CHAPTER 4 RESULTS
4.1 Questionnaire Data Quality Evaluation
4.1.1 Basic Information of Samples
The questionnaire was divided into two times and distributed online and offline face-to-face. The data mainly came from two types of universities: “typical experience university in innovation and entrepreneurship” and “non-typical experience university in innovation and entrepreneurship”. According to the opinions of Xiao and Ma (2004), if the sample size is calculated according to the simple random sampling formula, the efficiency of the actual sampling design should be considered and it needs to be adjusted. This should be multiplied by a design effect factor. The design effect is the sampling variance of a given design estimator for an equal sample size. For cluster sampling design, the design effect is generally greater than 1. Therefore, the sample size in this study should be greater than 400. In order to achieve the accuracy required by the formal survey, the sample size needs to be adjusted according to the expected response rate. The survey response rate is expressed by the ratio of valid questionnaires to sample size (Xiao & Ma, 2004).
According to the response rate of students in pretest statistics, the response rate of
students in typical experience university is 75% (100
133)( In the pretest, 133 questionnaires were distributed, 100 of which were valid), and that of students in non- typical experience university is 85% (102
120)( In the pretest, 120 questionnaires were distributed, 102 of which were valid). According to yamani formula, this study needs to collect 800 valid questionnaires, including 400 from typical experience universities and 400 from non-typical experience universities. Referring to the response rates of students in different types of universities, it can be concluded that typical experience universities need to issue 533 (400
75%), and non-typical experience universities need to issue 470 (400
85%), a total of 1,003. For the first time, 533 questionnaires were sent to
“typical experience universities in innovation and entrepreneurship”, and 533 were recovered. After excluding incomplete questionnaires and those with the same questionnaire options, 517 valid questionnaires were collected. For the second time, 470 questionnaires were distributed to “non-typical experience universities in innovation and entrepreneurship”, and 470 questionnaires were recovered. There were 445 valid questionnaires after excluding incomplete questionnaires and questionnaires with the same choice. Finally, 962 questionnaires were used as the basis of empirical analysis for data analysis.
From the source of respondents, among the 962 valid samples collected, 517 people from typical experience universities in innovation and entrepreneurship, accounting for 53.7%. From the perspective of school type, there are 159 students from double-top universities, accounting for 30.7%. There were 189 under junior students or senior students, accounting for 36.6%. There are 169 students from higher vocational colleges, accounting for 32.7%, and the proportion of different types is relatively average. In terms of gender characteristics, there were 263 males, accounting for 50.8%. There were 254 women, accounting for 49.2%. In terms of their grade, only senior students can complete relevant curriculums on innovation and entrepreneurship, so all the respondents are senior students. 229 students are juniors, accounting for 44.3%. There are 288 senior students, accounting for 55.7%. In terms of their disciplines, 69 students majored in science/medicine, accounting for 13.4%. There were 154 engineering majors, accounting for 29.8%. 72 students
majored in humanities and social sciences, accounting for 13.9%. There were 64 students majoring in economic management, accounting for 12.3%. The proportion of other disciplines was 30.6%, among which engineering and other disciplines accounted for a little more. From the perspective of entrepreneurial intention, 221 people have entrepreneurial intention, accounting for 42.7%. 296, or 57.3%, said they had no intention. In terms of entrepreneurial experience, 40 people have experience, accounting for 7.7%. Those with no experience accounted for 92.3%, or 477 people. From the point of view of whether universities offer innovation and entrepreneurship education curriculums, there are 294 people believe that universities offer, accounting for 56.8%. There are 80 people believe that universities don’t offer, accounting for 15.5%. There were 143 people, or 27.8%, who were not clear. In terms of whether they are satisfied with the curriculums of innovation and entrepreneurship education offered by the school, 128 students are very satisfied, accounting for 24.8%. 152 people were satisfied, accounting for 29.5%. The general is 215 people, accounting for 41.5%. 10 people were less satisfied, accounting for 1.9%. 12 people, or 2.3%, were very dissatisfied. Most of the subjects tended to be moderate and satisfied. See Table 4.1 for specific sample information.
