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The purpose of this study is to present the relationship between family support factors and Chinese college students’ online-startup thinking on live streaming platforms. Considering China's specific online entrepreneurial environment, this paper divides Chinese college students’ online-startup thinking according to the liberal–conservative thinking theory. This study classifies family support factors based on the tangible–intangible resource division theory. Different tangible and intangible factors have different impacts on their online-startup thinking.

This study tests 588 samples based on the partial least squares path modelling and variance-based structural equation modelling. This study promotes importance-performance map analysis to explore additional findings of influencing factors and provide suitable suggestions for Chinese college students and related departments.

Tangible family support factors, such as labour resources support, and intangible family support factors, such as verbal encouragement, can positively enhance Chinese college students’ liberal thinking to online-startup and decrease their conservative thinking. Meanwhile, according to importance-performance map analysis results, verbal encouragement from the intangible unit instead of financial resource support from the tangible unit has a higher total effect and performance on Chinese college students’ liberal thinking and conservative thinking.

This study draws on psychology research based on Chinese college students’ unique entrepreneurial mentality. This paper divides Chinese college students’ thinking in online-startups into liberal thinking and conservative thinking based on the liberal–conservative thinking theory. Meanwhile, according to the feature of Chinese family support factors, this paper classifies various elements based on the tangible–intangible resource division theory, which is helpful for scholars to understand that the student perceptions of the value of family support are critical to the success of the online-startup.

This study aims to examine Chinese college students' perceptions of police.

Using survey data collected from over 400 college students in two cities, the study empirically analyzes the global and specific perceptions of police among Chinese college students and factors that accounted for the variation in Chinese college students' evaluations of police. The study incorporates a broader range of explanatory variables to explain Chinese college students' attitudes toward the police, including demographic characteristics, crime and criminal justice experience, perceptions of quality of life, and locality. The study reviews research on public perceptions of police published in Chinese academic journals.

College students' global satisfaction with police as well as their specific evaluations of police fairness, effectiveness, and integrity were significantly related to their crime and criminal justice experience, perceived quality of life, and locality. Students' background characteristics only had a weak effect on attitudes toward police.

More empirical research is warranted to gauge the extent of Chinese satisfaction with police and police performance. Future research should continue incorporating crime and criminal justice factors into analysis.

Findings of the study provide Chinese police administrators with useful references and directions to improve police‐community relations..

This study represents one of the few attempts to empirically assess Chinese citizens' perceptions of police. It examines not just Chinese college students' global satisfaction with the police, but also their more specific views of various areas of police performance including fairness, effectiveness, and integrity.

Attitudes and beliefs towards marriage and family held by Chinese and American college students were compared in this study. The primary dimensions included whether to marry, age to marry, number of desired children, age to have children, perceptions of divorce, willingness to cohabit, openness to blended marriages, and gender roles within marriage. If a global convergence of cultures is occurring, then similarities should be found throughout the views of all respondents towards the institution of marriage. Dissimilarities in views could be interpreted as evidence of the entrenchment and uniqueness of culture, an outcome advanced by those who question cultural homogenisation. Hundreds of college students in several large universities in China and one regional university in the United States were surveyed at convenience. The Chinese students were found to prefer marrying and to plan having children a year later in age compared to the Americans. They also desired having nearly one fewer total number of children on average compared to the Americans. Surprisingly, the Chinese were more agreeable with divorce. The Americans were more likely to support gender equality within marriage and to accept blended types of marriage. Both groups equally approved of the overall idea of couples cohabiting if they plan on marrying. However, the Americans were far more willing to say that they themselves would cohabit. Visions of the benefits of married life were similar across countries. Overall, far more significant differences were found than no differences. The results suggest that elements of marriage norms in the world’s largest economies are somewhat constrained by social forces in their ability to completely converge.

The entrepreneurial ecosystem within Chinese vocational colleges offers a unique platform to investigate the interplay between entrepreneurial passion, education and intention. This study aims to assess the effect of entrepreneurial education on alertness, passion and mindset, in turn, on entrepreneurial orientation and intentions. In addition, the study examines the mediating role of the entrepreneurial mindset between entrepreneurial passion and education; and to identify the moderating effect of entrepreneurial self-efficacy between entrepreneurial orientation and intentions.

