RESUMO
ZrC was produced by the combustion synthesis technology using Cu, Zr, and graphite as the starting element powders. The synthesis mechanism of ZrC was investigated by the combustion wave quenching experiment. Furthermore, the effects of sizes of C and Cu on the combustion synthesis behavior and products were also explored. Results revealed that ZrC was fabricated through the displacement reaction between C and Cu-Zr liquid. The Cu size hardly affected the combustion temperature and resultant products, indicating that the preparation cost of ZrC could be decreased by employing coarse Cu powders. With increasing C size, the burning temperature and ceramic particle size reduced. Graphite with size of 2.6 µm was used as the C source, and only ZrC nanoparticles and Cu were obtained. The products could be employed to prepare nano-sized ZrC/Cu composites without the elimination of by-products.
RESUMO
Purpose: This study aims to explore the effects of entrepreneurship education by examining the influences of the curriculum system, teaching team, design of practical programs, and the institutional systems on universities' entrepreneurial education performance. Design/Methodology/Approach: This paper employs a case-based approach-Qualitative Comparative Analysis (QCA). Data were collected from 12 universities that were typical cases in the implementation of entrepreneurial education. The four dimensions of entrepreneurship education are applied as conditional indicators. fsQCA3.0 software is used to analyze the necessary conditions and condition combination of the truth table. Findings: There are three sets of condition combinations of the intermediate solution that results in a high level of entrepreneurial education performance: (1) when the credit ratio of entrepreneurship courses is higher and there are more practical platform platforms, even if the entrepreneurship education system and mechanism is less mature, the level of entrepreneurial education performance is high; (2) with a higher credit ratio of entrepreneurship courses, higher quality of teaching teams, and higher standard of practical platforms, the level of entrepreneurial education performance is high; (3) with a higher level of credit ratio of entrepreneurship courses and more practical platforms, as well as mature entrepreneurship education system and mechanism, even if the quality of the teaching team is lower, the level of entrepreneurial education performance is satisfied. Research Limitations/Implications: The dimensions of entrepreneurship education can be expanded; additionally, given that there are many other factors affecting entrepreneurial performance, it is necessary to identify and integrate other possible factors on an ongoing basis. Practical Implications: This study offers practical implications for universities and policy makers that can promote the transformation of theoretical knowledge into practice in the field of entrepreneurship in colleges and universities. Social Implications: This study is one of the first to empirically examine the effect of institutional-driven entrepreneurship education in developing countries. The enhancement of entrepreneurship education can benefit the development of individuals and schools, and even has a potential impact on the progress of the country and society as a whole. Originality/Value: This study emphasizes the significance of viewing the entrepreneurial education as a multi-dimensional concept by targeting different kinds of players. Furthermore, it employs a case-based approach to identify configurations of the antecedent attributes of the curriculum system, teaching team, design of practical programs, and the institutional systems, and their influence on universities' entrepreneurial education performance.
