# Research on the Cultivation of College Students’ Innovation Ability and the Development of Self-Survival Innovation Team from the Perspective of Green Ecology

Authors: Yuwei Dong; Qingren Cao
Journal: Discrete Dynamics in Nature and Society
 (2021)

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## Abstract

Self-survival innovation teams composed of college students are considered incubators for future entrepreneurs. Stability is the prerequisite for team survival, while sustainable development is the necessary condition for their continuous progress. The development of members and the team are interrelated. In the continuous development of the team, the members, who contribute to the development of the team, change iteratively, while the team provides opportunities and platforms for the development of the members. However, at present, there are few researches on the sustainable development of the team and the data analysis on the correlation between the member development and the team construction. Therefore, in order to make a systematic analysis on the sustainable development ability of the team, this paper adopts questionnaires to obtain relevant information about college students and their innovation team. SPSS software (25.0) is used to make statistical analysis on the current development of college students’ individual ability and innovation team. Based on this, the paper puts forward analysis strategies for the personal development of college students and the construction of self-survival innovation team.


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## Body

## 1. Introduction

The development of college students’ innovation and entrepreneurship is an important research topic under Xi Jinping’s green ecological civilization thought [1]. It meets the needs of national economic development, national innovation and entrepreneurship education reform and development, and the ideological education and practical innovative development of contemporary college students [2]. In addition, with the improvement of our country’s support for college students’ entrepreneurship, how to cultivate students’ innovation ability and improve the self-survival ability of college students’ entrepreneurship team has become a research hotspot [3]. For the majority of college students, they have rich imagination, are not bound by the experience framework, and have strong innovative ideas [4]. Interest and hobbies are the source of innovative ideas, the best instructors for personal success, also considered as the source of creativity [5]. Especially, engineering college students have strong practical ability and active thinking. In the learning process, they have formed their own unique thinking mode by using their professional knowledge and combining various factors such as life, practice, teachers, and scientific research [6]. Under the guidance of teachers, these primitive and simple creative sparks may become innovation points and form scientific and rigorous academic achievements [7]. The difficulties of college students’ employment and choices are becoming more and more obvious. In order to further promote the employment of college students, our country has issued a series of policies to encourage their innovation and entrepreneurship, thus greatly promoting the development of college students’ self-employment activities. At present, college students’ green entrepreneurship has gradually become the new direction of contemporary college students’ self-entrepreneurship. It not only provides more diversified space for college students’ entrepreneurial activities, but also puts forward higher requirements for college students’ entrepreneurial ability in terms of green management, ecological benefit, and economic benefit management. At the same time, due to the limitations in various aspects, it is difficult for college students to conduct and succeed in entrepreneurship with their own strength [8]. In this case, students who have the same interests, hobbies, and enthusiasm should come together and form a self-survival innovation team guided by the concept of green development [9].One of the most obvious characteristics of the self-survival innovation team is that it is driven by wealth creation. On this premise, stability is an essential guarantee for team survival [10], and sustainable development is a necessary condition for the innovation team to make continuous progress [11]. As the self-survival innovation team of college students is composed of people with common goals or interests, the common vision not only improves the cohesion of the team [12], but makes the team more stable than other types of teams as well [13]. In the process of continuous development, team members of each generation contribute their own strength to team development, so as to promote the team to maintain green and sustainable development dynamics [14]. Furthermore, due to the continuous development, the team can provide more opportunities and better platform for the development of members [15], so there is a synergistic and progressive correlation between the development of members and the team [16].When the existence of college students’ self-survival innovation team no longer depends on a certain teacher or a certain member and can gradually complete the iterative replacement in the process of continuous development [17], it shows that the team can develop independently and sustainably, which is of great significance for the establishment of college students’ self-survival innovation team and the cultivation of college students’ innovation ability. However, at present, there are few researches on the sustainable development of the team and the data analysis on the correlation between the member development and the team construction. Therefore, in order to make a systematic analysis on the sustainable development ability of the team, this paper uses the questionnaire method to obtain the relevant information of college students and their innovation teams [18, 19] and adopts SPSS software to make a statistical analysis on the current development of college students’ individual ability and innovation team. Based on this, it puts forward analysis strategies for the sustainable construction and personal development of college students’ self-survival innovation team.


