Entrepreneurship Education, Psychological Cognition, and Entrepreneurship Activities: An Analysis Based on a Fuzzy-Set Qualitative Comparative Analysis

Abstract

At present, research in the field of college students' entrepreneurship has proliferated, but these studies tend to analyze the net benefits of various factors on entrepreneurial activities, which are affected by the configuration effects of multiple factors; hence, it remains unclear whether entrepreneurial education can make graduates more efficient to started their own companies. To fill this gap in the literature, drawing on general systems theory and using fuzzy-set qualitative comparative analysis (fsQCA), we take 1,87,914 undergraduate and junior college students from 1,231 colleges and universities in China as a sample to explore the relationships among the five conditions in the entrepreneurship education environment and cognitive level (i.e., the quality of staff, subject curriculum, entrepreneurial competition, intentions, and opportunity identifications) and entrepreneurial activities. The fsQCA results show that none of these factors are sufficient for entrepreneurial activity. In contrast, three combinations of the five conditions (i.e., co-creation type, competition-oriented environment, and entrepreneurship education that fits under the guidance of entrepreneurial intention) can produce high entrepreneurial activity, as well as substitution and complementarity among the various elements within the configuration. These results show that the combined effect of the five conditions is more conducive to the entrepreneurial activities of college students. Finally, after a discussion of the study's findings, theoretical, and practical contributions are analyzed with regard to the field of entrepreneurship in Chinese colleges, and alternative options indicate that college students are more likely to become entrepreneurs in the future.