Global Mindset and Social Entrepreneurship Intention of University Students: A Governance Perspective on Cross-Border Education Cooperation
DOI:
https://doi.org/10.54097/tp1yez17Keywords:
Global Mindset, Social Entrepreneurial Intention, Cross-Border Educational Cooperation, Educational Governance, Theory of Planned BehaviorAbstract
Against the dual backdrop of globalization and the rise of social entrepreneurship and innovation, cross-border educational cooperation has become a core vehicle for fostering college students' global competitiveness and social entrepreneurial capabilities. Grounded in the "international synergy" dimension of educational governance, this study takes social entrepreneurship and innovation as the entry point to explore the impact of cross-border educational cooperation programs (such as joint training, international innovation and entrepreneurship competitions, and overseas practice bases) on college students' global mindset, social responsibility, and social entrepreneurial intentions. Based on the Theory of Planned Behavior, an intermediary effect model of "cross-border educational governance elements - global mindset - social entrepreneurial intentions" is constructed to reveal the functional paths of governance elements including curriculum design, faculty collaboration, and practical platforms. Through cross-country surveys (covering China, the United States, Germany, and Singapore) and multiple case studies, this research compares the differences in governance models of cross-border innovation and entrepreneurship education among universities in different countries, and extracts international innovation and entrepreneurship education governance experiences suitable for the Chinese context. The innovation of this study lies in the in-depth integration of the international dimension of educational governance with social entrepreneurship and innovation research, filling the research gap in the existing literature regarding the connection between "global perspective cultivation and social entrepreneurial capability enhancement"; it also addresses practical challenges in cross-border innovation and entrepreneurship education cooperation, such as poor resource integration and inconsistent standards, from a governance perspective. The research findings provide theoretical guidance for universities to improve students' global competitiveness and social entrepreneurial capabilities through international educational governance, aligning with the cutting-edge research directions of "social entrepreneurship and innovation education" and "cross-border educational governance" globally.
Downloads
References
[1] Knight, J., & Liu, Q. (2021). Multi-stakeholder governance in cross-border education: A study of roles and collaborations. Journal of Studies in International Education, 25(3), 267-284.
[2] Van der Wende, M. C. (2023). Quality assurance and recognition in global higher education: Towards a convergent framework? Higher Education Policy, 36(2), 245-262.
[3] Li, Y., & Wang, H. (2022). Challenges and strategies in Sino-foreign cooperative education: A perspective from Chinese institutions. International Journal of Educational Development, 94, 102676.
[4] Li, J., & Xue, E. (2024). Revisiting the governance of cross-border education within the Belt and Road Initiative: Gaps in innovation and entrepreneurship collaboration. International Journal of Chinese Education, 13(1), 1-15.
[5] Morris, M. W., Chiu, C., & Liu, Z. (2024). Cultivating global mindsets in higher education: The role of cross-cultural experiences and curriculum. Journal of Studies in International Education, 28(1), 45-62.
[6] Wang, Y., & Li, J. (2023). Developing students' global competence: The role of internationalized curriculum and study abroad programs in Chinese universities. Higher Education Research & Development, 42(5), 1124-1139.
[7] Huyghe, A., & Knockaert, M. (2024). The role of cross-cultural exposure and educational environment in shaping social entrepreneurial intentions. Journal of Business Venturing, 39(2), 106-125.
[8] Zhang, L., & Chen, X. (2023). Determinants of social entrepreneurial intention among Chinese university students: The roles of institutional support and personal traits. Frontiers in Psychology, 14, 1128456.
[9] Lee, J., & Stensaker, B. (2021). Researching quality in cross-border education: Frameworks, tools, and good practice. Routledge.
[10] Steers, R. M., Nardon, L., & Sanchez-Runde, C. J. (2023). The cultural intelligence scale (CQS): A contemporary measure of global mindset. International Journal of Intercultural Relations, 92, 101–112.
[11] Liñán, F., & Jaén, I. (2022). The social entrepreneurial intention questionnaire (SEIQ): A confirmatory study. Journal of Social Entrepreneurship. Advance online publication.
[12] Wang, L., & Wang, Z. (2024). Development and validation of a multidimensional social responsibility scale for college students. Current Psychology, 43(5), 4121–4135.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
