RESEARCH ON THE TRAINING PATH OF

INNOVATIVE AND ENTREPRENEURIAL

TALENTS IN COLLEGES AND UNIVERSITIES

BASED ON THE THEORY OF INNOVATION

ECOLOGY

Puhong Qin*

School of Cultural Industry Management, Shanghai Institute of Visual Arts,

Shanghai, 201620, China

School of Humanities and Social Sciences, City University of Macau, Macau,

999078, China

qph_mm@163.com

Reception: 11/03/2023 Acceptance: 04/05/2023 Publication: 22/05/2023

Suggested citation:

Qin, P. (2023). Research on the training path of innovative and

entrepreneurial talents in colleges and universities based on the theory

of innovation ecology. 3C TIC. Cuadernos de desarrollo aplicados a las TIC,

12(2), 278-298. https://doi.org/10.17993/3ctic.2023.122.278-298

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278

ABSTRACT

Under the guidance of the innovation ecology strategy, our country's higher vocational

education should strengthen the cultivation of innovative talents, so as to provide a

large number of high-quality technical talents with an innovative spirit for our country's

macroeconomic transformation and industrial upgrading. This paper proposes

research on the cultivation path of innovative and entrepreneurial talents in colleges

and universities based on the theory of innovation ecology. Firstly, according to the

theory of the social-ecological system, it provides a new perspective for innovation

and entrepreneurship education. By exploring various environmental systems of social

ecology, this paper explores new paths for the development of innovation and

entrepreneurship education from the macro, meso, and micro system levels,

constructs a model of innovation and entrepreneurship education for college students

that can self-manage, grow and correct themselves, establishes an evaluation index

system, and uses the fuzzy analytic hierarchy process to evaluate it, the evaluation

value is as high as 93.348, provides theoretical and practical guidance for promoting

the development of innovation and entrepreneurship education in colleges and

universities in our country.

KEYWORDS

Innovation ecological theory; Talent training; Education model; Evaluation index;

Fuzzy analytic hierarchy process

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INDEX

ABSTRACT

KEYWORDS

1. INTRODUCTION

2. INNOVATION ECOLOGICAL THEORY

2.1. Biological metaphor

2.2. Internal (micro) innovation ecology

2.3. (Macro) innovation ecology

3. INNOVATION AND ENTREPRENEURSHIP EDUCATION MODEL CONSTRUCTION

3.1. Ecosystem theoretical basis

3.2. Innovation and Entrepreneurship Education Model Construction

3.3. Structural factors of the innovation and entrepreneurship education model

4. THE CULTIVATION PATH OF INNOVATIVE AND ENTREPRENEURIAL TALENTS

IN COLLEGES AND UNIVERSITIES

4.1. Construction of teaching ecological environment for cultivating innovative

talents in higher vocational education

4.1.1. Strengthen the harmonious coexistence of the traditional teaching

ecological environment and the teaching ecological environment that

supports the cultivation of innovative talents

4.1.2. Emphasize the interaction between the traditional higher vocational

teaching ecological environment and the construction of the higher

vocational teaching ecological environment that supports the

cultivation of innovative talents

4.1.3. Strive to build an open higher vocational teaching ecological

environment that supports the cultivation of innovative talents

4.1.4. Focus on building a social higher vocational teaching ecological

environment that supports the cultivation of innovative talents under

the guidance of the concept of the unity of knowledge and action

4.2. Educational evaluation methods

5. CONCLUSION

REFERENCES

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1. INTRODUCTION

The 18th National Congress of the Communist Party of China proposed the

strategy of innovation-driven development and the strategy of promoting

entrepreneurship to drive employment. Higher vocational colleges should actively

respond to the party's call and run innovation education throughout the entire process

of higher vocational talent training. Innovative talents are the engine that promotes the

transformation of social science and technology into real productive forces, and the

power source to promote the transformation and upgrading of regional economies and

industries. Vocational colleges should regard cultivating innovative talents as the lofty

responsibility and historical mission of the school, deepen the reform of the higher

vocational education system from cultural concepts, management systems, and

specific teaching practices, and create a good environment for the healthy growth of

innovative talents. ecological environment [1].