## 2. Related Works

In this section, related works are discussed. In [20], the job of school sports instructional course in actual training is examined, and it is shown that the school sports instructional course has the accompanying attributes, assuming a significant part in advancing the development of a qualified workforce.According to the viewpoint of idea and practice, in [21], it is proposed to refresh the idea of financing work and work on monetary subsidizing through approach audit, examination, and investigation of significant units. Measures to upgrade individual capacity, including assets from the public authority, banks, schools, and society, ought to be esteemed to advance complete, facilitated, and manageable improvement of understudies with monetary hardships. Such a thought has been applied in specific regions’ subsidizing work and accomplished good outcomes.There are as yet upright offense practices and exhibitions among undergrads, which is still a long way from the ability development reasoning of fostering character and civic virtue in schools and colleges. Taking Wuhan University of Science and Technology, for instance, the steel soul culture is consolidated in [22] that has been acquired and created by metallurgical schools for a long time. Furthermore, the worth implication of steel culture is broken down from the four components of toughness, taking responsibility, refinement, and being real. Simultaneously, the beginning and qualities of this culture are broken down and, afterward, continued from incorporating classroom teaching into the brain, incorporating situational teaching into the situation, integrating inner beliefs into the heart, and integrating the living world into the action to investigate the execution way of steel soul culture in the training advancement of undergrads’ ethical schooling.Reference [23] concentrated on the arrangement plan and framework advancement of instructive destitution lightening in China. Training destitution lightening strategy is an indispensable piece of the public neediness mitigation strategy, and schooling destitution easing is a viable means to reduce neediness. In light of the new circumstance and issues of neediness easing in instruction, reference [23] advances a few countermeasures and ideas to work on the designated apparatuses of neediness easing strategy, further develop the assessment list instruments of destitution easing strategy, and consistently advance the devices of government-funded instruction asset assignment.Understudies’ learning drive and learning impacts are completely upgraded by empowering information to be introduced before understudies more three-dimensionally, making a more practical homeroom showing air for understudies, accomplishing visual and hear-able double incitement. In [24], the application in PC helped instruct what is broke down, and afterward, PC helped educate and develop understudies’ creative reasoning capacity is examined.In [25], the idea of creativity is examined, then, at that point, the homegrown and unfamiliar investigates on imagination are considered, and afterward, the significance and fundamental standards of developing the innovativeness of middle school understudies are contemplated. At last, the ways of developing the imagination of middle school understudies are thought of. The motivation behind [25] is to advance the improvement of the showing hypothesis and the reestablishment of the showing idea in order to foster the imaginative instructing and examination learning and further work on the nature of the training level.So far, important research has been done in this area. Nonetheless, as of now, there are not many types of research on the sustainable improvement of the team and the information examination on the relationship between member advancement and team development. Thusly, to make an orderly investigation on the feasible improvement capacity of the group, this paper utilizes the questionnaire strategy to get the pertinent data of undergrads and their advancement groups and embraces SPSS programming to make a measurable examination on the current improvement of understudies’ singular capacity and development group. In view of this, it advances investigation systems for the reasonable development and self-improvement of understudies’ self-endurance development group.


## 3. Construction of Self-Survival Innovation Team Model for College Students

### 3.1. Analysis on the Components of Self-Survival Innovation Team

To achieve self-survival and metabolic change, a team must possess the following factors [26, 27], an eternal or long-term fixed goal (team culture), continuous creative points (innovative thinking), strong cohesion and stability of core members (team development), ladder configuration of team members (organizational structure), fair and just incentive measures (team system), and stable source of members and training courses (expansion channels). Various factors promote each other and work together, which is the basis for the team to change itself without breaking up because of the departure of a member or instructor. For the long-term and stable development of the team, the cultivation of members is essential. Therefore, through the analysis on the composition of contemporary college students’ ability, the statistics of individual ability factors that have vital influence on the construction of self-survival innovation team listed in Table 1 are obtained by means of literature review, data, and telephone interviews [28–30].Table 1
Frequency statistics of the components of innovation and entrepreneurship ability.
No.Based on researchNo.Based on interviewAbility elementFrequencyAbility elementFrequency1Resource integration301Learning ability152Opportunity recognition202Adhere to133Leadership203Communication skills104Interpersonal relationship184Guts85Marketing185Pressure resistance86Learning ability186Team management skills87Communication skills177Team organization ability88Organization and coordination capacity168Expertise skills89Teamwork ability159Achievement motivation710Practical ability1510Management ability711Financial management1411Action force712Opportunity seizure1312Seize the opportunity713Professional knowledge and skills1313Marketing714Achievement motivation1214Resource acquisition715Responsibility1215Leadership6


### 3.2. Framework Construction of Self-Survival Innovation Team for College Students

The framework of college students’ self-survival innovation team is set as the individual part and the team building part. The individual part is divided into three primary dimensions: executive force, leadership, and driving force. The driving force mainly reflects the desire of the individual to achieve self-worth, that is, the important and valuable work for themselves, and an internal driving force to engage in, complete, and pursue success and achieve a certain ideal state; leadership represents the ability to influence the team and lead the team to achieve the set goals; action force is the ability to actively put their own or others’ ideas into practice. Obviously, the three comprehensive abilities can reflect the individual abilities of college students to a certain extent, among which leadership and execution have an important impact on team development. In the team building part, based on the actual needs of the team’s development, it is divided into three primary dimensions: team culture, organizational structure, and team regulations. The structure is shown in Figure1. Based on this, the paper initially proposes a design model of college students’ individual ability structure with 3 primary dimensions and 14 secondary indicators, and a design model of self-survival college students’ innovation team structure with 3 primary dimensions and 8 secondary indicators, as shown in Figure 2.Figure 1
Framework of self-survival innovation team for college students.Figure 2
Framework model of self-survival innovation team for college students. (a) Framework of individual ability development; (b) framework of team construction and training.
(a)(b)


### 3.3. Investigation and Analysis of the Development Situation of College Students’ Innovation Team

#### 3.3.1. Investigation Methods

The investigation mainly adopted the method of questionnaire survey. On the basis of combining the existing research, this paper focused on exploring the ability components presented in the interviews with innovative entrepreneurs and combined the existing research foundation, ideological and political work experience to develop theSelf-Assessment Scale for Innovation of Chinese University Students, which consists of 3 subscales and a total of 50 items. The investigation designed more than 1,000 researchers and included college students from 31 provinces (autonomous regions and municipalities directly under the central government). 1,122 questionnaires were collected, and the data were screened after collection. Questionnaires with characteristics of too short answer time, too many missed questions, and too regular check and deviation of lie detection were deleted, and 1,022 valid questionnaires were finally obtained, with an effective rate of 91.08%.


