Many policies have been issued to encourage students’ entrepreneurship since the development of entrepreneurship education and college students’ entrepreneurship activities in China. Supported by the national macro policy, social environment, and higher education institutions, the National College Students’ Entrepreneurship plan competition, and College Students’ Excellent Team Entrepreneurship competition become increasingly popular (Soegoto and Luckyardi, 2020). Wu and Wu (2017) systematically reviewed the relevant literature on entrepreneurship education in the Asia pacific region in the past decade, summarized and analyzed the previous research results on emotional expression, and finally, commented on the key issues. The purpose of the competition is to cultivate students’ entrepreneurial concepts and awareness and improve their entrepreneurial ability. Although entrepreneurship education has developed rapidly in China in recent years, most of the entrepreneurship activities are only carried out among several universities, only a few students participate in entrepreneurship activities in schools, and only a few entrepreneurial achievements have been commercialized. In China, several representative entrepreneurial models have been proposed, and commercialization approaches have been explored. The best entrepreneurial model is characterized by commercialized operation, the establishment of an entrepreneurial park, teaching students how to start a business, and providing financial resources and services for students. However, these entrepreneurial models are not always successful in commercialization because of limited scale and minor social influences. The crux lies in that entrepreneurship education is not closely related to commercialization. Entrepreneurial activities should be normalized to successfully commercialize the entrepreneurial achievements of college students (Bischoff et al., 2018,2021).

The existing Maker space in higher education institutions is an open resource entrepreneurial practice platform with a commercialization concept. Maker space provides a new understanding for the cultivation of entrepreneurial and innovative talents in higher education institutions. In higher education institutions, the Maker space provides a commercialized practice environment for ordinary students. The integration of online-offline Maker space projects and commercialized projects help cultivate students into high-quality talents with both professional knowledge and innovation and entrepreneurial ability. Figure 1 displays the cultivation path of entrepreneurial talents under the business theory of Maker education.

The words entrepreneurship or enterprise both have the meaning of setting up a business. The modern concept of entrepreneurship is derived from the entrepreneur. Therefore, entrepreneurship and entrepreneurs are closely related, and the meaning of entrepreneurship becomes very rich. The connotation of entrepreneurship varies greatly from the simplest nature to the complex process (Setiyadi and Setiawan, 2020; Xiao and Chen, 2020). Most scholars define entrepreneurship from the perspective of economics. For example, Churchill, the famous British Prime Minister, agrees with the author of entrepreneurship art that entrepreneurship is an opportunity that can create value through innovation without considering capital limits, human resource restriction, and environmental restriction (Sudarwati et al., 2020). In China, some researchers have pointed out that entrepreneurship is a process, where opportunities need to be discovered and captured, and new products or services are created and the value of products or services can be embodied. Hence, the essence of entrepreneurship can be defined as the idea and behavior of human beings, and it can be categorized into special entrepreneurship and general entrepreneurship. Meanwhile, innovation is the core of entrepreneurship in both a narrow sense and a broad sense. Entrepreneurship refers to the spirit that entrepreneurs manifest when seeking and grasping opportunities, integrating resources, and creating value under an unpredicted economic environment. Particularly, independent entrepreneurship of college students refers to the process of creating new jobs in various ways, such as technology equity investment and self-financing (Chenghao et al., 2019; Svensson and Bogren, 2019). In the late 1980s, entrepreneurship education has been first proposed by western countries and United Nations Educational, Scientific, and Cultural Organization (UNESCO). In a broad sense, entrepreneurship education can cultivate the most innovative person and can get employees paid more. Entrepreneurship personnel training can be divided into two dimensions. The first dimension is to cultivate entrepreneurs who can turn knowledge and technology into business opportunities. The second dimension is to cultivate talents with technical, social, and management skills. This group of people has a pioneering, adventurous, and entrepreneurial spirit, as well as independent working ability among the non-entrepreneurs (Bo, 2017; Marniati and Wibawa, 2020).