The cultivation of innovative talents needs the support of a good ecological

environment of higher vocational education. The ecological environment of higher

vocational education mainly includes the ecological environment of education and

culture, the ecological environment of the education system, and the ecological

environment of teaching [2]. The educational and cultural ecological environment is

used to regulate the world outlook, values, and methodology of the members of the

micro-social environment of higher vocational colleges. The cultural ecological

environment of higher vocational education that encourages innovation helps to

create a good educational and cultural atmosphere for the cultivation of innovative

talents in higher vocational colleges. The ecological environment of the higher

vocational education system mainly provides an institutional guarantee for the

innovative talent training activities of higher vocational education through its normative

institutional documents and promotes the promotion of innovative education to a

higher level through the mutual matching of high-level systems and low-level systems.

The inner values and way of thinking of vocational education are internalized into the

hearts of every teacher and student, and finally promote the formation of a cultural

environment advocating innovation in higher vocational colleges [3]. The teaching

ecological environment of higher vocational education is the product of its cultural

ecological environment and institutional ecological environment acting on specific

higher vocational teaching activities. Based on the teaching platform created by the

teaching ecological environment, teachers and students in higher vocational colleges

can jointly promote students' personalized growth and innovative ability training

through interactive teaching activities [4]. Innovative talents usually have the typical

courage to explore unknown fields, have the innovative spirit of seeking new and

different, have the mind of careful thinking and strong energy, have the ability to be

proficient in specific fields of expertise, and have a wide range of disciplines. quality of

talents.

Literature [5] believes that innovation and entrepreneurship education should be

evaluated from three aspects: comprehensive ability, innovation and entrepreneurship

ability, and professional ability of college students. The evaluation mechanism should

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be executable, but a clear index system has not been established. Literature [6]

believes that the evaluation system of innovation and entrepreneurship education in

colleges and universities is a measure of the level of innovation and entrepreneurship

education, and it is also a way to control the quality of innovation and

entrepreneurship education development, emphasizing the importance of individual

evaluation. Literature [7] believes that the quality evaluation system of innovation and

entrepreneurship education in colleges and universities should be evaluated from five

parts: system construction, teaching system, cultural atmosphere, management

organization, and evaluation feedback. Literature [8] proposes that innovation and

entrepreneurship education should be evaluated from the aspects of resource input

and the operation mechanism of innovation and entrepreneurship education, without

constructing a specific index system. Literature [9] constructs an evaluation system for

innovation and entrepreneurship education in colleges and universities from three

aspects: environment, educational input, and educational output, including the three

levels of society, colleges, and students, but does not specify the weight of each level

of indicators. Literature [10] believes that the innovation and entrepreneurship

education evaluation system should be constructed from two modules: curriculum

system and base construction, in which the curriculum system is the basis for

cultivating talents, and the practice system is an important part of cultivating students'

innovation and entrepreneurship ability. Evaluation System. Literature [11] believes

that the mission of innovation and entrepreneurship education in colleges and

universities is to cultivate innovative talents, and the evaluation system should closely

focus on six aspects: policy, curriculum, platform, and teachers. Based on the above,

it can be seen that the current academic research on the evaluation of innovation and

entrepreneurship education mainly focuses on theoretical discussion, and there is less

research on the evaluation system.

This paper proposes research on the cultivation path of innovative and

entrepreneurial talents in colleges and universities based on the theory of innovation

ecology. First, understand the current situation of college students' innovation and

entrepreneurship education, and build a model of innovation and entrepreneurship

education. Through the investigation and research on the current situation of college

students' innovation and entrepreneurship development, the analytic hierarchy

process is used to determine the weights of indicators at each level in the evaluation

system, and a relatively complete set of evaluation systems of innovation and

entrepreneurship education in colleges and universities is obtained to provide

reference for promoting the development of innovation and entrepreneurship

education in colleges and universities.

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2. INNOVATION ECOLOGICAL THEORY

2.1. BIOLOGICAL METAPHOR

Biological metaphor is the basic assumption of innovation ecosystem theory, which

looks at socio-economic organizations and phenomena from the perspective of

biology, identifies the producers, consumers, and decomposers of innovation, and the

interaction between innovation subjects and between subjects and the environment.

role [12]. Because of their special resource endowments, university think tanks will

gradually develop into important structural holes in the innovation network, that is,

nodes of multi-party relationships and information dissemination. From policy

innovation to knowledge innovation, organizational innovation, and institutional

innovation, from policy network to knowledge dissemination network, cultural

derivative network, and ideological interaction network, an innovation ecology is

formed [13].

