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    Ecological Development of Entrepreneurship Education:Perspective of GALCHS
    XU Xiao-Zhou,WANG Xu-Yan
    Journal of East China Normal University(Educationa    2016, 34 (2): 16-21.   DOI: DOI:10.16382/j.cnki.1000-5560.2016.02.002
    Abstract273)   HTML89)    PDF (598KB)(988)      
    How to build an ecosystem of entrepreneurship education has become a major concern all around the world, either at the theoretical or practical level. Current researches focus on the university-based entrepreneurship ecosystem (U-BEE), and it’s believed that universities are the hub of the ecosystem, which provides the infrastructure, capital and training to students’ entrepreneurial activities through dealing with the stakeholders like the governments, enterprises and markets. Entrepreneurship education ecosystem is a functional body. The school system is the core of the ecosystem, while the government, families, enterprises, and other social institutions should join the ecosystem as an input environment. The school system educates innovational and enterprising talents for society in return. To construct an entrepreneurship education ecosystem, it’s essential to analyze the elements of the system and its operational mechanism and make a top-level design as a whole including the concept, positioning and objectives of ecological entrepreneurship education. In accordance with the mission and internal requirements of entrepreneurship education, Chinese ecosystem of entrepreneurship education should establish the idea of GALCHS, i.e. global, all, lifelong, complementary, holistic and sustainable. Global entrepreneurship, entrepreneurship for all and lifelong entrepreneurship are the three main external powers of the current social development. Complementary, holistic and sustainable are the other three internal stresses in the ecosystem. Entrepreneurship education develops like whirling through the interaction of external and internal power. However, the current ecosystem of entrepreneurship education is still at the stage of infancy, it even has not stepped into the puberty time, let alone a steady state. At present, entrepreneurship education develops vigorously in universities, but it is not popular in the elementary and secondary schools. The Chinese governments, either at the central or local level, have issued both general policies and specific regulations concerning entrepreneurship education, in order to create a favorable environment for students and the development of entrepreneurship education in colleges and universities. But it seems that the entrepreneurship education policies lack a holistic plan for the development of society and economy. It would be difficult to support the effective operation of the entrepreneurship education without sufficient internal and external resources, like practical training platforms, business incubators, venture capitals, curriculum, teachers, etc. According to GALCHS, to promote the budding, growth, and steady state of ecosystem of entrepreneurship education , colleges and universities in China should solve the problem of role missing in the ecosystem of entrepreneurship education, and more efficient polices need to be produced and the basis of entrepreneurship should be reinforced in the ecosystem of entrepreneurship education.
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    A Study on Evaluating Effectiveness of Entrepreneurship Education in Higher Education Institutions and Promoting Strategies
    GAO Gui-Juan,LI Li-Hong
    Journal of East China Normal University(Educationa    2016, 34 (2): 22-29.   DOI: 10.16382/j.cnki.1000-5560.2016.02.003
    Abstract258)   HTML38)    PDF (623KB)(1060)      
    After a rapid development of entrepreneurship education, the western developed countries have begun to focus on evaluating the entrepreneurship education and its effectiveness in order to make a proper adjustment. Entrepreneurship education in China, though emerging later than that of the western developed countries, has grown rapidly and is strongly pushed forward by the central government. It’s over ten years since the pilot work was launched in 2002 by the Ministry of Education, and entrepreneurship education has become a national highlight and is being integrated into the global context. Nevertheless, sufficient attention has not been paid to the effectiveness of entrepreneurship education. And it is necessary to evaluate the effectiveness of entrepreneurship education in higher education institutions. Effectiveness, in brief, refers to the actual result, which can be indicated by the ratio of input and outcome. That is, more outcome from a relatively less input in an activity means effectiveness. Thus, effectiveness of entrepreneurship education means the real and effective state after an activity of entrepreneurship education by comparing its result and expected goals. Based on the theory and practice of education quality evaluation, as well as CIPP evaluation model by D. L. Stufflebeam in 1967, which includes four