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Research on entrepreneurship education (EE) has encountered confusing ontological and methodological issues, such as definitional controversy, gaps between research and practice, and lack of theoretical foundations. These are factors holding back the further development of the research and practice in this field. This paper presents a whole picture of EE by exploring key factors involved in EE programs such as objective, audience, content and method, and assessment with a macro integrative perspective. In this way, it points out the disintegrated micro perspectives employed in prior studies is the source of inadequate understanding of EE, which causes issues and confusions in present EE research. The macro integrative perspective offered by this paper provides an innovative way to tackle these issues and hence is expected to contribute to the further improvement of EE research and practice.

The current state attaches great importance to college entrepreneurship education, but entrepreneurship education should combine with college students' professional learning. Different professional learning backgrounds have commonalities in entrepreneurship education; there may be differences, too. Various professional knowledge background and professional characteristics make different students possess diverse knowledge structure and skill resource, so the key factors needed in the entrepreneurship process may be different. This article proposes "STI+" model, the so-called STI refers to professional learning and can be divided into social science, technical science and natural science. The "STI+" model is based on various profession to carry out entrepreneurship education. Based on this, we separate "STI+" model into three types and select representative universities to do analysis and research, then sum up how schools of diverse professional background develop entrepreneurship education.

Universities exert generous efforts to take advantage of curriculum to help students succeed in the competitive employment market. However, it remains unclear whether perceived employability (PE), as the crucial indicator of the career success of students, can be improved by the curriculum. In accordance with Job Demands-Resources theory, this study examined the influencing mechanism of curriculum, including course workload and course challenge, on the PE of students. Results from a sample of 880 Chinese graduate students confirm that course workload and course challenge positively affect PE via motivational belief; high-level supervisor-student relationships increase the effect of course challenge, and high-level student-student relationships improve the effect of course workload. The results present valuable guidance to universities on how to improve the PE of students through curriculum to help them succeed in their careers.

This paper proves that social media use can contribute in important ways to employability outcomes. Specifically, results from a survey of 196 recent graduate students in China indicate that social media use is positively related to employability skills. Internship effectiveness serve as a mediating mechanism through which social media use affects employability skills. Zhongyong has a moderating effect on the social media use-internship effectiveness relationship. In addition to the direct moderating effect, Zhongyong is found to moderate the indirect relationship between social media use and employability skills. We discuss implications of these results for research and practice.

Based on social cognitive theory and leadership theory, the current study tests a theoretical model linking supervisory styles (i.e. supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative self-efficacy and intrinsic motivation). Results from a sample of 216 graduate students of 1 university in China indicate that both creative self-efficacy and intrinsic motivation completely mediate the influences of supportive supervisory style and directive supervisory style on graduate student creativity. Interestingly, the results indicate a positive influence of directive supervisory style on graduate student creativity, which is inconsistent with the literature and our own original hypothesis. Our findings verify that creative self-efficacy has an indirect effect on graduate student creativity by influencing intrinsic motivation. We discuss the implications of these findings for both theory and practice.

Recent years have witnessed an increasing interest in the flipped classroom model, and many flipped programs have been funded and implemented to explore the effectiveness of this new model. However, previous studies centering on comparative assessment have indicated that it is not always entirely successful in terms of promoting students' performance and/or satisfaction, which warrants further research on the contributing factors and driving mechanism accounting for students' perceptions of flipped settings. In order to fill this gap, in this study, a students' satisfaction model for the flipped classroom was constructed based on the experiential learning theory. A total of 178 undergraduate students in Mainland China participated in 32-week College English flipped classes, from whom 146 valid questionnaires were obtained. The proposed research model was evaluated through longitudinal surveys followed by the structural equation modeling technique. The results indicated that, compared with the designs of Personalized Learning Climate, learners' Prior Learning Experience is a far more significant antecedent for predicting their satisfaction. Furthermore, Perceived Quality (with five first-order dimensions) and Perceived Value are two vital mediators to student satisfaction. The implications of this study are also discussed.

This study investigates the mismatch between the educational attainment of a graduate with a Master of Engineering (MEng) degree and the industry needs in China. A competency list for MEng graduates from the perspective of industry needs was constructed. And a survey was conducted among MEng graduate students, alumni, and employers to assess the listed items. The analysis of the survey data yielded five competencies. Mismatches were found for all five factors. Each discrepancy is discussed in detail in this paper.

Doctoral graduate research performance (DRP) is recognized as one of the most critical indices for evaluation of the success of doctoral education. Doctoral graduates with high research performance directly reflect a higher ability in academic research and academic achievement. Consequently, identifying which factors influence DRP is potentially of great value. This topic is also challenging because of difficulties in identifying the impact factors on research performance and the feasibility of the relative data collection. This paper first examines the relationships between the indicators and DRP. After a review of previous literature, the focus is on the doctoral graduates' individual factors, advisor factors and learning performance. Data is collected from graduated doctors from the Science Schools of University of Science and Technology of China (USTC). Contrary to expectations, our findings indicate that, based on the Chinese context, learning performance does not appear to be strongly associated with research performance. Individual factors (status of academic origin) do have significant effect on DRP. The advisor factors (including academic status, academic experience and allocation of energy) show a relatively strong association with DRP, in terms of both the number of publications and the impact factor of Science Citation Index (SCI) cited journals.