Configurational paths for the enhancement of college students’ scientific research and innovation competencies

Enhancing the research and innovation competencies of university students has become a central issue in higher education reform. This study investigated how internal factors (learning autonomy, teamwork proficiency, communication skills, knowledge accretion, and psychological safety) and external factors (institutional guidance and support, research policy, and research environment and atmosphere) influenced the improvement of students’ research and innovation competencies. Using responses from a sample of 104 students, we conducted a fuzzy-set qualitative comparative analysis. The results showed that the research environment and atmosphere was the most significant influencing factor, followed by institutional guidance and support. We identified three distinct configurations of influencing factors: external factor dominated, internal factor dominated, and mixed. This study contributes to understanding of the potential combinations of conditions that can enhance students’ research and innovation competencies.