Abstract
In the research on forming entrepreneurial teams among university students, there is still considerable room for improvement in research techniques and findings. With the promotion of China’s “More actions to promote mass entrepreneurship and innovation” strategy, university students are viewed as having an essential role in the field of innovation and entrepreneurship in China as a group of new blood with diverse, innovative abilities and high levels of knowledge.
This article analyzes the elements influencing university student entrepreneurial teams’ inventive and entrepreneurial endeavors. Among the characteristics analyzed in this research are the innovative technical capacities, the student knowledge structure, and the entrepreneurial motivation, which assist students in forming potential cooperatives. This paper simulates a behavioral team of entrepreneurs for university students using a net logo. According to the findings of this study, university students are better able to form entrepreneurial teams, the greater their inventive technical competence and knowledge structure.
Introduction
Entrepreneurship is the act of having a deliberate and comprehensive strategy (Li et al., 2020). Entrepreneurial culture comprises various stakeholders, including policymakers, students, and academics (Gilje & Erstad, 2017). Entrepreneur culture is produced by instituting entrepreneur education systems that incorporate entrepreneur-training activities that cultivate entrepreneurs, enabling them to conduct entrepreneur activities effectively (Faloye & Olatunji, 2018; Okeke et al., 2016). Entrepreneurial education determines the entrepreneur’s desirability, viability, and knowledge (Mukhtar et al., 2021). Entrepreneur education has increased tremendously since the first program was offered at Harvard Business School in 1945 (Li et al., 2020); this has attracted many researchers to conduct entrepreneurship research (Wardana., et al., 2020). According to Wardana et al. (2020), a person’s type of entrepreneurial education is primarily determined by professional choice and personal skills. In addition, Faloye et al. (2018) emphasize that an individual with entrepreneurial education can contribute to the economic growth of both the individual and the nation.
Colleges and universities have adopted entrepreneurship education to promote and cultivate an entrepreneurial culture among students (Li et al., 2020). The primary objective of entrepreneurship programs is to generate new market possibilities (Li et al., 2020). However, the advent of entrepreneur education in higher education institutions such as universities and colleges has not increased the number of student entrepreneurs (Li et al., 2020). The “China employment report” revealed that 0.01 percent of students pursued entrepreneurship-related coursework (Li et al., 2020). The ratio climbed rapidly during the preceding years, with a rate rise of 2% in 2017 (Li et al., 2020). This demonstrates that investment in educational entrepreneurship cannot improve the student’s entrepreneurial culture in a short period (Gilje & Erstad, 2017). Since students are lagging in learning entrepreneur culture, researchers do not use entrepreneur behavior to determine the effectiveness of entrepreneurial education; rather, they use entrepreneurial intentions from consumers to determine the behaviors of consumers (Okeke et al., 2016). Mei et al. (2020) noted that entrepreneurship programs and education have enhanced entrepreneurs’ attitudes, hence increasing their entrepreneurial inclinations. In addition, the rising demand for study on entrepreneur intents by students has led to a greater comprehension of the entrepreneurial processes (Cano & Tabares, 2017).
The objective of this paper is to provide students with a deeper appreciation and comprehension of the entrepreneur culture and education. The utilization of students’ entrepreneurial enthusiasm to examine the impact of entrepreneurial education on students’ entrepreneurial intent. Students utilize factors such as technology-driven entrepreneurship and creativity-driven guild lines. In addition, the role of teamwork in modeling entrepreneurial culture among students is discussed. It is stipulated that an entrepreneurial mindset and knowledge will increase when teamwork is strong. In addition, success in entrepreneur culture and educational contexts is governed by labor division and market cooperation. The final section of the study discusses the importance of interdisciplinary communication in fostering an entrepreneurial culture. Progress in disciplinary communications in entrepreneur culture and systems through comprehensive creativity that has emerged through cross integration of varied disciplines has led to an increase in students’ inventive thinking and creative constraints.
The aims and objectives
In order to investigate our research problem, the study has been divided into research questions. Investigation of the problem necessitates using research questions that facilitate the identification of a solution.
Research questions
- Does taking classes in entrepreneurship affect student motivation?
- Are students interested in courses linked to entrepreneurship?
- How can pupils determine if they have an interest in entrepreneurship?
- What motivational elements influence a student’s ambition to become an entrepreneur?
Research objective
Examining the motivating determinants of students’ desire to join entrepreneur circles.
Literature review
The student’s mental capacity
The intellectual capacity of the learner determines the individual’s entrepreneurial capability to acquire entrepreneurial skills, knowledge, and attitudes (Cano & Tabares, 2017). According to Okeke et al. (2018), intellectual capability is the capacity to facilitate intellectual learning. The teacher-student interaction establishes students’ intellectual ability and increases their critical thinking about entrepreneurship (Faloye & Olatunji, 2018). The student’s intellectual capacity is developed by the fundamental instruction they receive in their entrepreneurship courses. Some of these courses involve real-world examples, such as conducting interviews with notable entrepreneurs or touring successful businesses.