#### 3.3.2. Investigation Sample and Distribution

The basic distribution of gender, educational background, and university type in this survey is 448 men and 574 women; 889 undergraduates and 133 postgraduates; 723 from ordinary universities and 299 from key universities (including 211/985). On the basis of the previous research, this research focuses on the self-construction and school education of the investigation subjects and conducts detailed discussion and analysis. The specific survey samples and distribution proportion are shown in Tables2 and 3. In addition to the personal investigation, the questionnaire analysis is also conducted for the teams in colleges and universities, mainly focusing on their degree of guidance and establishment of team system. SPSS software (version 25.0) is used to make statistical analysis on the development status of college students’ individual ability and innovation teams.Table 2
Statistics of individual samples.
ProjectCategoryNumber of peopleProportion (%)GenderMale44839.43Female57460.57Grade201832732.57201728628.72201623523.05201517415.66Educational levelPostgraduate13313.03Undergraduate88986.97Table 3
Statistics of team samples.
ProjectCategoryNumber of teamsProportion (%)CollegeKey universities6464Normal universities3636Educational levelPostgraduate2424Undergraduate7676


## 3.1. Analysis on the Components of Self-Survival Innovation Team

To achieve self-survival and metabolic change, a team must possess the following factors [26, 27], an eternal or long-term fixed goal (team culture), continuous creative points (innovative thinking), strong cohesion and stability of core members (team development), ladder configuration of team members (organizational structure), fair and just incentive measures (team system), and stable source of members and training courses (expansion channels). Various factors promote each other and work together, which is the basis for the team to change itself without breaking up because of the departure of a member or instructor. For the long-term and stable development of the team, the cultivation of members is essential. Therefore, through the analysis on the composition of contemporary college students’ ability, the statistics of individual ability factors that have vital influence on the construction of self-survival innovation team listed in Table 1 are obtained by means of literature review, data, and telephone interviews [28–30].Table 1
Frequency statistics of the components of innovation and entrepreneurship ability.
No.Based on researchNo.Based on interviewAbility elementFrequencyAbility elementFrequency1Resource integration301Learning ability152Opportunity recognition202Adhere to133Leadership203Communication skills104Interpersonal relationship184Guts85Marketing185Pressure resistance86Learning ability186Team management skills87Communication skills177Team organization ability88Organization and coordination capacity168Expertise skills89Teamwork ability159Achievement motivation710Practical ability1510Management ability711Financial management1411Action force712Opportunity seizure1312Seize the opportunity713Professional knowledge and skills1313Marketing714Achievement motivation1214Resource acquisition715Responsibility1215Leadership6


## 3.2. Framework Construction of Self-Survival Innovation Team for College Students

The framework of college students’ self-survival innovation team is set as the individual part and the team building part. The individual part is divided into three primary dimensions: executive force, leadership, and driving force. The driving force mainly reflects the desire of the individual to achieve self-worth, that is, the important and valuable work for themselves, and an internal driving force to engage in, complete, and pursue success and achieve a certain ideal state; leadership represents the ability to influence the team and lead the team to achieve the set goals; action force is the ability to actively put their own or others’ ideas into practice. Obviously, the three comprehensive abilities can reflect the individual abilities of college students to a certain extent, among which leadership and execution have an important impact on team development. In the team building part, based on the actual needs of the team’s development, it is divided into three primary dimensions: team culture, organizational structure, and team regulations. The structure is shown in Figure1. Based on this, the paper initially proposes a design model of college students’ individual ability structure with 3 primary dimensions and 14 secondary indicators, and a design model of self-survival college students’ innovation team structure with 3 primary dimensions and 8 secondary indicators, as shown in Figure 2.Figure 1
Framework of self-survival innovation team for college students.Figure 2
Framework model of self-survival innovation team for college students. (a) Framework of individual ability development; (b) framework of team construction and training.
(a)(b)


## 3.3. Investigation and Analysis of the Development Situation of College Students’ Innovation Team

### 3.3.1. Investigation Methods

The investigation mainly adopted the method of questionnaire survey. On the basis of combining the existing research, this paper focused on exploring the ability components presented in the interviews with innovative entrepreneurs and combined the existing research foundation, ideological and political work experience to develop theSelf-Assessment Scale for Innovation of Chinese University Students, which consists of 3 subscales and a total of 50 items. The investigation designed more than 1,000 researchers and included college students from 31 provinces (autonomous regions and municipalities directly under the central government). 1,122 questionnaires were collected, and the data were screened after collection. Questionnaires with characteristics of too short answer time, too many missed questions, and too regular check and deviation of lie detection were deleted, and 1,022 valid questionnaires were finally obtained, with an effective rate of 91.08%.


### 3.3.2. Investigation Sample and Distribution

The basic distribution of gender, educational background, and university type in this survey is 448 men and 574 women; 889 undergraduates and 133 postgraduates; 723 from ordinary universities and 299 from key universities (including 211/985). On the basis of the previous research, this research focuses on the self-construction and school education of the investigation subjects and conducts detailed discussion and analysis. The specific survey samples and distribution proportion are shown in Tables2 and 3. In addition to the personal investigation, the questionnaire analysis is also conducted for the teams in colleges and universities, mainly focusing on their degree of guidance and establishment of team system. SPSS software (version 25.0) is used to make statistical analysis on the development status of college students’ individual ability and innovation teams.Table 2
Statistics of individual samples.
ProjectCategoryNumber of peopleProportion (%)GenderMale44839.43Female57460.57Grade201832732.57201728628.72201623523.05201517415.66Educational levelPostgraduate13313.03Undergraduate88986.97Table 3
Statistics of team samples.
ProjectCategoryNumber of teamsProportion (%)CollegeKey universities6464Normal universities3636Educational levelPostgraduate2424Undergraduate7676


