Strategies for Developing Entrepreneurial Skills in Automobile Major Students of Higher Vocational Colleges in Fujian
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Bibliographic record
Abstract
The objectives of this research were to: 1) investigate the components and indicators of entrepreneurial skills among students majoring in automobiles. 2) explore the current situation, expectation state of entrepreneurial skills among automotive students, and 3) develop and evaluate training strategies for entrepreneurial skills among automotive students in higher vocational colleges in Fujian. The research consisted of three phases: 1) conducting a theoretical study that involved reviewing relevant literature, documents, and interviewing five experts, 2) exploring the current situation, expectation state, and priority need with a sample of 330 automotive teachers by multi-stage random sampling. Data was collected through questionnaires. The discrimination index ranges from 0.349 to 0.864, and the reliability measures at 0.969. Expert interviews were conducted and analyzed using mean value, standard deviation, and the modified Priority Need Index. 3) Develop and evaluate training strategies by inviting 10 experts as key information providers and using draft strategies and evaluation tables as instruments. the data were analyzed through summarization, mean, and standard deviation. The findings of the study revealed the following: 1. There were 4 components, and 21 indicators included: Teaching level (5 indicators), Curriculum (6 indicators), Entrepreneurial skills (5 indicators), and Entrepreneurship policy (6 indicators). The appropriateness of all these possibilities which were very appropriate. 2. The current situation regarding entrepreneurial skills showed that they were generally at a medium level, and their expectation was generally at a high level. The priority needs from high to low were: Entrepreneurial skills, Curriculum, Entrepreneurial policy, and Teaching level. 3. The results of formulating entrepreneurial skills strategies for automotive students in vocational colleges revealed that the correction and applicability of the verification results included 1 vision, 5 goals, 4 large strategies, and 20 specific measures. The results of the evaluation were at a very high level of appropriateness, accuracy, and feasibility.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it