Similar to natural ecosystems, there are also different types of species, ethnic

groups, and communities in the innovation ecology of university think tanks. They

interact and interact with environmental elements such as culture, knowledge,

technology, policy, and capital to form an innovation ecosystem. It exhibits ecological

characteristics of diversity, symbiosis, dynamic stability, and evolution [14]. From an

external point of view, university think tanks and various ecological entities compete,

cooperate, and collaborate on the basis of innovative environmental elements; from

an internal perspective, university think tanks comprehensively utilize funds, policies,

systems, and other elements to continuously innovate, providing more microscopic

innovation entities. Appropriate micro-ecology promotes the spiral development of

knowledge innovation[15].

2.2. INTERNAL (MICRO) INNOVATION ECOLOGY

In the internal innovation ecosystem, university think tanks assume the role of the

innovation ecological environment [16]. It is different from traditional university

scientific research institutions. Based on its unique talent allocation, research funding,

management system, research methods, and evaluation methods, it has formed a

special innovation "greenhouse", which promotes, guarantees, and supports the

micro-innovation subject - research talents. The training path carries out knowledge

innovation, organizational innovation, and institutional innovation [17].

First of all, from the perspective of creation, the essence of think tank products is

that researchers integrate and process data, materials, and information, combine their

own invisible knowledge, and use appropriate research methods to create a

knowledge innovation process of valuable new ideas, new viewpoints, and new

suggestions. The reason why university think tanks have a relatively high efficiency of

knowledge innovation is that they have the advantages of a complete theoretical

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system, rich experience, and sufficient talents, and have established a data-based

research methodology system. The procedure specification is studied, and the

conclusion is strong neutrality and less subjective color [18]. Second, university think

tanks take the establishment of an open and collaborative think tank brand and

organizational culture as the basic principles of institutional setup, so they mostly

adopt a flat organizational structure and a goal-driven organizational strategy, weaken

the color of administrative management, and focus on projects rather than

departments. Axis flexibly combines research teams and promotes the ice-breaking

integration of philosophy, social sciences, and natural sciences from personnel to

institutions in the process of interdisciplinary and inter-institutional research [19].

Third, university think tanks are innovating in the management system. In terms of

talent, a competitive talent introduction system, a dynamic talent utilization system,

and a humanized employee management system are adopted, such as the chief

researcher responsibility system, the revolving door system, and the specially-

appointed researcher system. There are obvious differences in management

methods; in terms of finance, the management system of scientific research funds of

university think tanks is generally not contrary to the financial management system of

parent universities, but in terms of culture and value orientation, it pays more attention

to the intellectual contribution of people; the think tank's own database, research

report pool, and experimental equipment can be opened to all researchers to explore

the sharing of intellectual property rights[20].

2.3. (MACRO) INNOVATION ECOLOGY

In the external innovation ecosystem, university think tanks assume the function of

the main body of the innovation ecosystem and compete, cooperate, and collaborate

with ecological main bodies such as official think tanks, social think tanks, parent

universities, interest groups, media, and data/investigation companies to form policy

recommendations and public opinion, trying to influence and guide decision-makers

and the general public.

There are three levels of relationships in the macro university innovation

ecosystem: the first is the relationship between university think tanks and the

government. One of the most fundamental organizational goals of university think

tanks is to influence government behavior through professional analysis and advice

and to serve the scientific and democratic decision-making of the party and the

country. Therefore, university think tanks and the government are a typical supply and

demand relationship. The government is the demander for consulting services such

as policy alternatives, evaluation opinions, and policy recommendations. University

think tanks are the supply side, and both parties are dominated by the demand-side

market. This is the emergence of the think tank industry. Economic foundations of

development. The second is the relationship between university think tanks and other

innovative subjects.

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University think tanks often cooperate with interest groups or official think

tanks, and use the social networks and data information resources of interest

groups (such as regional chambers of commerce and industry associations),

as well as the internal reference information and reporting channels of official

think tanks, to jointly complete countermeasures and suggestions to influence

Government decision-making to form a certain social policy [21].

