在创新创业驱动时代发展的背景下,高校创业教育不仅要培养学生的理论素养,还要提升学生的创业心智。中华优秀传统文化蕴含的“坚忍不拔信念”“辩证系统思维”“多维创新能力”等智慧,对提升大学生创业心智具有重要的时代意义。因此,大...在创新创业驱动时代发展的背景下,高校创业教育不仅要培养学生的理论素养,还要提升学生的创业心智。中华优秀传统文化蕴含的“坚忍不拔信念”“辩证系统思维”“多维创新能力”等智慧,对提升大学生创业心智具有重要的时代意义。因此,大学生创业心智的提升应将中华优秀传统文化元素引入大学生创业课程体系建设,应将中华优秀传统文化思想融入创业师资队伍培养,应将中华优秀传统文化场景嵌入大学生创业实践平台搭建,应让传承中华优秀传统文化智慧引领创业社会环境优化。In the context of the era of innovation and entrepreneurship driven development, entrepreneurship education in colleges and universities should not only cultivate students’ theoretical literacy, but also improve students’ entrepreneurial mind. The wisdom of “persevering faith”, “dialectical system thinking” and “multi-dimensional innovation ability” contained in the excellent traditional Chinese culture is of great significance to the improvement of college students’ entrepreneurial mind. Therefore, the improvement of college students’ entrepreneurial mind should introduce the excellent traditional cultural elements of China into the construction of the college students’ entrepreneurship curriculum system, integrate China’s excellent traditional cultural ideas into the training of entrepreneurial teachers, embed Chinese excellent traditional cultural scenes into the college students’ entrepreneurship practice platform, and let the wisdom inherit China’s excellent traditional cultural wisdom lead the optimization of the entrepreneurial social environment.展开更多
研究以针对缺乏对于高校中层管理者变革信念量表开发的研究,通过变革信念文献回顾,提出包含差异信念、适配性信念、效价信念、效应感信念、模仿信念和强制信念六个维度的量表框架和27个问项;之后,基于采集到的356份有效问卷,通过探索性...研究以针对缺乏对于高校中层管理者变革信念量表开发的研究,通过变革信念文献回顾,提出包含差异信念、适配性信念、效价信念、效应感信念、模仿信念和强制信念六个维度的量表框架和27个问项;之后,基于采集到的356份有效问卷,通过探索性和验证性因子分析,形成了包含24个测量题目的高校中层管理者变革信念量表。The study addresses the lack of research on the development of a scale for measuring change beliefs of middle-level managers in higher education institutions. Through a literature review on change beliefs, a scale framework encompassing six dimensions—differential beliefs, adaptability beliefs, valence beliefs, efficacy beliefs, imitation beliefs, and coercion beliefs—along with 27 items is proposed. Subsequently, based on 356 valid questionnaires collected, an exploratory and confirmatory factor analysis was conducted, resulting in a refined scale, consisting of 24 measurement items, for measuring change beliefs of middle-level managers in higher education institutions.展开更多
文摘在创新创业驱动时代发展的背景下,高校创业教育不仅要培养学生的理论素养,还要提升学生的创业心智。中华优秀传统文化蕴含的“坚忍不拔信念”“辩证系统思维”“多维创新能力”等智慧,对提升大学生创业心智具有重要的时代意义。因此,大学生创业心智的提升应将中华优秀传统文化元素引入大学生创业课程体系建设,应将中华优秀传统文化思想融入创业师资队伍培养,应将中华优秀传统文化场景嵌入大学生创业实践平台搭建,应让传承中华优秀传统文化智慧引领创业社会环境优化。In the context of the era of innovation and entrepreneurship driven development, entrepreneurship education in colleges and universities should not only cultivate students’ theoretical literacy, but also improve students’ entrepreneurial mind. The wisdom of “persevering faith”, “dialectical system thinking” and “multi-dimensional innovation ability” contained in the excellent traditional Chinese culture is of great significance to the improvement of college students’ entrepreneurial mind. Therefore, the improvement of college students’ entrepreneurial mind should introduce the excellent traditional cultural elements of China into the construction of the college students’ entrepreneurship curriculum system, integrate China’s excellent traditional cultural ideas into the training of entrepreneurial teachers, embed Chinese excellent traditional cultural scenes into the college students’ entrepreneurship practice platform, and let the wisdom inherit China’s excellent traditional cultural wisdom lead the optimization of the entrepreneurial social environment.
文摘研究以针对缺乏对于高校中层管理者变革信念量表开发的研究,通过变革信念文献回顾,提出包含差异信念、适配性信念、效价信念、效应感信念、模仿信念和强制信念六个维度的量表框架和27个问项;之后,基于采集到的356份有效问卷,通过探索性和验证性因子分析,形成了包含24个测量题目的高校中层管理者变革信念量表。The study addresses the lack of research on the development of a scale for measuring change beliefs of middle-level managers in higher education institutions. Through a literature review on change beliefs, a scale framework encompassing six dimensions—differential beliefs, adaptability beliefs, valence beliefs, efficacy beliefs, imitation beliefs, and coercion beliefs—along with 27 items is proposed. Subsequently, based on 356 valid questionnaires collected, an exploratory and confirmatory factor analysis was conducted, resulting in a refined scale, consisting of 24 measurement items, for measuring change beliefs of middle-level managers in higher education institutions.