## 3.3.1. Investigation Methods

The investigation mainly adopted the method of questionnaire survey. On the basis of combining the existing research, this paper focused on exploring the ability components presented in the interviews with innovative entrepreneurs and combined the existing research foundation, ideological and political work experience to develop theSelf-Assessment Scale for Innovation of Chinese University Students, which consists of 3 subscales and a total of 50 items. The investigation designed more than 1,000 researchers and included college students from 31 provinces (autonomous regions and municipalities directly under the central government). 1,122 questionnaires were collected, and the data were screened after collection. Questionnaires with characteristics of too short answer time, too many missed questions, and too regular check and deviation of lie detection were deleted, and 1,022 valid questionnaires were finally obtained, with an effective rate of 91.08%.


## 3.3.2. Investigation Sample and Distribution

The basic distribution of gender, educational background, and university type in this survey is 448 men and 574 women; 889 undergraduates and 133 postgraduates; 723 from ordinary universities and 299 from key universities (including 211/985). On the basis of the previous research, this research focuses on the self-construction and school education of the investigation subjects and conducts detailed discussion and analysis. The specific survey samples and distribution proportion are shown in Tables2 and 3. In addition to the personal investigation, the questionnaire analysis is also conducted for the teams in colleges and universities, mainly focusing on their degree of guidance and establishment of team system. SPSS software (version 25.0) is used to make statistical analysis on the development status of college students’ individual ability and innovation teams.Table 2
Statistics of individual samples.
ProjectCategoryNumber of peopleProportion (%)GenderMale44839.43Female57460.57Grade201832732.57201728628.72201623523.05201517415.66Educational levelPostgraduate13313.03Undergraduate88986.97Table 3
Statistics of team samples.
ProjectCategoryNumber of teamsProportion (%)CollegeKey universities6464Normal universities3636Educational levelPostgraduate2424Undergraduate7676


## 4. Analysis on the Development Situation of Self-Survival Innovation Team for College Students from the Perspective of Ecological Development

### 4.1. Analysis on the Current Situation of Cultivation of Individual Innovation Ability

According to the investigation results, the average score of each item is analyzed. The impact of personal growth and school education on the personal development is explored from the perspective of college students’ self-cognition and school education respectively. The self-cognition is classified according to whether there is a clear career planning, and the school education is classified according to the number of innovative training courses.


#### 4.1.1. Impact of Clarifying Career Planning on the Development of Individual Innovation Ability

An individual who makes an arrangement to accomplish vocation objectives improves. The cycle assists individuals with understanding their latent capacity as per their capacities and to be more fulfilled if, because of preparation, they prevail with regard to accomplishing the put-out objectives. By the assistance of successful career planning, workers accomplish their own objectives and targets with the authoritative objectives and destinations. Representative lands position fulfillment inside the association by which higher usefulness and benefit become conceivable in the association, which prompts the accomplishment of the team.Through sample analysis, from the perspective of college students’ self-cognition and self-construction, the samples involved in the survey were divided into four groups: detailed career planning, medium career planning, simple career planning, and no career planning, in which the sample number is 349, 237, 640, and 796, respectively. SPSS was used to carry out the variance analysis between groups and the results are shown in Table4. The average score is the average of the scores obtained from each question in the questionnaire. Since P value is less than 0.01, it can be considered that career planning has a significant impact on the development of college students’ individual innovation ability, which shows that when college students can establish their own career planning path as early as possible, it is conducive to make necessary preparations for their career development to cope with the subsequent occupational pressure. On this basis, the analysis results of secondary indicators are shown in Figure 3. It can be seen from the figure that career planning mainly has a direct impact on the driving force and action force of college students. The more detailed the career planning, the clearer the goal of future career development, so the driving force and action force are significantly increased.Table 4
Variance analysis of the impact of clarifying career planning on the development of individual innovation ability.
Level nameCareer planningCasesStandard deviationStandard errorP valueThe average scoreIndividual abilityDetailed3498.25710.13770.0065523.75Medium2376.03360.34963.59Simple6404.02210.47553.37No7962.1540.43123.22Figure 3
Impact of career planning on secondary indicators of individual innovation ability.


#### 4.1.2. Impact of University Innovation Courses on College Students’ Individual Innovation Ability

Through sample analysis, from the perspective of school education, the number of participants in the university innovation courses during the school was counted, including 157 participants in 4 university innovation courses, 274 participants in 3 university innovation courses, 221 participants in 2 university innovation courses, 597 participants in 1 university innovation course, and 773 participants in no university innovation courses. SPSS was used for variance analysis between groups. The results are shown in Table5. Since the P value is less than 0.01, it can be considered that participation in university innovation courses has a significant impact on the innovation ability of college students, which indicates that the school educational environment has a guiding effect on the innovative ideas and actions of college students. On this basis, the analysis results for secondary indicators are shown in Figure 4. It can be seen that participation in university innovation courses has a direct impact on the leadership of college students [31], which shows that systematic training courses can establish their innovative consciousness as early as possible, and at the same time, their innovative knowledge foundation can be established through systematic course guidance.Table 5
Variance analysis of the impact of university innovation courses on the development of individual innovation ability.
Level nameTraining coursesCasesStandard deviationStandard errorP valueThe average scoreIndividual ability41577.271200.48110.0075233.6632743.765580.91433.5322212.178420.09873.5115972.094490.10943.4207731.578930.87513.37Figure 4
Impact of university innovation courses on secondary indicators of individual innovation ability.


