Data-Driven Governance of University Entrepreneurship Education: A Dynamic Evaluation Model based on Multi-Source Student Behavior Data

Yanguang Liu

doi:10.54097/zdjm0c74

Authors

Yanguang Liu

DOI:

https://doi.org/10.54097/zdjm0c74

Keywords:

Data-driven, University Innovation and Entrepreneurship Education, Educational Governance, Dynamic Evaluation Model, Multi-source Student Behavior

Abstract

To address practical dilemmas in university innovation and entrepreneurship (hereafter referred to as "innovation and entrepreneurship") education, such as unbalanced resource allocation and lagging evaluation, this study conducts research on data-driven governance of university innovation and entrepreneurship education based on the core logic of "data empowering decision-making" in educational governance. Integrating multi-source student behavior data from university academic management systems, student affairs systems, and innovation and entrepreneurship practice platforms, the research constructs a dynamic evaluation index system covering three dimensions: students' innovative literacy, practical participation, and project transformation. Machine learning algorithms are employed to build a prediction model for the effectiveness of innovation and entrepreneurship education, systematically revealing the impact mechanisms of governance interventions (e.g., curriculum optimization, resource matching, and mentor empowerment) on the improvement of students' innovation and entrepreneurship capabilities. Case verification is carried out in multiple universities of different types to test the practical effectiveness of the data-driven governance model. The innovation of this study lies in the deep integration of educational governance theory with data science, breaking through the limitations of empirical analysis in traditional innovation and entrepreneurship education research, and constructing a closed-loop governance framework of "data collection - model analysis - decision optimization - effect feedback". The research results provide replicable technical paths and theoretical support for the precise and scientific governance of university innovation and entrepreneurship education, align with the international research hotspot of "educational digital governance", and hold significant implications for promoting the high-quality development of university innovation and entrepreneurship education.

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