Identification and Influencing Factor Analysis of the Multi-level Innovation Ability of Civil and Hydraulic Engineering Graduate Students Based on the Career EDGE Model

Abstract

In the context of the new engineering discipline, the cultivation of the innovation ability of civil and hydraulic engineering graduate students is of great importance. This paper conducts a \"multi-level\" identification of the innovation ability of civil and hydraulic engineering graduate students based on the Career EDGE model and deeply analyzes its influencing factors. By constructing a structural equation model of innovation ability, satisfaction, and influencing factors, the paper explores the mechanism of the influence of university factors, school-enterprise cooperation factors, social factors, and management factors on innovation ability, providing theoretical basis and practical guidance for improving the innovation ability of civil and hydraulic engineering graduate students.

Introduction

I. Background and Motivation

• The civil and hydraulic engineering industry demands innovative talent due to growing technological complexity.

• Graduate students’ innovation ability is crucial but currently hindered by outdated cultivation models and ineffective evaluation systems.

• The Career EDGE model offers a structured framework for analyzing and enhancing innovation capabilities.

II. Career EDGE Model Overview

• Developed at the University of Central Lancashire, the Career EDGE model encompasses five key areas:

  1. Career Development

  2. Education (knowledge & skills)

  3. Development (self-management)

  4. Graduate Attributes (experience)

  5. Employability (interpersonal skills)

• It supports multi-dimensional evaluation of graduate students’ innovation ability.

III. Innovation Ability Elements Based on Career EDGE

• A. Professional Ability: Foundational knowledge, technical skills, and academic writing.

• B. Communication Ability: Language expression, teamwork, and social adaptability.

• C. Problem-solving Ability: Learning agility, execution, and stress resistance.

• D. Other Abilities: Physical health, mental resilience, and career planning.

IV. Research Methods

• Designed questionnaires targeting:

  • Employers (importance of innovation skills),

  • Graduate students (perception of influence from universities, enterprises, self),

  • University staff (institutional and social factors).

• Data collected from students at multiple universities and related enterprises using both online and offline methods.

V. Structural Equation Model (SEM)

• Model Variables:

  • Core: Innovation Ability

  • Observed: Professional, communication, and problem-solving abilities

  • Latent: University, school-enterprise, social, and management factors

• Key Findings:

  • University factors (teaching quality, faculty) directly boost professional ability.

  • School-enterprise collaboration enhances practical problem-solving and communication.

  • Social factors (industry trends, innovation culture) stimulate motivation.

  • Management policies (evaluation, incentives) foster innovation engagement.

• All factors interact to shape innovation outcomes.

VI. Analysis of Influencing Factors

• University Factors: Curriculum design, teaching innovation, research environment, and faculty expertise shape student capabilities.

• School-Enterprise Cooperation: Real-world exposure and mentorship improve practical and innovative skills.

• Social Factors: Industry demand and innovation climate influence student ambition and direction.

• Management Factors: Institutional policies guide and motivate students’ innovation efforts through systems and incentives.

Conclusion

The \"multi-level\" analysis based on the Career EDGE model shows that the innovation ability of civil and hydraulic engineering graduate students is a complex system with multiple elements interacting with each other. Professional ability, communication ability, problem-solving ability, etc. are the core elements of innovation ability, and university factors, school-enterprise cooperation factors, social factors, and management factors have an important impact on the formation and development of these core elements. The various factors are interrelated and mutually restrictive, jointly constituting a comprehensive factor system that affects the innovation ability of graduate students.

References

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Copyright

Copyright © 2025 Zan Guo, Binbin Gong, Penghui Guo, Xiong Jin. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.