An Empirical Analysis Of The Response Of Undergraduate Colleges To The National "Double Creation" Policy

In 2015,the General Office of the State Council issued the “Implementation Opinions on Deepening the Reform of Innovation and Entrepreneurship Education in Colleges and Universities” to guide colleges and universities to carry out innovation and entrepreneurship(hereinafter referred to as “double creation”);in 2018,the two associations once again proposed to support scientific research institutes,colleges and enterprises to integrate innovations which accelerates the transformation and application of innovation results.All kinds of facts show that the state attaches great importance to the "double-creation" work of colleges and universities.At the same time,the innovation and entrepreneurship education in colleges and universities has been continuously strengthened,which has played an important role in promoting entrepreneurship and employment of graduates and serving the modernization of the country.However,it can’t be ignored that some prominent problems in carrying out students’ "double creation" work.The main manifestations are: Some localities and colleges do not pay enough attention to it.The "double-creation" education concept lags behind which does not combine with professional education and without practice,Teachers are lack of awareness and ability to carry out "double-creation" education,what’s more,we need more professional platform,guidance and assistance in right place,advanced "double-creation" education system.Presently,there are amounts of research on "double-creation" in the academic community and most of researchers focus on how to improve students’ "double-creation" ability,improve the "double-creation" talent cultivation system,and enrich students’ extracurricular "double-creation" practices.Also,lots of the literature is based on the number of colleges and universities in the "double creation" problem,and then propose a corresponding program to address the procedural narrative;the perspective of most of the study from the government-universities set out.From the perspective of adverse thinking,this article examines the relevant policies formulated by the national government in response to the "double-creation" of universities and then responds to them in the eyes of colleges and universities.Colleges and universities respond differently to the national "double-invented" policy.First of all,by constructing relevant theories about the definition of "double-creation",responding to relevant concepts,introducing related theories,and combing the relevant literature of the universities’ response to the "double-creation" policy of the national universities,we constructed the response of the universities to the "double-creation" policy of the state models,and made assumptions about the relationship between responsiveness,and responsiveness to each variable;then,develop a national "double-invented" policy response scale for undergraduate colleges and determine the sampling method for randomly selected undergraduate college students.Distribute questionnaires and obtain data.Descriptive analysis,reliability and validity tests are performed on the samples.Then the model is validated and hypothesized according to the structural equation model and assumptions.The above is the empirical analysis of this paper.Secondly,the research conclusions are based on empirical analysis.: Responsiveness has a direct positive effect on the depth of response,and responsiveness has a positive effect on the depth of response through the response method.Finally,this paper combines data analysis and conclusions based on research to strengthen undergraduate colleges and universities for national "double-creation".Policy response capabilities and ways to improve their response.Also we step further on the research prospects and short-comes.