Abstract

China's recent economic success resulted, to a great extent, from the release of the entrepreneurial potential inherent in its business sectors. Yet, entrepreneurship education as a whole remains a relatively new concept and practice, in particular in the higher education sector. This explorative article reviews the recent developments in entrepreneurship education within higher educational institutions in China. The context of these developments and the emerging models in entrepreneurship education are highlighted. The critical factors that will shape the directions of entrepreneurship education are discussed and summarised.

Highlights

  • The current rise of entrepreneurship education in China adapts to the requirements of the construction of an innovation-oriented country and the development of high-quality educa‐ tion, itself

  • Entrepreneurship education in Nankai University covers the entire learning process, and in order to offer diversity courses and entrepreneurship practices the students are divided into several types according to different goals and demand: such as entrepreneurship optional courses and simulation company training camps designed for students interested in learning about the knowledge and experi‐ ences of entrepreneurship, with a follow-up service provided for students attempting to apply entrepreneurship practice to apprenticeship, pair work, and so on

  • With increasingly active entrepreneurial activities in China, entrepreneurial contributions to the nation and local economies have become increasingly prominent, and the need to vigorously develop entrepreneurship education has been the general consensus among universities

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Summary

Introduction

The current rise of entrepreneurship education in China adapts to the requirements of the construction of an innovation-oriented country and the development of high-quality educa‐ tion, itself. The latest data show that in the entrepreneurship rankings of more than 60 countries and regions involved in a global entrepreneurship survey, China jumped from eleventh in 2002 to second in 2012 [1]. Compared to this increase in active entrepreneurial activities, the development level of entrepreneurship education is not mature enough to meet the needs of entrepreneurial practice. Entrepreneurship education in China did not start until the Ministry of Education initiated a pilot project of entrepreneurship education in April 2002 at nine universities, such as Tsinghua

28 Entrepreneurship Education and Training
Evolution of university entrepreneurship education
Pilot project from entrepreneurship competition to entrepreneurship education
Shift from teacher-oriented training to student-oriented cultivation
Transition from classroom teaching to multiple teaching patterns
Tsinghua university
Renmin university of China
Heilongjiang university
Wenzhou university
Transition from knowledge impartment to quality-oriented education
The problem of entrepreneurship education in Chinese universities
The unreasonable design of curriculum
The single course forms
The limited number of courses
The insufficient course subdivision
The shortage of qualified teachers
Shortage of teaching skills
Entrepreneurship education model needing to be perfected
The lack of a systematic education model
The lack of planning in education model
The unsound supporting mechanisms of entrepreneurship education
The shortage of funds to support entrepreneurship practice
The unreasonable supporting of incubator space with entrepreneurship
The inadequate policy security supporting entrepreneurship practice
Conclusion
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