dimensions (context evaluation, input evaluation, process evaluation and product evaluation), this study constructs an evaluation model for the effectiveness of entrepre neurship education from two dimensions: one is entrepreneurship education process, and the other is entrepreneurship education outcome. Entrepreneurship education process involves educational factors in the entrepreneurship education activities, which can be divided into three groups of indicators: entrepreneurship courses, entrepreneurship practice and entrepreneurship organization. Entrepreneurship education outcome, in term of measurable entrepreneurship education goals, involves entrepreneurship skills, which can be divided into three groups of indicators: professional skills, methodological skills and social skills. And then, the effectiveness of entrepreneurship education in HEIs is evaluated, and the sample includes different types of HEIs in China as well as the nine HEIs participating in the pilot work of entrepreneurship education since 2002. The fingdings show that the real result of entrepreneurship education in HEIs of China is poor. Entrepreneurship education does not function well from the perspective of process. And in terms of outcomes, students’ entrepreneurship skills need to be improved. Further factor analysis shows that factors which influence effectiveness of entrepreneurship education include HEIs, students, governments and society. Thus, it’s necessary to improve students’ entrepreneurship skills and strengthen the cooperation among HEIs, students, governments and society to improve effectiveness of entrepreneurship education. Specifically, HEIs need to highlight the educational function to integrate entrepreneurship education into the education process. Also, policies should be in place to guide HEIs to refine their entrepreneurship education goals. In addition, the enterprises should be encouraged to be actively involved in the entrepreneurship practice.
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    Evolution and Development Trend of Chinese Entrepreneurship Education
    WANG Zhan-Ren
    Journal of East China Normal University(Educationa    2016, 34 (2): 30-38.   DOI: 10.16382/j.cnki.1000-5560.2016.02.004
    Abstract385)   HTML35)    PDF (564KB)(1927)      
    Research on the evolution of Chinese entrepreneurship education in a systematic way is an important approach to better understanding the innovative entrepreneurship education. Through literature review, this article presents the history of Chinese entrepreneurship education and straightens out its origins. The author argues that Chinese entrepreneurship education started in 1988, and Chinese scholars represented by HU Xiaofeng put forward the thought of entrepreneurship education thoroughly. Guided by this thought, a range of entrepreneurship education experiments were conducted. The entrepreneurship education thought was directly related to the creativity-oriented education, and it was created in China but not imported from overseas. The Six-Year Research of the Chinese entrepreneurship education has a profound international background. The research, based on the logic origin of the pioneering individuality, deduced the conceptual system and theoretical framework of the entrepreneurship education, and constructed the target pattern, curriculum model, assessment model, and community management model. Besides, the research also discussed about the fundamental laws, process, method and essential ways of the entrepreneurship education. Therefore, the research promoted the establishment of entrepreneurship education, which took a unique position in the history of the theoretical research and pedagogical experiment. Entrepreneurship education in Chinese universities started in 1997, when Tsinghua University first offered the curriculum of Innovation and Entrepreneurship. So far it has experienced four stages of development, and the government’s policy guided the expanding period from “business startup drives the employment” to mass entrepreneurship and innovation. The significant expansion of innovative entrepreneurship education is the entrepreneurship based on innovation. Innovators are encouraged to start their own businesses, making the innovative entrepreneurship the engine of motivating economic and social development. Currently, the greatest challenges facing universities’ entrepreneurship education are: the holistic education has not been shaped; the operating mechanism is not yet well-established; the curriculum system has not been developed; and particularly, there are other challenges such as the shortage of teaching staff, improper teaching methods and the development of textbooks. Looking to the future trend of education for all, it’s vital to create an integrated mode of education and strengthen the implementation of practice-based curriculum and curriculum-based practice for sustained development. Constructing a supporting system to coordinate the mechanism, teaching staff, and social resources helps to ensure the sustainable development.
