东北大学学报(社会科学版) ›› 2025, Vol. 27 ›› Issue (3): 142-150.DOI: 10.15936/j.cnki.1008-3758.2025.03.016

• 高等教育研究 • 上一篇    

中国创业教育年谱制作与元分析检验

傅颖1, 贾建锋2, 曹曼婷3   

  1. 1.南昌大学 公共政策与管理学院,江西 南昌 330031
    2.东北大学 工商管理学院,辽宁 沈阳 110169
    3.上海对外经贸大学 国际经贸学院,上海 201620
  • 收稿日期:2024-06-11 出版日期:2025-05-25 发布日期:2025-06-17
  • 作者简介:傅 颖,南昌大学副教授,管理学博士
    贾建锋,东北大学教授,博士生导师。
  • 基金资助:
    国家社会科学基金重大项目(23&ZD053);江西省自然科学基金项目(20244BAA10052)

Chronological Compilation and Meta-analytic Testing of Entrepreneurship Education in China:Empirical Evidence Based on Big Data from the Time Perspective

Ying FU1, Jianfeng JIA2, Manting CAO3   

  1. 1.School of Public Policy and Administration,Nanchang University,Nanchang 330031,China
    2.School of Business Administration,Northeastern University,Shenyang 110169,China
    3.School of International Economics and Trade,Shanghai University of Foreign Economics and Trade,Shanghai 201620,China
  • Received:2024-06-11 Online:2025-05-25 Published:2025-06-17

摘要:

创业教育既是大学转型发展的抓手,也是建设创新型国家的动能。来自管理学和教育学的学者进行了大量基于实践总结的创业教育研究,但缺乏系统、全面和高可信度的梳理与总结。将时间因素加入到创业教育研究中,基于过程演化视角研究创业教育并探索其效果。利用大数据爬虫技术和人工编码,在大量史料中再现了中国创业教育发展轨迹,弥补了中国创业教育年谱制作的空白,进行了较为客观的创业教育阶段划分;进一步利用51篇实证文献和240 957个样本,运用元分析研究方法揭示了2015年后创业教育对大学生创业意向的影响效果更为显著,刻画了2015年在中国创业教育历史进程中所发挥的具有转折点性质的作用。

关键词: 创业教育, 年谱, 大数据, 元分析, 中国经验, 创业意向

Abstract:

Entrepreneurship education has been both a catalyst for the transformation and development of universities and a kinetic force for the construction of innovative countries. Management and education scholars have conducted many entrepreneurship education studies based on practice summaries. However, systematic, comprehensive, and highly credible sorting and summarizing are lacking. Accordingly, the time factor is added into entrepreneurship education research to study entrepreneurship education and explore its effects from the process evolutionary perspective. Using big data crawling technology and manual coding, the development trajectory of entrepreneurship education in China is reproduced from a large amount of historical data. In doing so, the gap of the chronology of entrepreneurship education in China is filled and a more objective division of entrepreneurship education stages is conducted. Further utilizing 51 empirical studies and 240 957 samples, the meta-analytic research methodology is used and the findings reveal that the effect of entrepreneurship education on college students’ entrepreneurial intention is more significant after 2015, portraying the role played by 2015 in the historical process of China’s entrepreneurship education with the nature of a turning point.

Key words: entrepreneurship education, chronology, big data, meta-analysis, China experience, entrepreneurial intention

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