University think tanks and social think tanks will independently choose the

mode of competition or cooperation based on their respective research

expertise and resource capabilities; at the same time, both parties will also

cooperate more with the media to achieve the goal of shaping public influence,

discovering social problems, and promoting policy ideas. There is no absolute

leader in the three-party relationship, but the game is played according to the

best-choice strategy at the time. The relationship model may change at any

time, but it is impossible for either party to be expelled from the market, which

fully reflects the characteristics of system self-organization and dynamic

stability of the innovation ecology [22].

There is a deep coexistence relationship between university think tanks and

parent universities. The parent university supports the university think tank in

terms of intellectual resources, research funds, and relational networks; the

university think tank provides feedback to the parent university in terms of

social influence, scientific research propositions, research methods, and

reputation. The third is the relationship between university think tanks and the

general public. There is a two-way supply and demand relationship between

university think tanks and the general public, and the two sides exchange value

around information dissemination. On the one hand, the general public is both

a provider of information and a demander of information; on the other hand,

university think tanks form political views and convey them to the general

public by collecting the needs and opinions of the general public. The

innovative knowledge, innovative methods, and innovative culture upheld are

also disseminated [23].

3. INNOVATION AND ENTREPRENEURSHIP

EDUCATION MODEL CONSTRUCTION

3.1. ECOSYSTEM THEORETICAL BASIS

The construction of an innovation and entrepreneurship education system for

college students should follow the principle of reciprocity, interaction, and mutual

adjustment between individual development and social needs, establish a

corresponding ecosystem model, and realize the training goals for students based on

this. The ecological model was proposed by Jerman and Guiterman in the 1980s. This

model emphasizes that the individual cannot be separated from the field of life, and

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must pay attention to the relationship between personal life experience, development

period, living space, and the ecological environment. Environmental barriers are

individual problems. important factor. Another theoretical ecological system theory

proposed at the same time as the ecological model to specify social work, that is, the

social-ecological system theory considers that the individual and society are whole,

and can be divided into micro-system, mesosystem, and macro-system according to

the size and characteristics of the group, individuals can be in any system at the same

time, but the relationship between individual behavior and social environment is

interdependent and mutually restrictive.

The social environment, which Pinks and Minahan think can be divided into the

primitive system, formal system, and social system, should be considered a dynamic

system. Therefore, when building an innovation and entrepreneurship education

model for art college students, each individual student should be integrated into the

social environment, and the solution to individual student problems should be

understood and judged in the social environment [24].

3.2. INNOVATION AND ENTREPRENEURSHIP EDUCATION

MODEL CONSTRUCTION

The innovation and entrepreneurship education model of college students should

be constructed based on the above-mentioned ecological system theoretical basis, in

order to achieve the coordinated development of individuals and society and achieve

the training goals of higher education for students [25]. Based on the perspective of

system ecology theory, the main bodies of the micro-system, meso-system, and

macro-system in the construction process of innovation and entrepreneurship

education model are students, teachers, and society respectively. Figure 1 reflects the

relationship between the three in the innovation and entrepreneurship education

model.

Figure 1. Innovation and entrepreneurship education model

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3.3. STRUCTURAL FACTORS OF THE INNOVATION AND

ENTREPRENEURSHIP EDUCATION MODEL

Ecosystem theory is the leading theory of innovation and entrepreneurship

education model construction, which divides the construction of the model into three

sets of successively stacked environmental systems, and these systems influence

each other [26]. For the construction of the innovation and entrepreneurship education

model for college students, no organization, institution, or individual can complete it

independently. It requires the joint interaction of multi-layer systems, synthesizing the

constituent factors of each system, and analyzing the structural factors of the

innovation and entrepreneurship education model, as shown in Table 1. The model is

more scientific and effective.

Table 1. Structural factors of the innovation and entrepreneurship education model

The influence of the above-mentioned structural factors on the subjects of each

system varies widely. Therefore, in the process of constructing the innovation and

entrepreneurship education model for college students, we should pay attention to the

improvement of self-education awareness, give full play to the function of family

entrepreneurship education, and improve the chain of school entrepreneurship

education, so as to integrate college students. Innovation and entrepreneurship

education have gradually transformed from the educational function of colleges and

universities to a kind of social work, which runs through the growth process of each

individual. When innovation and entrepreneurship education are transformed into

social work, the subjects of each system in the model become the service objects of

social work. The service object comes from the system, and social work's intervention

in the individual is the intervention in the system, and it is no longer a purely personal

problem. In short, the individual and the system are always in a process of dynamic

development and balance and finally tend to be perfect.

