Research on the Path of Stimulating Active Innovation Behavior of Postgraduates Based on Planned Behavior Theory -- Take the Service Management Course as an Example

As the high-level training talent, postgraduates are the new quality productive forces of national development. However, the quality of graduate training in economics and management is worried in reality, mainly reflected in the lack of students' innovative ability. The root cause is that graduate students engage in more passive innovative behaviors rather than proactive ones. Scholars have explored the pathways to enhance graduate students' innovative ability and behavior from both macro perspectives of cultivation models and micro perspectives of teacher-student relationships. However, they have overlooked the important linkage role of courses. Courses are an educational form in which multiple relationship subjects participate frequently under the guidance of cultivation model principles, and have an important driving role in stimulating graduate students' proactive innovative behaviors. This study firstly summarizes the characteristics of postgraduates from two dimensions of study objective and knowledge distance. Then, based on the theory of planned behavior, the whole process of "Service Management" is designed from three perspectives: attitude, subjective norm and perceived behavior control. The teachers actively guide and interact with the graduate students online and offline before and after the course to stimulate their proactive innovative behavior attitude. The ranking of group competition, group interaction and peer evaluation can influence the graduate students' proactive innovative behaviors' subjective norm. The visual learning list and positive feedback from the teachers can enhance the postgraduates' perceived self-control of proactive innovative behavior. This study reformed the "Service Management" course by activating the postgraduates' positive attitude of proactive innovative practice, creating a positive subjective norm, enhancing their perceived behavioral control of proactive practice, and thus stimulating the innovative practice behavior of business management postgraduates, which finally improve their comprehensive literacy.