学校共同探索和不断求解的命题。所以探讨创业教育的哪些内容会对大学生创业意愿产生影响、这些影响又是通过怎样的方式发生的,对目前我国创业教育体制的优化具有较为重要的指导作用。
本文的主要创新点在于:
第一,首次从创业教育的视角研究学校创业教育对大学生的创业意愿是否有影响以及其影响机制是什么。大学生群体与企业家、社会创业者之间存在很大差异,在大学的学习和生活对他们人格的培养和形成会产生很大影响,而且学生创业的先验经验主要也来自于学校提供的创业教育以及基于创业教育开展的各项创业实践活动,因此,本研究选择从创业教育的视角,尝试构建更符合大学生身份的影响其创业意愿的理论模型,希望可以从理论上弥补创业意愿研究的不足,从实践上为政策制定者和创业教育的实践者提供一定的指导和帮助。
第二,本文基于企业家和社会创业者的创业意愿研究模型,在充分考虑大学生群体的特殊性的前提下,除了研读文献,还通过深度访谈和焦点小组讨论等定性研究,重新构建了体现当代大学生时代特征的创业意愿影响因素的理论模型(见下图)。
新的模型考虑到学校教育以及学生的在校经历会对学生产生重要影响,因此在个人背景因素中突出在校经历对学生人格特质产生的影响,同时提出在校经历对学生创业知识的积累也会产生影响的假设。另外,模型考察了创业知识和创业能力对创业意愿的影响以及二者之间的影响关系。
通过研究发现,学生的个人特质(本研究采用前瞻性人格)对创业态度的影响显著(路径系数为0.708,p<0.001),创业态度对创业意愿的影响也很显著(路径系数为0.585,p<0.001)。鉴于此,本文提出创业教育须有针对性地培养大学生创业方面的人格特质,如主动性、寻求变革、影响力等;或者甄别出具有前瞻性人格特质的学生进行专门的指导和教育,使其具备并不断提高企业经营管理的能力,再通过提供政策和资金方面的支持,使得这些学生的创业意愿付诸行动,并令他们的企业成功地进入企业化运作。
此外,学生的在校经历对学生创业知识的积累和前瞻性人格的培养都有比较显著的影响。这个结论也证实本研究提出的:在校经历对于学生人格的培养和形成存在较大的影响。创业教育的三个内容之间,创业品质(前瞻性人格)对创业能力和创业知识有一定的影响作用。而创业知识对创业意愿的路径影响作用不显著,从创业能力到创业意愿的路径系数也比较小(0.197,p<0.001)。导致这个结果的可能原因是,创业教育是渗透在大学教育培养的体系之中的,在对学生进行创业知识和创业能力培养的同时,事实上也是在提高着学生的就业能力。而具备足够的创业能力和创业知识并非学生选择自主创业的充分条件,所以说,学生的创业选择是多种因素共同作用的结果。
第三,本研究考察了性别和父母角色对大学生创业意愿的影响,为制订个性化的创业教育体系提供理论支持。通过分性别比较模型拟合指数发现,在校经历对男生创业知识的积累影响更大,这说明男性学生在校经历越丰富,对其创业知识的积累更有利;而通过模型形态的恒等性检验证明,该创业意愿模型对男性女性都基本具有普适性。而父母是否创业对学生创业意愿的影响作用非常明显,父母曾有过创业经历的,其子女未来选择创业的可能性也越大;而通过父母角色对模型路径是否存在调节作用的检验发现,该模型在父母有创业经历和没有创业经历的两个学生群体中没有显著差异,同样具有普适性。
第四,本文开创性地采用以过去的现实表现和行为来测度未来创业意愿的方法,使得研究结论更加可信。现有的关于大学生创业意愿的测度方法略显单一,在以往为数不多的有关学生创业意愿的定量研究中,大都以比较单一的方法来测量学生创业意愿,即由调查对象对自身创业意愿作出主观评判,而忽略了个体客观行为对其创业意愿的反映作用。以该方法获得的测度结果受个体主观影响较大,不一定能准确体现其实际创业意愿。而本研究采用了Macro van Gelderen等(2006),Bagozzi和Kimmel(1995),Armitage和Conner(2001)对创业意愿的单变量测量,并结合学生特性,比如以往兴趣、计划、偏好、受限制时的职业偏好、行为期望等形成的从多方面测量学生创业意愿的量表。以过去的现实的表现和行为反映的未来创业意愿的可能性很大程度上避免了学生通过主观判断的随意性,使得研究结论更加具有说服力。
China is beginning to suffer too many tribulations in 2008, Wenchuan Earthquake, the depression of economy caused by the financial crisis which has brought the ailing stock market, the property market downturn, the increasing unemployment and the slowest growth pace in five years. There have been growing signs that the economy might slow more sharply than expected. More and more businesses were struggling amid weakening external demand. With the economy teetering on the edge of recession, the whole marketplace has been affected. It is indubitable that every graduate is facing a much more challenging environment this year.