Using a cross-sectional methodology based on self-reported data from students across various Chinese vocational colleges, the study used a quantitative method to derive its findings.

The results highlighted a strong positive effect of entrepreneurial education on passion, mindset and alertness. The study also found that an increased emphasis on entrepreneurial education fostered a proactive entrepreneurial orientation, a significant predictor of entrepreneurial intentions. The entrepreneurial mindset played a pivotal mediating role, enhancing the direct effects observed. Moreover, students with higher entrepreneurial self-efficacy exhibited a more substantial inclination towards entrepreneurial intentions, further buttressed by their orientation.

This study underscores the critical role of fostering passion, education and self-efficacy in cultivating entrepreneurial intentions among students in Chinese vocational colleges, offering valuable theoretical and managerial implications for educators and policymakers alike.

The purpose of this paper is to examine current gender differences in job expectations among Chinese college students, how current job expectations across gender differ from an earlier study, and how they might impact organizational practices such as recruitment and retention.

Using Manhardt’s 25-item measure of job expectations, this study asked Chinese college students to rate the importance of various job characteristics on a five-point Likert scale (5=very important to 1=very unimportant). Male and female responses were compared for 430 college students.

Results of the current study found that males and females differed in their ratings on 23 of 25 items, with females rating all 23 of these items to be of higher importance. These findings differ significantly from an earlier study so they are compared and discussed.

This paper is limited in that it focusses solely on college students and only examines gender as a basis for comparison. Future studies should examine employees and consider other factors such as Chinese ethnicity as a basis for comparison.

Organizations may choose to change/improve aspects of certain jobs to more closely align with job candidates’ interests and/or choose to differently implement tools such as realistic job previews in order to improve retention.

This paper provides an updated status on gender differences in job expectations of China’s soon-to-be emerging workforce. Findings provide organizations with insight on how to develop human resource tools to hold on to talent.

This paper advances on previous work by drawing on a much larger sample and by utilizing a structured forward-translation, back-translation process for its survey.

With the rise in the opportunity to go to college, the purpose of this paper is to identify if China's rural poor are being excluded from the university system, and if so, why.

Two sets of the authors' own primary survey data were used: a group of randomly selected high school students in Shaanxi Province and a census of all freshmen entering into four universities in Sichuan, Anhui and Shaanxi. The intention was to show if the rate of the rural poor attending universities is lower than that of urban students and that of rural non‐poor; also to identify the barriers to education (if they exist) that are keeping enrollment rates low for the rural poor. The authors used ordinary least squares method to make the estimations.

Matriculation rate of the poor into college was found to be substantially lower than the students from non‐poor families. Clearly, barriers exist that are excluding the rural poor; however, the authors demonstrate that the real barriers are not at the point of college admissions, but before students have even matriculated into high school.

This is the first empirical work which studies the barriers that keep the poor out of university.

Motivated by the perceived disparity between supply and demand for skilled workers in STEM fields, namely, science, technology, engineering and math, the purpose of this paper is to conduct an empirical study of attitude and readiness for STEM education and careers among American and Chinese college students in business disciplines. The authors’ findings point out that students in China and the USA have some significantly different perspectives of STEM maybe because they are prepared and inspired differently. These differences may have fundamentally impacted their attitude and readiness for pursuing a STEM career. Implications from this research project should be noteworthy to educators and academic administrators so that appropriate curricula and cultivation can be offered.

The authors have decided to look into the situation using a comparison approach by surveying a randomly chosen group of college students from China and another from the USA and then analyzed their responses to the authors’ delicately constructed survey in a hope of finding any patterns that may cause the authors to rethink about the authors’ approaches to cultivating interest in STEM.

The findings described in the paper should offer us some significant, though still preliminary, implications as follows: both American and Chinese students admire STEM careers, but feel rewarding differently; American students may have other career choices that may be equal or more rewarding while Chinese students choose STEM fields by following a cultural norm; having early exposure to science subjects and gaining relevant experience help grow interest in STEM among American students, but such exposure may bring about negative effect on career choices; American female students are at least as capable of succeeding in STEM as their male counterparts; American students seek more advice on their career choices than Chinese students who may follow a cultural norm. Advisory service from teachers and parents may impact differently from peer influence does; extracurricular activities can more positively affect interest in STEM than taking science courses.