Microsystem Factors Mesosystemic factors Macro system factors

Family Social education Cultural traditions

School Knowledge structure Values

Peer group Working group Social media

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4. THE CULTIVATION PATH OF INNOVATIVE AND

ENTREPRENEURIAL TALENTS IN COLLEGES AND

UNIVERSITIES

4.1. CONSTRUCTION OF TEACHING ECOLOGICAL

ENVIRONMENT FOR CULTIVATING INNOVATIVE

TALENTS IN HIGHER VOCATIONAL EDUCATION

The construction of teaching ecological environment is the basic content of

ecological environment construction of higher vocational education for the cultivation

of innovative talents. Higher vocational colleges can start from the following aspects.

4.1.1. STRENGTHEN THE HARMONIOUS

COEXISTENCE OF THE TRADITIONAL TEACHING

ECOLOGICAL ENVIRONMENT AND THE

TEACHING ECOLOGICAL ENVIRONMENT THAT

SUPPORTS THE CULTIVATION OF INNOVATIVE

TALENTS

In order to effectively enhance the necessary inclusiveness of the traditional higher

vocational teaching ecological environment for innovative thinking and innovative

behavior, higher vocational colleges should strengthen the traditional higher

vocational education ecological environment and support the cultivation of innovative

talents from the level of the convergence of strategic management concepts.

Symbiosis of educational ecological environment. In the process of implementing the

normative education management system, higher vocational colleges can give higher

vocational education managers certain discretion to implement the system. Leave

plenty of strategic living space [27].

4.1.2. EMPHASIZE THE INTERACTION BETWEEN THE

TRADITIONAL HIGHER VOCATIONAL TEACHING

ECOLOGICAL ENVIRONMENT AND THE

CONSTRUCTION OF THE HIGHER VOCATIONAL

TEACHING ECOLOGICAL ENVIRONMENT THAT

SUPPORTS THE CULTIVATION OF INNOVATIVE

TALENTS

Vocational teachers should establish a student-centered educational philosophy,

restructure course categories, and change course structure by establishing a career-

oriented innovative curriculum system, so as to increase students' interest and

motivation in acquiring innovative curriculum knowledge. Vocational colleges can

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increase the proportion of credits of general courses to the total credits, use general

courses to expand the breadth of knowledge that students have mastered and

consolidate the knowledge foundation for their associative innovative thinking. The

construction of the professional ability training system for innovative talents should

also pay attention to the mutual penetration of practical teaching and theoretical

teaching. This is helpful to cultivate the innovative thinking ability and systematic

problem-solving ability of vocational students [28].

4.1.3. STRIVE TO BUILD AN OPEN HIGHER

VOCATIONAL TEACHING ECOLOGICAL

ENVIRONMENT THAT SUPPORTS THE

CULTIVATION OF INNOVATIVE TALENTS

The curriculum construction of higher vocational colleges should be systematically

planned with the goal of cultivating innovative talents. By strengthening the

communication and exchange between various majors and courses in higher

vocational colleges, and reconstructing the professional curriculum system with

modular curriculum construction, the problem of cross-cutting teaching content of

each curriculum can be effectively resolved. Higher vocational colleges should

optimize the development of curriculum structure, take the work structure as the clue

of curriculum structure development, take the knowledge relationship required in the

work process as the basic framework of curriculum structure development, and focus

on developing modular curriculum knowledge suitable for project-based teaching

methods. The system incorporates students' innovative thinking and innovative

activities into the specific project teaching process. By introducing the working

methods and work content of enterprises and institutions into the project teaching

system, students' innovative behaviors can be effectively incorporated into the

practical knowledge system of enterprises and institutions, so as to improve

vocational students' practice based on real productivity its innovation activities and

enhance the effectiveness of its innovation activities [29].