According to the national civil service examination registration statistics in 2009 shows that the number of qualified candidates is close to one million, which exceeded 80 million in 2008. The highest competitive rate is raising 4000:1 for the first time. In the past three years, the increasing number of civil service examination is 200,000 annually, and it seems that becoming one of civil servants has been the collective ideal for more and more young people.
Facing with the increasingly severe foreign and domestic economic environment, particularly in recent years, the number of total population and employment in China tended to the peak, which will lead to the contradictions in the structure of employment more prominent. While the graduates are facing with the huge challenge, there are more and more new opportunities for them at the same time. In the 17th party congress, it was claimed clearly that, "Implement the development strategies to expand employment, and promote entrepreneurship in order to promote employment. Make encouraging entrepreneurship and supporting business a more prominent position in solving employment problem." From the end of the last century, students start their own business and enterprise education has become the hot topics. How to effectively promote the students start their own business is a focus concerned by the individual, the schools, the community, and even the state. The school's enterprise education is an important source which provides knowledge and technical support, and is also a main part of the influencing factors. All in all, the study of students’entrepreneurship and the schools’enterprise education is of great practical significance.
Entrepreneurial Intention is a potential entrepreneur’s subjective attitude to entrepreneurial activity. It describes how much you are similar to the entrepreneurs as well as people's attitude towards entrepreneurship and their ability. The individual entrepreneurial intention has a strong forecast effect to his entrepreneurial behavior (Bird and Brush, 2003). The will of conducting a business is a predetermination of making it a reality, so the study of entrepreneurial intention is of great practical significance. According to the previous entrepreneurial intention literatures, found that most of the existing studies were about the entrepreneurs, and there was a lack of study about the college students. Moreover, both the theoretical research and the practice have proved that the factors which impact the students are much different from those impact the experienced entrepreneurs (De Noble et al, 1999). In view of this, it is necessary to carry out the influencing factor module for students only to fill the vacancy of entrepreneurial intention study, and to a certain extent, to provide guidance and assistance practically.
The existing researches summarized the enterprise education includes the following four aspects, entrepreneur consciousness, entrepreneurial quality, entrepreneur capability and entrepreneurial knowledge. That is to say the enterprise education enhance the potential entrepreneurs more qualified by educating them in terms of the above four aspects. Because of the complex concept and incapable measurement of "consciousness", this study did not consider the entrepreneurial consciousness as an variable, and hope that the latter research could make up for this vacancy. The module in this paper was mainly based on He Dan’s study, a scholar in Zhejiang University, and tried to add in the three aspects of enterprise education in order to explore what the key factors were that could influence students starting their business and how they worked.
It is meaningful to reveal the influencing factors of entrepreneurial intention to students from the perspective of enterprise education. On the one hand, the experience in university for youth is very important. It might bring profound impact on their personality, knowledge and the ability. On the other hand, pattern of school education, curriculum and teaching methods can be chosen and modified. Exploring more suitable education pattern will help promote the employment of college graduates.
The innovation of this study is building students’influencing factors module of entrepreneurial intention, and taking into account the lack of practical work experience, additionally, the college education has a great impact on their personality traits, knowledge and ability.
The results show that the influence of proactive personality to entrepreneurial attitude and the influence of entrepreneurial attitude to entrepreneurial intention are both very significant. For it is proposed the enterprise education could emphasize on training proactive personality, or identify the students with proactive personality and educate them constantly enhance their management capacity. It can make the policy and financial support much more profitable.
引文
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