How do cyber entrepreneurship courses affect Chinese college students' entrepreneurial intentions, stimulating or inhibiting?

This study purposes to investigate the impacts of "theoretical" and "practical" courses on cyber entrepreneurial intention and its leading variables based on TAM/TPB integrated model. Targeted sampling technology is used to compare multiple groups of students who had taken cyber entrepreneurship courses or not, which used SmartPLS4.0 to empirical research. A total of 357 business school students, including 120 freshman students (who have taken theoretical cyber entrepreneurship courses) and 237 senior students (who have taken practical cyber entrepreneurship courses), were collected for multiple groups comparisons. The results show that theoretical cyber entrepreneurship course has no significant relationship with cyber entrepreneurship intention, while practical cyber entrepreneurship course shows positive effect on cyber entrepreneurship intention. Compared with previous studies that analyzed entrepreneurship education as a whole, this study innovatively divided cyber entrepreneurship education into theoretical and practical courses and studied their relationships with cyber entrepreneurial intention of Chinese college students separately. It has important reference value for course designers to clarify the impact of theoretical and practical courses on students’ cyber entrepreneurial intention, and to adapt teaching contents and methods for corresponding different goals. As a result, different types of cyber entrepreneurship courses should play various roles in cultivating entrepreneurial talents at different stages. It has reference value in both theoretical and practical aspects.