4.1.4. FOCUS ON BUILDING A SOCIAL HIGHER

VOCATIONAL TEACHING ECOLOGICAL

ENVIRONMENT THAT SUPPORTS THE

CULTIVATION OF INNOVATIVE TALENTS UNDER

THE GUIDANCE OF THE CONCEPT OF THE

UNITY OF KNOWLEDGE AND ACTION

Higher vocational teachers can based on the market demand for higher vocational

talents, take school-enterprise cooperation as a platform, take innovative ability

training as the core, and penetrate the teaching content of higher vocational

knowledge and higher vocational skills, so as to ensure that what students learn is

consistent with the production and practice of enterprises. Consistent. Vocational

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colleges can develop a path--target-based practice base, which takes the student

employment market as a path to establish teaching goals according to students'

personalities, and configure practice units according to teaching goals, so as to

ensure that students complete their internships on the socialized training platform.

The task, and form a comprehensive professional quality with strong practical ability

[30].

4.2. EDUCATIONAL EVALUATION METHODS

As an important breakthrough in promoting higher education reform and an

important way to cultivate new talents, innovation, and entrepreneurship education

has received more and more attention. Therefore, it is of practical significance to

establish a scientific and reasonable evaluation system for innovation and

entrepreneurship education. The specific steps for evaluating innovation and

entrepreneurship education using the fuzzy analytic hierarchy process are as follows:

Establish an evaluation index system for innovation and entrepreneurship

education. According to the analysis of the evaluation objects, a scientific and

reasonable set of evaluation indicators for innovation and entrepreneurship education

is established, the weight of each indicator is determined by the AHP, the judgment

matrix is constructed according to the T.L. satty scale theory, and the pairwise

comparison method is used to determine the impact of each indicator on the total. The

relative importance of the target layer, that is, the judgment matrix is obtained.

Determine the weight of each indicator at each level. A certain number of experts were

selected to investigate and score the weights of each layer of indicators, and the

analytic hierarchy process was used to process the judgment matrix data.

Determine the comment set. According to the quality of the evaluation target, it will

be graded, that is, the comment set . For example, the

comments can be defined as 5 levels, (excellent, good, medium, poor, poor).

Establish a fuzzy evaluation matrix, the formula is:

(1)

Among them, describes the membership degree

of the th-level comment made on the th evaluation index, that is, the membership

degree vector.

Build a fuzzy comprehensive evaluation model. It is necessary to comprehensively

consider various influencing factors, and combine the orientation of talent training in

colleges and universities and the actual laws, select evaluation indicators objectively

V=(v1,v2, ……, v5)

⋯R

R21 R21 ⋯R2n

⋮ ⋮ ⋮ ⋮

⋯Rmn

Rij(i= 1,2,…m, j = 1,2,⋯,n)

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and reasonably to ensure the integrity and rationality of the indicators of the

evaluation system, and then obtain the weights of indicators at all levels in the

evaluation system based on the AHP algorithm to build a scientific and reasonable

evaluation index system for innovation and entrepreneurship education.

According to the synthetic algorithm of the fuzzy matrix, its comprehensive

evaluation model is:

(2)

If , then , , .

Determine the score set, set ,

is equal to the level of the

comment set, represents the score of the comment at level , with 100 points out of

100, then the formula is:

(3)

Calculation and evaluation of results. Inferred:

(4)

(5)

Formula (4) and formula (5) are used as the scores of the evaluation objects, and

the quality of innovation and entrepreneurship education is evaluated according to the

value .

Now, the fuzzy analytic hierarchy process described in this paper is used to

evaluate its innovation and entrepreneurship education behavior and the quality of its

achievements, and an evaluation index system for innovation and entrepreneurship

education is established, as shown in Table 2.

A=W′ ⋅R=(A1,A2, …, An)

∑Ai≠1

A′ =(A′

1,A′

2, …, A′

A′

=Aj/∑Aj

(j= 1,2,…, n)

K=(K1,K2, …, Kn)T

Ki=i×100/n(i= 1,2,…n)

B=A×K

B=A′ ×K

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Table 2. Evaluation index and index measurement table

Main target First-level

indicator

Secondary

indicators

Indicator measure

Evaluation of

Innovation and

Entrepreneurship

Education in

Colleges and

Universities(A)

Government

level

（B1）

investmentB11 Proportion of innovation and entrepreneurship

education funding to total education funding

Governing

bodies and

systemsB12

According to whether the government or school

has set up a special innovation and

entrepreneurship education management

institution and its management system, the

innovation and entrepreneurship education shall

be specially managed and scored (0~100)

Policies and

Preferential

MeasuresB13

Score (0~100) according to whether the

government has issued relevant preferential

policies and measures related to innovation and

entrepreneurship and their implementation

effects.

