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Research on the Direction of Innovation and Entrepreneurship Education Reform Within the Digital Media Art Design Major in the Digital Economy

ABSTRACT: This research analysed the integration of innovation and entrepreneurship education for students, majoring in digital media art design. Using a grounded theory approach, we investigated the experiences of two research groups: five leaders of digital media art design courses in colleges and universities, and five successful entrepreneurs who had majored in digital media art design and had achieved significantly in the industry after graduation. From the two dimensions of ‘innovation’ and ‘entrepreneurship’, as well as the two perspectives of ‘implementer’ and ‘party’, semi-structured interviews were conducted on the core competencies that innovation and entrepreneurship talents should have the methods and experience of innovation and entrepreneurship education, the difficulties and problems in the implementation of innovation and entrepreneurship education, the need for talent among enterprises and the factors affecting entrepreneurship success. By analysing and clustering the data, we were able to comprehensively identify the main problems and aspects that require more attention in terms of cultivating innovative and entrepreneurial talents in the digital media art design major. Based on the grounded theory research method, this paper established a theoretical model, outlining the innovation of the digital media art design major and the entrepreneurship education reform path. The key internal elements of the model include mechanisms for professional talent training, curriculum integration, teacher team construction and resource support. The school-enterprise cooperation mechanism is recognised as the key external element for innovation and entrepreneurship education reform. The results provide direction for future education and teaching reform, as well as professional input for the digital media art design major. The findings encourage those involved in the digital media art design major to cultivate more high-level, pioneering professionals, so as to adapt to the transformation and upgrading of economic and social development in the context of a growing digital economy.

SUBMITTER: Yu W

PROVIDER: S-EPMC8554304 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundDigital knowledge sharing (DKS) communities have emerged as a promising approach to support learning and innovation in online higher education. These communities facilitate the exchange of knowledge, resources, and ideas among educators, students, and experts, creating opportunities for collaboration, innovation, and lifelong learning. However, the impact and role of DKS communities in online education are not well understood, and further research is needed to explore their potential benefits and challenges.PurposeThis multi-objective qualitative study aims to investigate the impact and role of DKS communities in online higher education, identifying the factors that promote student success and the implications for the development of online education. The study collected data from 20 informants who have experienced teaching online during and after the pandemic. Data were collected through in-depth interviews and analyzed using thematic analysis. The informants were selected through theoretical sampling.MethodologyTo explore the impact and role of DKS communities in online higher education, this study employed a multi-objective qualitative research method. Data were collected through in-depth interviews conducted with 20 informants who possessed experience in teaching online during and after the pandemic. The informants were selected through theoretical sampling to ensure diverse perspectives and insights. The collected data were subsequently analyzed using thematic analysis, allowing for the identification of key themes and patterns.FindingsThe findings of this study provide valuable insights into the impact and role of DKS communities in online higher education. These insights encompass various aspects, including the benefits and challenges of DKS in online education, the factors that contribute to student success, and the implications for the ongoing development and innovation of online education.ConclusionsIn conclusion, this multi-objective qualitative study sheds light on the significance of DKS communities in online higher education. It underscores their potential to enhance collaboration, innovation, and lifelong learning. The findings also emphasize the importance of addressing challenges and fostering an inclusive and supportive online learning environment. These insights inform best practices and contribute to the continuous development and innovation of online education, particularly in the post-pandemic educational landscape.

Project description:BackgroundWhile health informatics recommendations on competencies and education serve as highly desirable corridors for designing curricula and courses, they cannot show how the content should be situated in a specific and local context. Therefore, global and local perspectives need to be reconciled in a common framework.ObjectivesThe primary aim of this study is therefore to empirically define and validate a framework of globally accepted core competency areas in health informatics and to enrich this framework with exemplar information derived from local educational settings.MethodsTo this end, (i) a survey was deployed and yielded insights from 43 nursing experts from 21 countries worldwide to measure the relevance of the core competency areas, (ii) a workshop at the International Nursing Informatics Conference (NI2016) held in June 2016 to provide information about the validation and clustering of these areas and (iii) exemplar case studies were compiled to match these findings with the practice. The survey was designed based on a comprehensive compilation of competencies from the international literature in medical and health informatics.ResultsThe resulting recommendation framework consists of 24 core competency areas in health informatics defined for five major nursing roles. These areas were clustered in the domains "data, information, knowledge", "information exchange and information sharing", "ethical and legal issues", "systems life cycle management", "management" and "biostatistics and medical technology", all of which showed high reliability values. The core competency areas were ranked by relevance and validated by a different group of experts. Exemplar case studies from Brazil, Germany, New Zealand, Taiwan/China, United Kingdom (Scotland) and the United States of America expanded on the competencies described in the core competency areas.ConclusionsThis international recommendation framework for competencies in health informatics directed at nurses provides a grid of knowledge for teachers and learner alike that is instantiated with knowledge about informatics competencies, professional roles, priorities and practical, local experience. It also provides a methodology for developing frameworks for other professions/disciplines. Finally, this framework lays the foundation of cross-country learning in health informatics education for nurses and other health professionals.

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Research on the Direction of Innovation and Entrepreneurship Education Reform Within the Digital Media Art Design Major in the Digital Economy

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