### 4.2. Analysis on the Development Situation of College Students’ Innovation Team

#### 4.2.1. Impact of College Students’ Innovation Ability on the Development of Innovation Teams

Through sample analysis, each member of the innovation team was evaluated for innovation ability, and the ability evaluation was completed through the ability scoring table. Finally, the average level of team members’ innovation ability was obtained. The average innovation ability of the innovation team members was classified according to the four levels of excellent, good, normal, and poor. Among them, there are 14 excellent teams, 46 good teams, 27 normal teams, and 13 poor teams. SPSS was used to carry out the variance analysis between groups. The results are shown in Table6. As the P value is less than 0.01, it can be considered that the innovation ability of team members has a significant impact on team development and has a promoting effect on team construction. On this basis, the analysis results for secondary indicators are shown in Figure 5. It can be seen that the innovation ability of team members mainly affects the organizational structure and system establishment of college students’ innovation team, which indicates that team members with strong innovation ability can better improve the team structure and make the recruitment and withdrawal process of the team more smooth [32]. In addition, the systemic knowledge structure can also ensure that the team development will always keep innovation in the right direction.Table 6
Variance analysis of the impact of team members’ innovation ability on the development of innovation teams.
Level nameAbilityCasesStandard deviationStandard errorP valueThe average scoreOrganization SystemExcellent142.27120.68110.0092383.96Good464.76580.71433.63Normal275.17820.59873.41Poor133.04490.30943.32Figure 5
Impact of team members’ innovation ability on secondary indicators of the development of innovation teams.


#### 4.2.2. Impact of Creative Incentives on the Development of Innovation Teams

Through sample analysis, the investigation was carried out from the establishment of creative incentive system and the creative incentive situation in the process of team operation and development. Different teams were divided according to the established creative incentive system, including 14 teams with clear creative incentive system, 67 teams with simple creative incentive system, and 19 teams without creative incentive system. SPSS was used to conduct the variance analysis between groups. The results are shown in Table7. As the P value is less than 0.01, it can be considered that the creative incentive system has a significant impact on the development of innovation teams, which shows that the creative incentive system can promote the team construction, deepen the team culture, and also have a promoting role in team structure and construction. On this basis, the analysis results for the secondary indicators are shown in Figure 6. It can be seen from the figure that the creative incentive system has a direct impact on the three secondary indicators of the innovation team, which indicates that the creative incentive system can promote the perfection of team structure to a certain extent, and at the same time, the existence of the incentive system makes the recruitment of the team more smooth and can also promote the construction of the overall team atmosphere.Table 7
Variance analysis of the impact of creative incentive system on the development of innovation teams.
Level nameCreative incentivesCasesStandard deviationStandard errorP valueThe average scoreOrganization SystemClear141.22270.81170.0052473.88Simple673.65120.14353.73None191.05790.09433.46Figure 6
Impact of creative incentive system on secondary indicators of the development of innovation teams.


## 4.1. Analysis on the Current Situation of Cultivation of Individual Innovation Ability

According to the investigation results, the average score of each item is analyzed. The impact of personal growth and school education on the personal development is explored from the perspective of college students’ self-cognition and school education respectively. The self-cognition is classified according to whether there is a clear career planning, and the school education is classified according to the number of innovative training courses.


### 4.1.1. Impact of Clarifying Career Planning on the Development of Individual Innovation Ability

An individual who makes an arrangement to accomplish vocation objectives improves. The cycle assists individuals with understanding their latent capacity as per their capacities and to be more fulfilled if, because of preparation, they prevail with regard to accomplishing the put-out objectives. By the assistance of successful career planning, workers accomplish their own objectives and targets with the authoritative objectives and destinations. Representative lands position fulfillment inside the association by which higher usefulness and benefit become conceivable in the association, which prompts the accomplishment of the team.Through sample analysis, from the perspective of college students’ self-cognition and self-construction, the samples involved in the survey were divided into four groups: detailed career planning, medium career planning, simple career planning, and no career planning, in which the sample number is 349, 237, 640, and 796, respectively. SPSS was used to carry out the variance analysis between groups and the results are shown in Table4. The average score is the average of the scores obtained from each question in the questionnaire. Since P value is less than 0.01, it can be considered that career planning has a significant impact on the development of college students’ individual innovation ability, which shows that when college students can establish their own career planning path as early as possible, it is conducive to make necessary preparations for their career development to cope with the subsequent occupational pressure. On this basis, the analysis results of secondary indicators are shown in Figure 3. It can be seen from the figure that career planning mainly has a direct impact on the driving force and action force of college students. The more detailed the career planning, the clearer the goal of future career development, so the driving force and action force are significantly increased.Table 4
Variance analysis of the impact of clarifying career planning on the development of individual innovation ability.
Level nameCareer planningCasesStandard deviationStandard errorP valueThe average scoreIndividual abilityDetailed3498.25710.13770.0065523.75Medium2376.03360.34963.59Simple6404.02210.47553.37No7962.1540.43123.22Figure 3
Impact of career planning on secondary indicators of individual innovation ability.