School

philosophy

and

planningB21

Score (0~100) according to whether you have a

good innovation and entrepreneurship education

school running concept and teaching plan

school level

（B2）

Curriculum

system

settingB22

Scoring according to whether a sound innovation

and entrepreneurship education curriculum

system is set up and its effect(0~100)

FacultyB23

Score according to whether it is equipped with

high-quality innovation and entrepreneurship

education teachers and their teaching

ability(0~100)

Campus

cultural

environmentB

Score (0-100) according to whether there is a

positive campus cultural environment for

cultivating innovation and entrepreneurship, such

as rich campus innovation and entrepreneurship

activities, etc.

Educational

facilities and

practice

basesB26

Score (0~100) according to whether the school

has built a complete innovation and

entrepreneurship education training, practice

base and facilities

Social

dimension

（B3）

Social

reputationB31

Score (0~100) according to whether the school's

innovation and entrepreneurship education is

approved and recognized by the society, and

whether it cultivates high-quality innovation and

entrepreneurship talents for the society.

Social

atmosphereB3

According to whether a good atmosphere and

environment for innovation and entrepreneurship

has been formed in the society, and whether it

actively supports innovation and entrepreneurship

education in colleges and universities (0~100)

Business

groupB33

According to whether enterprises and related

groups in the society support innovation and

entrepreneurship education in colleges and

universities, provide necessary positions and

practice bases, etc. (0~100)

Research

abilityB41

Scores (0-100) according to students' ability to

participate in scientific research, such as

enthusiasm for participating in scientific research

and ability to complete projects independently

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Use AHP to determine the weight of each indicator. Construct the index judgment

matrix of the layer , and determine the weight of each index of the layer . Through

the calculation, the weight of each index of the layer :

(6)

In the same way, the indicator weight of the secondary indicator layer is obtained:

(7)

(8)

(9)

Determine the comment set. Position the comments into 5 grades {poor <60), poor

(60~70), moderate (70~80), good (80~90), excellent (>90)}.

A fuzzy comprehensive evaluation model is established, according to

and normalized to get:

(10)

Similarly:

(11)

(12)

(13)

So the layer membership vector is:

(14)

The comprehensive evaluation model:

Student level

（B4）

Innovative

achievements

B42

The number of articles published by students and

the results of participating in various activities,

which can be selected for one year

Entrepreneurs

hip rateB43

The proportion of the total number of graduates

who start their own businesses, one year can be

selected

PracticeB44

Number of students participating in extracurricular

practical activities

W′

B= (0.2634,0.5638,0.550,0.1178)T

W′

1j= (0.6370,0.1047,0.2583)T

W′

2j= (0.421,0.2606,0.5015,0.0649,0.1309)T

W′

4j= (0.1175,0.5650,0.2622,0.1047)T

A=WT⋅R

A′

1j=WT

B1j⋅R

1j= (0.2914,0.3967,0.1936,0.1183,0)

A′

B2= (0.736,0.2556,0.3564,0.2144,0.1000)

A′

3j= (0.0681,0.1682,0.2291,0.3501,0.1845)

A′

B4j= (0.1105,0.2846,0.3637,0.2412,0)

A′

B1j

A′

B2j

A′

B3j

A′

B4j

0 0.1969 0.4000 0.4031 0

0 0.2039 0.4352 0.2045 0

0 0.0180 0.0270 0.0266 0.0205

0.1365 0.4068 0.4111 0.0456 0

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, get after

normalization:

(15)

Determine the score set.

Then, the evaluation values of the method in Literature 6, the method in Literature

7, and the method in this paper are compared and analyzed, and the specific content

is shown in Figure 2.

Figure 2. Different methods to evaluate performance

It can be clearly seen from Figure 2 that when the score set is

, the

evaluation value of the method in Literature 6 is the highest of 85, the evaluation value

of the method in Literature 7 is 76, and the evaluation value of the method in this

paper is 100. In contrast, the evaluation performance of this paper is highest, thereby

greatly improving the level of education. The innovation and entrepreneurship

education evaluation system proposed in this paper, as an important tool to measure

the development level of innovation and entrepreneurship education in colleges and

universities, can provide an important guarantee for the development and

improvement of the quality of innovation and entrepreneurship education in colleges

and universities and has wide applicability and high advantages.

