Research on Graduate Education Reform Based on the Reconstruction of Curriculum Design, Faculty Capacity and Educational Philosophy

DOI: https://doi.org/10.62517/jhet.202615234

Author(s)

Wentao Li*, Jingrui Zhu, Yongcai Ma, Xiaoming fu, Hanyang Wang

Affiliation(s)

College of Engineering, Heilongjiang Bayi Agricultural University, Daqing, Heilongjiang, China *Corresponding Author

Abstract

Amid the national strategic emphasis on innovation-driven development, societal expectations for the innovation capacity and entrepreneurial mindset of high-level talent have intensified. Nevertheless, China’s postgraduate education system faces persistent challenges in cultivating “innovation and entrepreneurship” competencies: (1) curricula remain fragmented and inadequately integrated with disciplinary knowledge; (2) faculty often lack hands-on entrepreneurial experience, and the prevailing single-advisor model proves insufficient to support students’ heterogeneous developmental needs; and (3) students frequently exhibit a cognitive imbalance—prioritizing innovation while underestimating entrepreneurship. To address these systemic constraints, this paper proposes a holistic “four-pillar” reform framework grounded in the following interdependent principles: institutional mechanisms as the foundational enabler, curriculum design as the core driver, faculty development as the critical lever, and conceptual transformation as the ultimate objective. Drawing on root-cause analysis, the study articulates a tiered curriculum architecture comprising three progressive levels—foundational literacy, discipline-integrated application, and practice-oriented implementation. It further outlines a multifaceted faculty development strategy encompassing internal capacity building, external expertise recruitment, and cross-sectoral mentoring collaboration. Additionally, it advances a dual-track approach to student mindset cultivation—integrating values-based reorientation with immersive entrepreneurial culture. Finally, the paper offers concrete, actionable recommendations for policy reinforcement, resource allocation, and performance evaluation reform—intended to inform evidence-based advancement of postgraduate-level innovation and entrepreneurship education in China.

Keywords

Postgraduate Education; Innovation and Entrepreneurship Education; Curriculum Design; Faculty Capacity; Educational Philosophy

References

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