### 4.1.2. Impact of University Innovation Courses on College Students’ Individual Innovation Ability

Through sample analysis, from the perspective of school education, the number of participants in the university innovation courses during the school was counted, including 157 participants in 4 university innovation courses, 274 participants in 3 university innovation courses, 221 participants in 2 university innovation courses, 597 participants in 1 university innovation course, and 773 participants in no university innovation courses. SPSS was used for variance analysis between groups. The results are shown in Table5. Since the P value is less than 0.01, it can be considered that participation in university innovation courses has a significant impact on the innovation ability of college students, which indicates that the school educational environment has a guiding effect on the innovative ideas and actions of college students. On this basis, the analysis results for secondary indicators are shown in Figure 4. It can be seen that participation in university innovation courses has a direct impact on the leadership of college students [31], which shows that systematic training courses can establish their innovative consciousness as early as possible, and at the same time, their innovative knowledge foundation can be established through systematic course guidance.Table 5
Variance analysis of the impact of university innovation courses on the development of individual innovation ability.
Level nameTraining coursesCasesStandard deviationStandard errorP valueThe average scoreIndividual ability41577.271200.48110.0075233.6632743.765580.91433.5322212.178420.09873.5115972.094490.10943.4207731.578930.87513.37Figure 4
Impact of university innovation courses on secondary indicators of individual innovation ability.


## 4.1.1. Impact of Clarifying Career Planning on the Development of Individual Innovation Ability

An individual who makes an arrangement to accomplish vocation objectives improves. The cycle assists individuals with understanding their latent capacity as per their capacities and to be more fulfilled if, because of preparation, they prevail with regard to accomplishing the put-out objectives. By the assistance of successful career planning, workers accomplish their own objectives and targets with the authoritative objectives and destinations. Representative lands position fulfillment inside the association by which higher usefulness and benefit become conceivable in the association, which prompts the accomplishment of the team.Through sample analysis, from the perspective of college students’ self-cognition and self-construction, the samples involved in the survey were divided into four groups: detailed career planning, medium career planning, simple career planning, and no career planning, in which the sample number is 349, 237, 640, and 796, respectively. SPSS was used to carry out the variance analysis between groups and the results are shown in Table4. The average score is the average of the scores obtained from each question in the questionnaire. Since P value is less than 0.01, it can be considered that career planning has a significant impact on the development of college students’ individual innovation ability, which shows that when college students can establish their own career planning path as early as possible, it is conducive to make necessary preparations for their career development to cope with the subsequent occupational pressure. On this basis, the analysis results of secondary indicators are shown in Figure 3. It can be seen from the figure that career planning mainly has a direct impact on the driving force and action force of college students. The more detailed the career planning, the clearer the goal of future career development, so the driving force and action force are significantly increased.Table 4
Variance analysis of the impact of clarifying career planning on the development of individual innovation ability.
Level nameCareer planningCasesStandard deviationStandard errorP valueThe average scoreIndividual abilityDetailed3498.25710.13770.0065523.75Medium2376.03360.34963.59Simple6404.02210.47553.37No7962.1540.43123.22Figure 3
Impact of career planning on secondary indicators of individual innovation ability.


## 4.1.2. Impact of University Innovation Courses on College Students’ Individual Innovation Ability

Through sample analysis, from the perspective of school education, the number of participants in the university innovation courses during the school was counted, including 157 participants in 4 university innovation courses, 274 participants in 3 university innovation courses, 221 participants in 2 university innovation courses, 597 participants in 1 university innovation course, and 773 participants in no university innovation courses. SPSS was used for variance analysis between groups. The results are shown in Table5. Since the P value is less than 0.01, it can be considered that participation in university innovation courses has a significant impact on the innovation ability of college students, which indicates that the school educational environment has a guiding effect on the innovative ideas and actions of college students. On this basis, the analysis results for secondary indicators are shown in Figure 4. It can be seen that participation in university innovation courses has a direct impact on the leadership of college students [31], which shows that systematic training courses can establish their innovative consciousness as early as possible, and at the same time, their innovative knowledge foundation can be established through systematic course guidance.Table 5
Variance analysis of the impact of university innovation courses on the development of individual innovation ability.
Level nameTraining coursesCasesStandard deviationStandard errorP valueThe average scoreIndividual ability41577.271200.48110.0075233.6632743.765580.91433.5322212.178420.09873.5115972.094490.10943.4207731.578930.87513.37Figure 4
Impact of university innovation courses on secondary indicators of individual innovation ability.


## 4.2. Analysis on the Development Situation of College Students’ Innovation Team

### 4.2.1. Impact of College Students’ Innovation Ability on the Development of Innovation Teams

Through sample analysis, each member of the innovation team was evaluated for innovation ability, and the ability evaluation was completed through the ability scoring table. Finally, the average level of team members’ innovation ability was obtained. The average innovation ability of the innovation team members was classified according to the four levels of excellent, good, normal, and poor. Among them, there are 14 excellent teams, 46 good teams, 27 normal teams, and 13 poor teams. SPSS was used to carry out the variance analysis between groups. The results are shown in Table6. As the P value is less than 0.01, it can be considered that the innovation ability of team members has a significant impact on team development and has a promoting effect on team construction. On this basis, the analysis results for secondary indicators are shown in Figure 5. It can be seen that the innovation ability of team members mainly affects the organizational structure and system establishment of college students’ innovation team, which indicates that team members with strong innovation ability can better improve the team structure and make the recruitment and withdrawal process of the team more smooth [32]. In addition, the systemic knowledge structure can also ensure that the team development will always keep innovation in the right direction.Table 6
Variance analysis of the impact of team members’ innovation ability on the development of innovation teams.
Level nameAbilityCasesStandard deviationStandard errorP valueThe average scoreOrganization SystemExcellent142.27120.68110.0092383.96Good464.76580.71433.63Normal275.17820.59873.41Poor133.04490.30943.32Figure 5
Impact of team members’ innovation ability on secondary indicators of the development of innovation teams.