The second kind of talents are, in today’s business environment, being paid more and more attention to and are demanded by most ventures. The typical entrepreneurship education includes the Master of Business Administration (MBA) education, which is tailored for people at work, and there is popular entrepreneurship education for students in higher education institutions. Entrepreneurship education in school can develop and improve the basic quality of entrepreneurship of students and strengthen their survival skills, competitiveness, and entrepreneurship, thus providing composite talents for society (Davies, 2019; Jay and Jones, 2019). Nowadays, general entrepreneurship education has attracted more and more attention. Compared with the special entrepreneurship-the literal meaning of the word entrepreneurship, general entrepreneurship has broader meanings. Derived from general entrepreneurship, entrepreneurship education has revolutionized the traditional education model which focuses on specific operation skills. Instead, more attention has been paid to innovation ability and comprehensive quality (Ferro, 2020). Wu et al. (2018) pointed out that although entrepreneurship education involved many teaching activities, traditional classroom lectures, case studies, and group discussions were the most common methods, while information and communication technologies could better convey students’ business philosophy. Therefore, entrepreneurship education can provide a new perspective and platform for the growth and comprehensive quality improvement of college students. Figure 2 illustrates the significance of entrepreneurship from five aspects.

There is still no clear definition of talent training mode except for some researchers’ descriptions. Some have described talent training mode as the specification and methods for personnel training. The basic characteristics of talents in higher education institutions are determined by the talent training mode (Gomezreino, 2018; Hayes and Wynyard, 2018). Others have explained the talent training mode from the operational level and point out that talent training mode refers to a structure that the school establishes for students, including knowledge, abilities, and qualities, as well as the realization of the structure. Specifically, talent training modes include the training objectives, training specifications, and basic training methods of talents. Based on the definition of talent training mode, here, the talent training mode can be analyzed from four dimensions. (1) The talent training mode is the concretization of a specific talent training thought. (2) Talent training mode is a complex multi-factor dynamic process and a comprehensive system to train talent. (3) Talent training mode is a replicable framework of talent training activities. (4) Each talent training mode has its unique objects, and there is no universal talent training mode. Figure 3 displays the improvement mechanism of entrepreneurship education (Caroline and Halimat, 2018; Macaro et al., 2018).

Entrepreneurship education is the foundation and core of the cultivation of entrepreneurial talents. Based on the above analysis, entrepreneurial talents can be divided into two categories. The first category refers to the college students who receive entrepreneurship education in school and exert specialties in the work after graduation. The second category refers to the job-creators. Compared with the first category, job-creators can provide jobs for others to promote social development. Scholars have defined the concept of entrepreneurial talents from different perspectives (Kupfer, 2018; Macaro et al., 2018). At first, some scholars have defined entrepreneurial talents as those who are willing to take risks and have innovative thinking and entrepreneurial awareness from the perspective of psychology (Tran et al., 2018; Zavale, 2018). With in-depth research, the definition of entrepreneurial talents has been changed. Some researchers define entrepreneurial talent as a compound talent with an entrepreneurial spirit and high comprehensive quality. The cultivation of entrepreneurial talents can be divided into two dimensions. The first dimension cultivates entrepreneurs who can transform knowledge and technology into business opportunities. The second dimension cultivates people with venturous spirit and entrepreneurial skills among non-entrepreneurial people. Thus, entrepreneurial talents refer to compound high-quality talents with a strong entrepreneurial spirit, entrepreneurial awareness (Hu et al., 2020), abundant professional and entrepreneurial knowledge, and profound humanistic quality. Figure 4 shows the description of the logical relationship among the elements of entrepreneurial awareness.

In Figure 4, entrepreneurial awareness is a deeply rooted internal need of entrepreneurs, namely, entrepreneurial need or entrepreneurial intention, which is the motivation of the very first entrepreneurial activities and the basic form of all the elements in entrepreneurial awareness. Driven by psychological motives, entrepreneurial need transforms into entrepreneurial motivation. The entrepreneurial need is the base of entrepreneurial motivation, and it is manifested through entrepreneurial motivation which can transform into entrepreneurial interest. Entrepreneurial interest stimulates the entrepreneurial emotion of entrepreneurs, so that entrepreneurial awareness becomes entrepreneurial ideal. The entrepreneurial ideal is the advanced form of entrepreneurial awareness, which is pursuit by most entrepreneurs. Therefore, the ultimate purpose of entrepreneurial awareness cultivation is to develop the entrepreneurial ideal. Entrepreneurial beliefs are formed during entrepreneurial practices and are the spiritual support for entrepreneurial activities and the entrepreneurial ideal. The logical relationship of a series of entrepreneurial beliefs forms entrepreneurial values.

Table 1 is the quality index system of entrepreneurial talents.