Consequently, this provides students with valuable insights that aid in developing their entrepreneurial spirit (Faloye & Olatunji, 2018). Appropriate teaching methods in higher education institutions, such as colleges and universities, enable students to acquire the skills and knowledge that provide them with hands-on business experience. The entrepreneurial tactics used in the classroom assist students develop an entrepreneurial attitude (Fellnhofer, 2017). Students play a crucial part in improving their entrepreneurial attitudes by paying close attention to the instructional methods and content employed by their teachers. Using theories and research, students could establish a relationship between entrepreneur education and self-efficacy (Huang et al., 2021). Self-efficacy is the student’s capacity to believe in their talents to cultivate an entrepreneurial culture (Li et al., 2020). Lia et al. (2020) state that self-efficacy can be attained through acquiring functional abilities. Education can enhance self-efficacy, which is crucial in developing an entrepreneurial culture. In addition, according to research by Lia et al. (2020), the level of education attained can impact the self-efficacy that contributes to enhancing entrepreneurial ambitions.
The acquired entrepreneur education increases the student’s entrepreneurial culture, influencing their perception and passion for entrepreneurship (Wardana et al., 2020). Moreover, Wardana et al. (2020) suggests that entrepreneur training and education influence the attitude and behavioral intentions of students, which shape their entrepreneurship culture and enhance the management ability of business activities. The primary purpose of entrepreneur education and training is to assist students to build entrepreneur skills and capacities that influence their entrepreneurial mindset and prosperity (Huang et al., 2021). Moreover, entrepreneur education encourages students to share their talents and ideas, fostering entrepreneurial behavior. Entrepreneurial training strengthens entrepreneurism, influencing students’ skills and knowledge, which impacts their firms’ success rate (Huang et al., 2021).
Team Collaboration Capacity
Changes in production dynamics are occurring on a global scale. The world is now focusing on the division of labor and cooperation as significant production factors, impacting the entrepreneur culture. For the formation of an entrepreneurial culture, particularly among students, it is advisable to use a division of labor and collaboration with individuals who can engage in commercial ventures and achieve success (Lia et al., 2020). Qin et al. (2020) argued that an entrepreneurial culture should be fostered through teamwork. Cano et al. (2017) discussed additional proponents, in which the group proposed that the availability of human labor and human response determine entrepreneur opportunities that influence the division of labor within the environment and team cooperation, which in turn affect entrepreneur culture in the business environment. Lia et al. (2020) noted that the entrepreneur culture is influenced by cooperation skills, which impact the entrepreneur’s ability to identify opportunities. The exponential tendencies in the global economy, according to Shoes (2021), have led to the sustainability and effective growth of entrepreneur culture and labor division in the worldwide markets. Shoes (2021) elaborates on how the diversity of entrepreneur culture eliminates barriers to entrepreneurship, resulting in the formation of cooperative team abilities that boost market competitiveness and manufacture high-quality products. Developing cooperative team skills strengthens cooperatives that promote labor division (Shodiev, 2021).
A setting conducive to inter-disciplinary cooperation
Interdisciplinarity among team members benefits the team’s diversity and versatility. In addition, discipline among team members aids in the resolution of any business-related issues that may arise. In addition, business discipline contains innovation that contributes to the expansion of the enterprise (Li et al., 2020). Entrepreneurial interdisciplinary education offers students the information, motivation, and abilities that promote the success of commercial activities (Kurilova et al., 2019). Kirillova et al. (2019) believe that entrepreneurship should be considered in an interdisciplinary setting, enabling students to collaborate and explore various entrepreneur potentials. Organizations that implement discipline activities work distinctively and manage their jobs with relevance. Due to technological progress and altering market conditions, job criteria and job descriptions necessitate diverse talents (Kurilova et al., 2019). Therefore, students must possess relevant abilities that allow them to interact with the market. These tactics are implemented through the formation of interdisciplinary actions made possible by entrepreneurship education (Kurilova et al., 2019).
The rise of interdisciplinarity lessens business market unpredictability, individualism, and other restrictions. Huang et al. (2021) claims that discipline is essential for the success of entrepreneurial activities to offset the problems the business may experience when competing in the market. In addition, Li et al. (2020) emphasize that integrating different disciplines within the entrepreneur discipline impedes the cross-disciplinary process of entrepreneurship. Consequently, it is essential to develop multidisciplinary learning environments and programs that mitigate these obstacles (Kelly et al., 2019). (Kelly et al., 2019) say that entrepreneurship should be removed from the locker room and placed within a broader field with a broader multidisciplinary context and where society will evaluate it with a broader perspective.
Research Methodology
Agent-Based modeling (ABM) is employed in the study project’s technique. The behavior of university students involves several interacting aspects, characteristics, and topics. Consequently, the agent-based model (ABM) that performs the computer simulation is the most suitable criterion for the research. The ABM is less expensive and provides a clear image of the real event while limiting the influence of subjective factors. NetLogo is utilized to reproduce the team simulation since it models social phenomena and has an intuitive user interface. Patches, Turtles, and observers are the three groups of the NetLogo simulation body model. The Turtles are regarded as actors who roam among the patches or grid environment, while the Patches are their workspace. As the principal issuer, the observer or operational observer is described. After setting the command and rules between the environment and subject, the observer configures environmental actors and system environment variables in the NetLogo platform. This enables the actors and the environment to specify the rules and commands in the settings. The following describes the model’s structure. The first section introduces the model and provides its source code. The second section consists of the simulation, for which a graph will be provided, and the last section will contain the experimental data and interpretation.