A=WT

B×RB= (0.0161,0.2157,0.4006,0.2283,0.0893)

A′ = (0.0169,0.2271,0.4217,0.2403,0.0940)

K1= 20, K2= 40, K3= 60, K4= 80, K5= 100

K= (20,40,60,80,100)T

K3= 60

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Analysis of results and suggestions for improvement. In the evaluation index

system of innovation and entrepreneurship education in colleges and universities, the

weights of the first-level indicators are, from large to small, educational investment,

educational process, educational achievement, and educational background, among

which educational investment and educational process account for a large proportion

in the innovation and entrepreneurship education system. , education investment

greatly affects the development level of innovation and entrepreneurship education in

colleges and universities. Although the educational background has a low weight, it is

still indispensable for the development of innovation and entrepreneurship education

in colleges and universities. In the ranking of secondary index weights, the school

environment plays a key role in the evaluation of educational background. Therefore,

colleges and universities should focus on creating an environment for innovation and

entrepreneurship in schools. Among the elements of education investment evaluation,

funding investment occupies a more important position, and the intensity of funding

investment is an important supporting condition affecting the development of

innovation and entrepreneurship education in colleges and universities. In the

evaluation elements of the educational process, because the teaching plan can

directly affect the quality of personnel training in colleges and universities, it occupies

a greater weight. Among the elements of educational achievement evaluation, the

social benefits of innovation and entrepreneurship education in colleges and

universities play an important role. According to

, this evaluation value is

calculated as . The above results show that the quality level of innovation

and entrepreneurship education in this university is relatively high, and the

improvement of the quality level of innovation and entrepreneurship education can

provide a better environment for talent training.

5. CONCLUSION

The innovation and entrepreneurship education of college students is a systematic,

three-dimensional, and long-term project. The ecosystem theory is applied to the field

of college students' innovation and entrepreneurship education, and the problem of

college students' innovation and entrepreneurship is viewed more scientifically and

comprehensively from a systematic perspective. Based on the innovation ecology

theory, this paper constructs an innovation and entrepreneurship education model,

and conducts a comprehensive evaluation and empirical analysis of the innovation

and entrepreneurship education evaluation index system created by the government,

schools, society, and students at four levels, and uses the fuzzy analytic hierarchy

process. The result is as follows:

1. In the evaluation index system of innovation and entrepreneurship education in

colleges and universities, the weights of the first-level indicators are, from large

to small, educational investment, educational process, educational

achievement, and educational background, among which educational

investment and educational process occupy a large part in the innovation and

entrepreneurship education system. A large proportion, of education

B=A′ ×K

B= 93.348

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3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529

Ed.43 | Iss.12 | N.2 April - June 2023

295

investment greatly affects the development level of innovation and

entrepreneurship education in colleges and universities. Although the

educational background has a low weight, it is still indispensable for the

development of innovation and entrepreneurship education in colleges and

universities.

2. In the ranking of secondary index weights, among the elements of educational

background evaluation, the school environment plays a key role. Therefore,

colleges and universities should focus on creating an environment for

innovation and entrepreneurship in schools. Among the elements of education

investment evaluation, funding investment occupies a more important position,

and the intensity of funding investment is an important supporting condition

affecting the development of innovation and entrepreneurship education in

colleges and universities. In the evaluation elements of the educational

process, because the teaching plan can directly affect the quality of personnel

training in colleges and universities, it occupies a greater weight. Among the

elements of educational achievement evaluation, the social benefits of

innovation and entrepreneurship education in colleges and universities play an

important role.

3. The comments are positioned in 5 grades {poor <60), poor (60~70), moderate

(70~80), good (80~90), excellent (>90)}, and the evaluation value is obtained

by calculation It is 93.348, indicating that the education system of this article is

very efficient, and the talent training is better. However, in the actual evaluation

work, it is still necessary to continuously modify and improve the index system,

so as to provide a certain evaluation basis for promoting the healthy and

orderly development of innovation and entrepreneurship education in my

country.

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