Although the survey has collected responses from only business students in both countries, the resulting implications should reflect what a sizable segment of college students feel and think about STEM and thus should allow educators and institutional administrators to use as evidence in pursuing innovative curricula and advisory services that would better prepare our future students for STEM education and beyond, especially in those disciplines, like business administration, in which STEM skills are increasingly in demand.

Some significant, though still preliminary, implications should be readily drawn from the study: first, both American and Chinese students admire STEM careers, but rewarding may mean different things to them. American students may have other career choices that may be equal or more rewarding per their definition of rewarding while Chinese students may pursue STEM fields by following a cultural norm rather than by considering it rewarding. Second, having early exposure to science subjects and gaining relevant experience can help grow interest in STEM among American students, but such exposure, especially taking science courses, may bring about negative effect on career choices. Extracurricular activities can more positively affect interest in STEM than taking science courses. Third, female students are at least as equally interested and capable of succeeding in STEM as their male counterparts, but their interest and confidence may be more vulnerable to challenges imposed by market reality and cultural bias. Fourth, American students seek more advice when available on their career choices than Chinese students do as the former may face more competing career choices and possess less preparation for STEM than the latter does. Finally, advisory service from teachers and parents may impact differently than the influence peers can perpetrate. Club activities when peers can naturally influence each other may be quite effective in promoting interest in and preparing readiness for STEM, and these activities are more effective to American students than Chinese students and to male students than female students.

Nine hypotheses are proposed to validate through this empirical study. These hypotheses reflect thoughts upon the literature review and pertain to the factors that should impact STEM education.

The purpose of this paper is to investigate the inequality in career constructions among freshmen in an elite university in Shanghai, China. The authors first investigated whether rural students and those from municipalities (zhi xia shi) and provincial capitals differ in their career awareness when arriving at college. After finding the difference, the authors explored how this initial difference in career awareness evolves and influences the career construction process in the freshman year.

This study used a complementary mixed-methods approach to monitor a cohort of students’ career construction process and the evolvement of their career awareness throughout the freshman year (n=210). Data collection included two surveys: students’ self-reflections and in-depth interviews to capture a holistic story.

The findings revealed that students differed in career awareness when arriving at college. This initial difference further evolved in the first year of college: students from municipalities and provincial capitals considered college a part of their career paths and began timely to construct their careers, whereas students from rural areas lagged behind. This study suggests that college maintains inequality, reinforcing the initial gap in career construction based on students’ family background.

College students differ in career prospects and associated skills when transitioning from school to work. Only a few studies have explored the role of college in shaping the career construction process during the college years. By exploring the process of career construction among freshmen, this study contributes to the growing literature on school-to-work transition and educational inequality in China.

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

The purpose of this paper is to explore the role that the emotional expressions (i.e. emotional masking and emotional sharing) of students play in fostering positive implicit abilities, as indicated by learning, interpersonal skills and the ability to acquire a supervisor’s support. By introducing a new theory of creative expressiveness, the authors have further examined whether college students’ creative thinking is significantly associated with their emotional expression.

This paper establishes a conceptual framework to map the relationships between students’ emotional expressions, their implicit abilities and their creative abilities. Scale measures of these constructs were built, and a total of 400 questionnaires were distributed at universities in Hefei and Nanjing. Finally, ordinary least squares estimations were conducted to provide quantitative estimations.

The empirical results show that emotional sharing is significantly positive for college students’ implicit and creative abilities, while emotional masking is negatively related to students’ implicit abilities and creativity. Moreover, the effects of emotional sharing by college students on their creative abilities are partially mediated by students’ implicit abilities.

It is necessary to emphasize emotional sharing in education and to create a friendly atmosphere for students, in which they can feel comfortable expressing themselves in class. Likewise, students should learn to improve their expressive abilities, particularly how to express and share their inner feelings and emotions, since this will contribute to their creative thinking.

It is increasingly being recognized in organizational science that emotions and the way they are experienced and expressed by employees in work environments have fundamental impacts on work-related outcomes. However, limited attention has been given to the impacts of emotional expression on students’ learning performances and creativity abilities, especially in the Chinese context where students are more reluctant to express their emotions and ideas. Thus, by introducing a new theory of creative expressiveness to examine the benefits of emotional expression for students’ implicit abilities and creative thinking, the authors have sought to extend prior research on the cultivation of college students’ creative abilities.