### 4.2.2. Impact of Creative Incentives on the Development of Innovation Teams

Through sample analysis, the investigation was carried out from the establishment of creative incentive system and the creative incentive situation in the process of team operation and development. Different teams were divided according to the established creative incentive system, including 14 teams with clear creative incentive system, 67 teams with simple creative incentive system, and 19 teams without creative incentive system. SPSS was used to conduct the variance analysis between groups. The results are shown in Table7. As the P value is less than 0.01, it can be considered that the creative incentive system has a significant impact on the development of innovation teams, which shows that the creative incentive system can promote the team construction, deepen the team culture, and also have a promoting role in team structure and construction. On this basis, the analysis results for the secondary indicators are shown in Figure 6. It can be seen from the figure that the creative incentive system has a direct impact on the three secondary indicators of the innovation team, which indicates that the creative incentive system can promote the perfection of team structure to a certain extent, and at the same time, the existence of the incentive system makes the recruitment of the team more smooth and can also promote the construction of the overall team atmosphere.Table 7
Variance analysis of the impact of creative incentive system on the development of innovation teams.
Level nameCreative incentivesCasesStandard deviationStandard errorP valueThe average scoreOrganization SystemClear141.22270.81170.0052473.88Simple673.65120.14353.73None191.05790.09433.46Figure 6
Impact of creative incentive system on secondary indicators of the development of innovation teams.


## 4.2.1. Impact of College Students’ Innovation Ability on the Development of Innovation Teams

Through sample analysis, each member of the innovation team was evaluated for innovation ability, and the ability evaluation was completed through the ability scoring table. Finally, the average level of team members’ innovation ability was obtained. The average innovation ability of the innovation team members was classified according to the four levels of excellent, good, normal, and poor. Among them, there are 14 excellent teams, 46 good teams, 27 normal teams, and 13 poor teams. SPSS was used to carry out the variance analysis between groups. The results are shown in Table6. As the P value is less than 0.01, it can be considered that the innovation ability of team members has a significant impact on team development and has a promoting effect on team construction. On this basis, the analysis results for secondary indicators are shown in Figure 5. It can be seen that the innovation ability of team members mainly affects the organizational structure and system establishment of college students’ innovation team, which indicates that team members with strong innovation ability can better improve the team structure and make the recruitment and withdrawal process of the team more smooth [32]. In addition, the systemic knowledge structure can also ensure that the team development will always keep innovation in the right direction.Table 6
Variance analysis of the impact of team members’ innovation ability on the development of innovation teams.
Level nameAbilityCasesStandard deviationStandard errorP valueThe average scoreOrganization SystemExcellent142.27120.68110.0092383.96Good464.76580.71433.63Normal275.17820.59873.41Poor133.04490.30943.32Figure 5
Impact of team members’ innovation ability on secondary indicators of the development of innovation teams.


## 4.2.2. Impact of Creative Incentives on the Development of Innovation Teams

Through sample analysis, the investigation was carried out from the establishment of creative incentive system and the creative incentive situation in the process of team operation and development. Different teams were divided according to the established creative incentive system, including 14 teams with clear creative incentive system, 67 teams with simple creative incentive system, and 19 teams without creative incentive system. SPSS was used to conduct the variance analysis between groups. The results are shown in Table7. As the P value is less than 0.01, it can be considered that the creative incentive system has a significant impact on the development of innovation teams, which shows that the creative incentive system can promote the team construction, deepen the team culture, and also have a promoting role in team structure and construction. On this basis, the analysis results for the secondary indicators are shown in Figure 6. It can be seen from the figure that the creative incentive system has a direct impact on the three secondary indicators of the innovation team, which indicates that the creative incentive system can promote the perfection of team structure to a certain extent, and at the same time, the existence of the incentive system makes the recruitment of the team more smooth and can also promote the construction of the overall team atmosphere.Table 7
Variance analysis of the impact of creative incentive system on the development of innovation teams.
Level nameCreative incentivesCasesStandard deviationStandard errorP valueThe average scoreOrganization SystemClear141.22270.81170.0052473.88Simple673.65120.14353.73None191.05790.09433.46Figure 6
Impact of creative incentive system on secondary indicators of the development of innovation teams.


## 5. Analysis on the Strategies of Cultivating College Students’ Innovation Ability and Sustainable Development of Innovation Teams

### 5.1. Analysis on the Strategies of Cultivating College Students’ Innovation Ability

In this specific circumstance, to advance the strategies of cultivating cultivation of undergrads’ innovation and spearheading capacity, for understudies, it assists with working on their own extension and progress; for the entire team, it assists with advancing social strength, industry development, and further enhancement of financial construction. Subsequently, to further develop the preparation impact of understudies’ innovation and business venture training abilities and further develop teaching systems, this paper builds a model of undergrads’ innovation and business abilities.Through data analysis, it is found that the innovation ability of college students is of great significance to the development and construction of the team. In addition to the systematic course learning, their ability training can be further strengthened in the following ways:(1)
Participate in the innovation guidance course. Through the way of curriculum, students can get systematic knowledge structure in team building. Besides, through the teacher’s assistance in team management, on the one hand, it can play a guiding and training role; on the other hand, it can also guarantee students’ team building.(2)
Clear self-orientation. Team members have their own life cycle in the team, so they should better define the objectives of each stage. It is particularly important for the team members to define their roles. Only with a clear goal can one have a direction of endeavor. The direction of interest is the best source of strength for active learning, so as to give full play to students’ innovation potential.(3)
Establish creative sharing park. In the process of transformation from innovative elite education to universal innovative education, the team’s self-survival should be based on a steady stream of creativity. Without a large number of creative points, team members will be slack and tired because of the lack of production goals. There are many ways to inject creativity into the creative park on a regular basis. In the process of creative collision, students can have more comprehensive thinking and practical ability.