In Table 1, EA denotes entrepreneurial awareness, ES means entrepreneurial spirit, EQ stands for entrepreneurial quality, and E represents entrepreneurship ability.

Here, the research subjects are selected from the students of college A in Shaanxi Province, which has implemented entrepreneurship education for a while. According to the number of students in college A, 200 questionnaires are issued, and 196 valid questionnaires are recovered, with an effective rate of 98%. The subjects’ basic information and answers of the valid questionnaires are collected and statistically analyzed through SPSS 25. Table 2 displays the statistical information of the subjects. In the sample, there are 98 male college students and 98 female students, accounting for 50 and 50%, respectively. The proportion of freshmen, sophomores, juniors, and seniors is 25%, respectively. The subjects’ other information, such as grade and gender, are basically in line with the basic situation of college A, as well as the actual situation of higher education institutions in Shaanxi Province. Thus, the questionnaire is effective. Table 2 presents the basic information of the subjects. Specifically, questionnaires are distributed to students during class hours and collected with the assistance of the teachers on the spot. After all the questionnaires are collected, the invalid questionnaires are removed, and effective questionnaires are statistically analyzed. Table 3 presents the questionnaire analysis of EA.

The entrepreneurial psychological quality questionnaire is shown in Table 4.

The questionnaire of college students’ employment values is shown in Table 5.

Table 6 presents the reliability statistics results.

Table 6 illustrates that the Cronbach’s Alpha coefficient can test the reliability of the questionnaire and ensures the consistency of the scoring of each item. The coefficient α is 0.797, indicating that the questionnaire has good reliability and internal consistency.

Here, LISREL8.7 software is chosen for Confirmatory Factor Analysis (CFA), and Table 7 presents the main fitting indexes of the model.

Table 7 indicates that the above fitting indexes all meet the conditions of the goodness-of-fit model. The X²/df value is 1.8, RMSEA is less than 0.067, and the values of CFI and IFI are greater than 0.9, indicating that the model fitting is good. The fitting indexes all meet the conditions of the goodness-of-fit model, indicating that the factor structure model has good structural validity.

Figure 5 shows the status of education on virtual entrepreneurship practice in college A.

Figure 5 shows that the status of education on virtual entrepreneurial practice in college A approximates a normal distribution, and the average value is 2.86, almost equal to 3, the theoretical mean of the scale. The results show that virtual entrepreneurship practice education in college A is moderately developed, far from ideal. Meanwhile, the course objective of entrepreneurship practice education have not been met.

Table 8 shows the correlation coefficient between the virtual entrepreneurship practice education and each dimension.

Table 8 illustrates the correlation coefficient between the virtual entrepreneurship practice education and each dimension. The larger the absolute value of the pearson correlation coefficient is, the stronger their correlation is. Conversely, the smaller the absolute value of the pearson correlation coefficient is, the weaker their correlation is. When 0.8 < | p| ≦ 1, the correlation is extremely strong, and when 0.6 < | p| ≦ 0.8, the correlation is high. When 0.4 < | p| ≦ 0.6, the correlation is moderate, and when 0.2 < | p| ≦ 0.4, the correlation is weak. When 0.2 < p < 0.2, there is no correlation. The correlation coefficients between each dimension and the virtual entrepreneurship practice education are all above 0.6, indicating that each dimension is positively correlated with the virtual entrepreneurship practice education, and the correlation is significant. Thus, the overall level of each dimension are desirable.

Figure 6 shows the results of EA questionnaire, and Figure 6A is the result of question 1: what is entrepreneurship? Figure 6B is the result of question 2: What is your attitude toward college students’ entrepreneurship?

Figure 7 also indicates the results of EA questionnaire, and Figure 7A is the results of question 3: Are there any entrepreneurial intentions? Figure 7B is the result of question 4: Why do you plan to start a business?

Figures 6, 7 illustrate that, currently, college students’ understanding of entrepreneurship is not comprehensive: 31 subjects take the entrepreneurship as the act of starting a company, 111 subjects regard entrepreneurship as starting a career at will, and another 17 subjects hold that they do not have a clear understanding about entrepreneurship. Most subjects favor college students’ entrepreneurship: 156 subjects support college students’ entrepreneurship, while 20 subjects oppose, and 10 subjects are neutral.