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    The Development of Entrepreneurship Education in UK Higher Education Institutions and its Implication
    HUANG Zhao-Xin,ZHANG Zhong-Qiu,ZHAO Guo-Jing,WANG Zhi-Qiang
    Journal of East China Normal University(Educationa    2016, 34 (2): 39-44.   DOI: 10.16382/j.cnki.1000-5560.2016.02.005
    Abstract281)   HTML32)    PDF (911KB)(942)      
    Since the second revolutionary academic change from research universities to entrepreneurial universities in the 1980s, most UK higher education institutions have engaged in creating an atmosphere of entrepreneurial culture, offering entrepreneurial courses and promoting business practices. In this regard, the British government’s policies about college students’ entrepreneurship further pushes the development of entrepreneurship education in the UK, and provides fundamental guarantee for its prosperity. The future trend of the development of higher education institutions in the UK is the transformation from research university to entrepreneurial university. Its main concern is to strengthen the vitality of the UK higher education, and to draw some lessons from the transformation. And more generally, the whole world is in the event of such a change. There are many pressures, like funding for education, government intervention, innovation, student entrepreneurs, social mobility and employment, development of inter-regional partnerships as well as the use of modern information technology and international market changes. British universities and the government are facing a great challenge regarding how to promote the innovation and development of entrepreneurship education and to push the transformation of the British university model. Currently, the construction of entrepreneurship education system in British universities has the following characteristics: a layered and diverse curriculum, professional and innovative entrepreneurial faculty, flexible and diversified teaching methods, improved organization system, close cooperation between universities and enterprises to promote entrepreneurship practice. All this provides some reference for the development of entrepreneurship education in China’s higher education institutions. Compared with the UK, there exist many issues in Chinese universities’ entrepreneurship education. For example, understanding of entrepreneurship education is too formalized and utilitarian. Students lack innovative thinking. Entrepreneurship curriculum content is fragmented. The entrepreneurial ability of teachers should be improved. Moreover, Entrepreneurship education management mechanism is not perfect and there are no necessary synergies among various functional departments. Lessons can be drawn from the following four aspects. First, to explore the new school running modes and cultivate innovative entrepreneurial talents. Second, to highlight innovative thinking of the curriculum system and create innovative entrepreneurial teams of teachers. Third, to strengthen efforts to support the organization of entrepreneurship education and improve the framework of entrepreneurship education. Fourth, to enhance the interaction, exchange and cooperation between schools and enterprises and establish the brand awareness of higher education institutions.
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    The Main Features of the Development of US Entrepreneurship Education and Its Implications
    KAN Yue
    Journal of East China Normal University(Educationa    2016, 34 (2): 45-51.   DOI: 10.16382/j.cnki.1000-5560.2016.02.006
    Abstract318)   HTML33)    PDF (554KB)(1028)      
    The United States is seen as a nation where entrepreneurship education originated and prevailed, and after so many years of development, entrepreneurship education in the US has now reached a stage of maturity. The US has built an integrated ecosystem of entrepreneurship education involving multi-stakeholders including government offices, non-governmental organizations, enterprises and educational institutions. The mutual complementation of these independent players ensured the effective operation of this ecosystem. Meanwhile, on the basis of business entrepreneurship, social entrepreneurship and female entrepreneurship are greatly promoted as a solution to the various social challenges and improvement of socioeconomic conditions for disadvantaged groups. Considering the crucial role of educational institutions in developing the entrepreneurial attitude, skills and behavior for the new generation, a diversified and coherent provision of curriculum, activities and related supporting services has been developed through the K-12 schools and higher education institutions in the US. In the context of the Mass Entrepreneurship and Innovation, the experiences and practices in the US will be beneficial to the further development of entrepreneurship education in China, especially in terms of legal environment, ecosystem, social entrepreneurship, entrepreneurial curriculum and knowledge entrepreneurship. In line with the requirement of the building for a government ruled by law, a sound system of legislation for innovation and entrepreneurship should be established to create a fair, orderly and sound legal environment. The further development of entrepreneurship education in China should pay more attention to the encouragement of social engagement, support and contribution in order to create a better ecosystem. Another priority should be given to arousing the students’ and citizens’ concern over the social challenges and to developing the social entrepreneurs with the sense of social responsibility, philanthropy and the competences of public services in order to solve social problems by innovative services, products and approaches. Since curriculum is the breakthrough for the development of entrepreneurial sprits and skills, a system of curriculum should be constructed at various levels of education from primary, secondary to higher education. Finally, in the context of information society and knowledge-based economy, with a view to increasing professionalism and scientific and technological values, the entrepreneurship education in higher education institutions should be based on knowledge innovation to encourage the transfer and application of research outcomes.
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