Table 4.1 Demographic Characteristics (Typical University)
Variable Basic Characteristics Frequency Percentage
Academic Unit double-top universities 159 30.7
undergraduates 189 36.6
higher vocational colleges 169 32.7
Gender
Grade
Males 263 50.8
Females 254 49.2
Juniors 229 44.3
Senior 288 55.7
Discipline Science/Medicine 69 13.4
Engineering 154 29.8
Humanities and Social Sciences 72 13.9
Economic Management 64 12.3
Variable Basic Characteristics Frequency Percentage
Others 158 30.6
Entrepreneuria l intention
Yes 221 42.7
No 296 57.3
entrepreneurial experience
Yes 40 7.7
No 477 92.3
the school offer education corriculums on innovation and entrepreneursh ip
Yes 294 56.8
No 80 15.5
unclear 143 27.8
The students satisfaction with the education corriculums on innovation and entrepreneursh ip offered by the school
Very satisfied 128 24.8
satisfied 152 29.5
general 215 41.5
Less satisfied 10 1.9
Very dissatisfied 12 2.3
There were 445 students from non-typical experience universities in innovation and entrepreneurship, accounting for 46.3%. From the perspective of the type of schools, 145 students, accounting for 32.5%, are enrolled in double-top universities. There are 159 under junior students or senior students, accounting for 35.8%; There are 141 students from higher vocational colleges, accounting for 31.7%, and the proportion of different types is relatively average. In terms of gender characteristics, there were 247 males, accounting for 55.5%; There were 198 females, accounting for 44.5%. In terms of their grades, 215 students are juniors, accounting for 48.3%; There are 230 senior students, accounting for 51.7%; In terms of disciplines, 73 students majored in science/medicine, accounting for 16.4%; There
were 132 engineering majors, accounting for 29.8% of the total. 65 students majored in humanities and social sciences, accounting for 14.6%; 85 students majored in economic management, accounting for 19.3%; The proportion of other subjects was 19.9%. From the perspective of entrepreneurial intention, 140 people have entrepreneurial intention, accounting for 31.5%; 305, or 68.5%, had no intention. In terms of entrepreneurial experience, there are 19 people with experience, accounting for 4.2%; There were 426 people without experience, accounting for 95.8%. From the perspective of whether schools offer courses on innovation and entrepreneurship education, there are 235 students, accounting for 52.8% of the total. There are 81, accounting for 18.2%; 129, or 29 %, were not sure. In terms of whether they are satisfied with the courses of innovation and entrepreneurship education offered by the university, 65 students are very satisfied, accounting for 14.6%; 95 people were satisfied, accounting for 21.4%; The average number is 242, accounting for 54.5%; 26 people were less satisfied, accounting for 5.9%; 16 students, or 3.6%, were very dissatisfied. See Table 4.2 for specific sample information.
Table 4.2 Demographic Characteristics (Non-typical University)
Variable Basic Characteristics Frequency Percentage
Academic Unit double-top universities 145 32.5
undergraduates 159 35.8
higher vocational colleges 144 31.7 Gender
Grade
Males 247 55.5
Females 198 44.5
Juniors 215 48.3
Senior 230 51.7
Discipline Science/Medicine 73 16.4
Engineering 132 29.8
Humanities and Social Sciences
65 14.6
Economic Management 85 19.3
Others 90 19.9
Variable Basic Characteristics Frequency Percentage Entrepreneurial
intention
Yes 140 31.5
No 305 68.5
entrepreneurial experience
Yes 19 4.2
No 426 95.8
the school offer education corriculums on innovation and entrepreneurship
Yes 235 52.8
No 81 18.2
unclear 129 29
The students
satisfaction with the education
corriculums on innovation and entrepreneurship offered by the school
Very satisfied 65 14.6
satisfied 95 21.4
general 242 54.5
Less satisfied 26 5.9
Very dissatisfied 16 3.6