For the question of whether they will start a business, only 25 subjects are preparing to start a business, 154 subjects may be ready to start a business, and 17 subjects have not considered starting a business. Many reasons may contribute to this phenomenon, and 134 subjects feel they have no experience and insufficient funds. Therefore, students choose entrepreneurship for many reasons, and nearly half of them choose entrepreneurship because they cannot find suitable jobs. Questionnaire results show that most subjects have expressed positively toward college students’ entrepreneurship. However, on the whole, college students’ entrepreneurial awareness has not been erected, students have not formed an independent understanding of entrepreneurship, and a few of students have misunderstandings about entrepreneurship. Most students are holding a wait-and-see attitude toward entrepreneurship. Few students implement actual entrepreneurial behaviors, and the pursuit of stable work accounts for the majority among students. The linear regression analysis of the questionnaire on “Why do you plan to start a business?” reveals that the significance level P of not finding a suitable job is 0.0001, the significance level P of needing money is 0.029, and the significance level P of other factors is 0.016. Thus, not finding a suitable job has the greatest impact on the cause of college students’ entrepreneurship (Deng et al., 2021).

Figure 8 shows the results of the questionnaire on entrepreneurial psychological quality. Figure 8A is the results of Question 1: What is your choice against the entrepreneurial risk? Figure 8B is the result of question 2: How do you make your plan?

Figure 9 also demonstrates the results of questionnaire of entrepreneurial psychological quality. Figure 9A is the result of question 3: How do you feel when you choose to start a business? Figure 9B is the result of question 4: What will you do after entrepreneurial failure?

Figures 8, 9 demonstrate that regarding the question about the risk of entrepreneurship, 51 subjects do not worry about the risks and invest alone, 42 subjects choose to invest in a partnership and share risks, and more than half of them think they have an under-bearing capacity. Regarding the question “what you would do when planning,” only 10 students choose to follow others, 66 students choose to plan to listen to others again, and 50 students choose to consult with others to make decisions. Regarding the question about how they feel about choosing to start a business, 103 students think they feel under some pressure. Regarding the question about what they would do after an entrepreneurial failure, nearly half of the subjects choose to gain experience and bide their time. However, in general, college students lack high entrepreneurial psychological quality, and psychologically, they are not well-prepared for entrepreneurship and lack boldness. Tables 2, 3 suggest that the basic quality of entrepreneurship of college students is generally not high, the entrepreneurial awareness is weak and the entrepreneurial psychological quality is poor. They lack entrepreneurial ability rather than entrepreneurial knowledge. The linear regression analysis of the question “What will you do after an entrepreneurship failure?” shows that the significance level of gain experience and bide their time is 0.0001, and the level of confusion is 0.015. Thus, most college student entrepreneurs will choose to gain experience and bide their time after the failure.

Figures 10–12 display the questionnaire results of entrepreneurial factors.

Figure 10 shows the questionnaire results of “What are factors influencing entrepreneurial choices?”. About 25.78% of the subjects choose to realize personal ideals and values. The answer is also in line with the cultivation values of current entrepreneurial education in higher education institutions, 26.21% of the students choose the high degree of freedom in work, and 11.12% of the students choose high treatment, indicating that they have a utilitarian tendency. About 16.35% of the subjects choose poor employment situations, and entrepreneurship is undoubtedly a new career choice. To sum up, the majority of college students think positively and healthily, and the most important factor in their entrepreneurial choices is the realization of personal ideals and values.

Figure 11 shows the questionnaire results of “What are the essential elements of the entrepreneurial process?”. About 21.65% of the subjects think that the record of formal schooling is the most important, 33.94% think that ability is the most important, and 31.97% think that relationship is the most important. The questionnaire results show that most college students think that their comprehensive quality and ability are more important during entrepreneurship, while other elements, including money, are also crucial. Entrepreneur’s ability and quality can be regarded as internal factors, and other factors are external factors. Both external factors and internal factors are essential for successful entrepreneurship.

Figure 12 shows that for the question of “What are your solutions to entrepreneurship problems?”, 30.35% of students choose to face the problem positively, 30.29% of them are hesitant, 25.23% of them choose to give up, and 14.13% of them choose to let nature take its course. Overall data imply that college students have few social experiences and low anti-risk ability. Nearly 70% of the subjects have not shown a positive attitude toward risk. Accordingly, higher education institutions should focus on values guidance in entrepreneurship education to cultivate a sound entrepreneurial psychological quality.