### 5.2. Analysis on the Strategies for Sustainable Development of Innovation Team

The development of the team can guarantee the growth of the members, and the improvement of the members’ ability can further provide feedback to the team, so as to realize the green and sustainable development. Through data analysis, it is found that the development of the team should be based on perfect system and effective management, so it can be further strengthened in the following ways:(1)
Perfect team survival mechanism: a team needs to have the ability of sustainable development and a stable, extensive, and perfect absorption and withdrawal mechanism. That is to say, it includes stable team member absorption channel and exit mechanism. During the period of undergraduate teaching, the first year is to absorb and train, the second year is to grow stronger, the third year is to harvest results, and the fourth year is to withdraw. In addition, college life is a crucial time for college students to establish their feelings in life, which are rich and delicate.(2)
Distinct reward and punishment system: in the process of team operation, a flexible, open, transparent, and timely reward mechanism can promote team members to get more sense of team participation. Public recognition of team members’ achievements can encourage them to not only continue to play their advantages, but also enhance the sense of team honor and cohesion. Of course, the content and form of commendation should not only be in accordance with regulations, but also be diversified in the form of distribution according to needs.


## 5.1. Analysis on the Strategies of Cultivating College Students’ Innovation Ability

In this specific circumstance, to advance the strategies of cultivating cultivation of undergrads’ innovation and spearheading capacity, for understudies, it assists with working on their own extension and progress; for the entire team, it assists with advancing social strength, industry development, and further enhancement of financial construction. Subsequently, to further develop the preparation impact of understudies’ innovation and business venture training abilities and further develop teaching systems, this paper builds a model of undergrads’ innovation and business abilities.Through data analysis, it is found that the innovation ability of college students is of great significance to the development and construction of the team. In addition to the systematic course learning, their ability training can be further strengthened in the following ways:(1)
Participate in the innovation guidance course. Through the way of curriculum, students can get systematic knowledge structure in team building. Besides, through the teacher’s assistance in team management, on the one hand, it can play a guiding and training role; on the other hand, it can also guarantee students’ team building.(2)
Clear self-orientation. Team members have their own life cycle in the team, so they should better define the objectives of each stage. It is particularly important for the team members to define their roles. Only with a clear goal can one have a direction of endeavor. The direction of interest is the best source of strength for active learning, so as to give full play to students’ innovation potential.(3)
Establish creative sharing park. In the process of transformation from innovative elite education to universal innovative education, the team’s self-survival should be based on a steady stream of creativity. Without a large number of creative points, team members will be slack and tired because of the lack of production goals. There are many ways to inject creativity into the creative park on a regular basis. In the process of creative collision, students can have more comprehensive thinking and practical ability.


## 5.2. Analysis on the Strategies for Sustainable Development of Innovation Team

The development of the team can guarantee the growth of the members, and the improvement of the members’ ability can further provide feedback to the team, so as to realize the green and sustainable development. Through data analysis, it is found that the development of the team should be based on perfect system and effective management, so it can be further strengthened in the following ways:(1)
Perfect team survival mechanism: a team needs to have the ability of sustainable development and a stable, extensive, and perfect absorption and withdrawal mechanism. That is to say, it includes stable team member absorption channel and exit mechanism. During the period of undergraduate teaching, the first year is to absorb and train, the second year is to grow stronger, the third year is to harvest results, and the fourth year is to withdraw. In addition, college life is a crucial time for college students to establish their feelings in life, which are rich and delicate.(2)
Distinct reward and punishment system: in the process of team operation, a flexible, open, transparent, and timely reward mechanism can promote team members to get more sense of team participation. Public recognition of team members’ achievements can encourage them to not only continue to play their advantages, but also enhance the sense of team honor and cohesion. Of course, the content and form of commendation should not only be in accordance with regulations, but also be diversified in the form of distribution according to needs.


## 6. Performance Analysis

In this section, the efficiency of the proposed approach is evaluated. For this purpose, the accuracy parameter is investigated. In this way, some samples with different numbers of members are considered, and then the accuracy of each approach is measured as a function of the number of members. The efficiency of the proposed approach is compared with that of the approaches in [20, 21], and [25]. The results of this analysis are shown in Figure 7.Figure 7
Accuracy as a function of the number of members.As Figure7 shows, the proposed approach can provide significant performance by achieving the required accuracy. The proposed approach outperforms the approaches in [20, 21], and [25] in terms of accuracy. Therefore, the results of the proposed approach can be used to provide analytical strategies for students’ personal development and build a self-survival innovation team.


## 7. Conclusion

Self-survival development groups made out of understudies are viewed as hatcheries for future business people. One of the clearest qualities of undergrads’ self-survival advancement team is that it is driven by the production of riches. Stability is essential for group endurance, while economic advancement is the fundamental condition for their constant advancement. The improvement of individuals and the group is interrelated. In the nonstop advancement of the group, the individuals, who add to the improvement of the group, change iteratively, while the group gives openings and stages to the advancement of the individuals. This paper takes on surveys to get applicable data about understudies and their development groups. SPSS programming (25.0) is utilized to make factual examination on the current advancement of understudies’ singular capacity and development group. In light of this, the paper advances examination techniques for the self-awareness of undergrads and the development of self-survival advancement groups.



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*Source: 9659164-2021-12-22.xml*