Model presentation
The simulation model employed is the NetLogo model. The NetLogo model is favored because of its user-friendly interface and simplicity of use. The NetLogo accurately depicts the actual incident.
Model simulation
The simulation is described as follows.
patches-own [ space_type ]
turtles-own [ major point_a point_b point_c team ]
globals [ quarter_x1 quarter_x2 team_nums ]
to setup
ca
reset-ticks
set team_nums 1
ask patches [ set space_type “” ]
set quarter_x1 ( max-pxcor / 2 )
set quarter_x2 ( min-pxcor / 2 )
ask patches with [ pxcor >= quarter_x1 ] [ set space_type “tech” ]
ask patches with [ pxcor <= quarter_x2 ] [ set space_type “eco” ] ask patches with [ space_type = “” ] [ ifelse ( pycor >= 0 ) [
set space_type “public” set pcolor 35
][ set space_type “class” set pcolor 45 ]
]
set-default-shape turtles “person”
ask n-of amount_of_tech_people patches with [ space_type = “tech” ] [
sprout 1 [
set major “tech”
set color green
set point_a ( random 40 ) + 80
set point_b ( random 40 ) + 20
set point_c ( random 20 ) + 10
]
]
ask n-of amount_of_tech_people patches with [ space_type = “eco” ] [
sprout 1 [
set major “eco”
set color blue
set point_a ( random 40 ) + 20
set point_b ( random 40 ) + 80
set point_c ( random 20 ) + 10
]
]
end
to go
tick
ask turtles [
ifelse random 100 <= ratio_to_go_out [
ifelse random 100 <= ratio_to_go_to_public_area [ move-to one-of patches with [ space_type = “public” ] if count ( ( turtles-on patch-here ) with [ [major] of self != [major] of myself ] ) > 0 [
let partner one-of ( ( turtles-on patch-here ) with [ [major] of self != [major] of myself ] )
meet_people partner
]
]
[
move-to one-of patches with [ space_type = “class” ]
set point_c point_c + 1
if point_c > 30 [ set point_c 30 ]
]
][
move-to one-of patches with [ space_type = [ major ] of myself ]
]
]
if team_nums >= target_number_of_matched_groups [
stop
]
end
to meet_people [ partner ]
ifelse [ point_a ] of partner > [ point_a ] of self [
set point_a [ point_a ] of partner
][
ask partner [ set point_a [ point_a ] of myself ]
]
ifelse [ point_b ] of partner > [ point_b ] of self [
set point_b [ point_b ] of partner
][
ask partner [ set point_b [ point_b ] of myself ]
]
if ( ([ point_a ] of partner + [ point_a ] of self) >= point_a_matched_threshold ) and ( ([ point_b ] of partner + [ point_b ] of self) >= point_b_matched_threshold ) and ( ([ point_c ] of partner + [ point_c ] of self) >= point_c_matched_threshold ) [
set team team_nums
set color 15 + ( team_nums / target_number_of_matched_groups * 4 )
ask partner [ set team team_nums set color 15 + ( team_nums / target_number_of_matched_groups * 4 )]
set team_nums team_nums + 1
]
end
The experimental results
The code above gives a graph (Below) as the output.
Experimental results and discussion
The output of the code shows people moving around the space, thus, getting the opportunity to interact with one another. The model simulates people with different major honors interacting in the school setting. The code helps define the tech, eco, and public patches. The code sets turtles with different major honors to move around and interact with each other. The model tracks people in each group and stops when a group attains a certain size. Therefore, one motivating factor that makes the student learn entrepreneurship is the ability to interact within the school setting. Other factors include the student’s ability to be included in the same learning group that helps them learn similar entrepreneur disciples.
The output code is a graph showing people’s movement around the space. People are subdivided into two categories, tech, and eco. The two categories of people move around the same randomly. If a person from the eco group meets a person from tech, they will top and talk, but if a person from the eco group meets a colleague from the same group, they will continue moving. Therefore, sharing of skills among students motivates them to continue learning about entrepreneurship.
Conclusion
The computer simulation through the NetLogo simulation helps understand how college students can form an entrepreneurial team. Knowledge, teamwork, and interdisciplinary communication among students are the key factors determining university students’ entrepreneurial culture. Therefore, a student must form a creative, capable, and cohesive team to succeed in developing an entrepreneurial culture. Furthermore, the student must strengthen the learning knowledge that improves teamwork activities and collaboration, consequently affecting university students’ thinking and communication ability. Improving innovation levels requires students to form dynamic entrepreneur teams ready to research and carry out entrepreneur education that creates entrepreneur awareness among students.
References
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