The Employability and Career Development of Finance and Trade College Graduates.

Employability is a vital aspect for human development in career fields. In order to explore the factors affecting the employability of finance and trade graduates in higher vocational colleges, the researchers focused on human development in educational settings and conducted a piece of quantitative research within nine higher vocational colleges. The study uses descriptive statistical analysis to demonstrate the sample structure, using t-test, rank sum test, and chi-square test to assess the variables. It also adopts exploratory factor analysis to identify the classification of both educational practice and employability. Then, a multivariable linear regression model was adopted to examine the relationships between three main factors as well as the employability and career development of finance and trade graduates. The findings imply that the soft skills and basic skills of finance and trade college graduates have immensely improved through educational practice; graduates with high motivation for learning could enhance their soft skills and more internships or club engagement brings stronger professional skills. Based on these results, higher vocational colleges, enterprises, policymakers, teachers, and finance and trade graduates will benefit from the findings related to the reform of educational practice for strengthening graduate employability and human development. The originality of this paper is the conceptual evolution of finance and trade college graduate employability, as well as the empirical analysis on educational practice, student engagement, and family background affecting their human development.

Promoting Social Entrepreneurial Organizations: An Empirical Study of Teacher-Student Co-entrepreneurship.

This paper explores the impact of different types of social entrepreneurship education cultivation models on students' opinion on social entrepreneurship, defines and classifies the emerging social entrepreneurship cultivation models in colleges and universities, and confirms the performance difference between the teacher-student co-entrepreneurship (TSCE) cultivation model and the traditional cultivation model through quantitative research. Chi-square analysis and the structural equation model are used to verify the following two conclusions: in the process of promoting the acceptance of social entrepreneurship study, the TSCE cultivation model is more effective than the traditional cultivation model; and the collaborative co-entrepreneurship cultivation model is more conducive to the deepening of practical learning than the employment co-entrepreneurship cultivation model. The research results will help colleges and universities to redesign the training process of social entrepreneurship skills, and then provide help for college students to achieve more adequate entrepreneurial preparation.