Entrepreneurship Education in Post-Soviet Higher Education Systems: Moving into or Resisting Global Entrepreneurial Culture

The question addressed in this paper is whether macro policies can promote entrepreneurship and enterprise education through cultivating an 'Enabling Environment' that nurtures entrepreneurial culture and attitudes. Specifically, this question is investigated with respect to the formulation and implementation of 'Macro Entrepreneurship Policy' within the European Union (EU) which set out to deliver the European Council vision of declaring 'entrepreneurship as a key competence' for 'entrepreneurship education'. EU enterprise education initiatives are highlighted, and a UK 'good practice' example is presented as a case study. In view of the findings, the paper develops a 'Sustainable Macro Entrepreneurship Policy Model' with embedded Critical Success Factors that encapsulate the key elements of a policy framework needed for making better choices in formulating, developing, delivering and promoting entrepreneurship and enterprise education at a national level.

The university environment provides a good context for entrepreneurship education. With the vigorous development of entrepreneurship education, educators and scholars have shown increasing interest in the significant role entrepreneurship education plays in higher education. As a result, the effectiveness of entrepreneurship education has quickly become a popular topic. However, it is often not easy to evaluate entrepreneurship education programs, which are designed for medium- and long-term outcomes. It is essential to develop alternative assessment tools that do not traditionally assess only knowledge. The study aims to adapt the multidimensional measurement tool for assessing university students' entrepreneurial skills, knowledge, attitudes, and mindsets. While the scale was translated into Turkish, face and content validity were proved. The data was gathered from 572 university students. Confirmatory factor analyses were employed to assess the construct validity of the measure. The Turkish Entrepreneurship Education Self-Efficiency Scale was obtained with three main dimensions and 38 items. Its Cronbach’s alpha, Spearman-Brown correlation, and composite reliability coefficients are 0.95, 0.86, and 0.98, respectively. Furthermore, the study found that the entrepreneurship education scores of the participants were significantly related to their gender, field of education, volunteering, work experience, experience of starting or running their own business, and entrepreneurship education. The effect size of these variables differs, and the experience with self-employment has the greatest influence on entrepreneurship education.

Purpose– The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.Design/methodology/approach– This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.Findings– Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.Research limitations/implications– The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.Practical implications– The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.Originality/value– The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

In recent years, there has been significant global growth in the use of entrepreneurship education (EE), predominantly in higher education. Producing entrepreneurs and developing entrepreneurial capabilities is now considered an economic priority and teaching high-impact entrepreneurship has become an important role for universities (Office of the Chief Scientist, 2015). It has been argued that EE should begin as early as possible (World Economic Forum, 2009) and that reshaping education and training policies will help narrow the widening skills students require in an ever-evolving global economy (World Economic Forum, 2016, p. 24). EE programs can assist students in developing the crucial enterprise skills that 21st-century employers are seeking, including creativity, problem-solving, and teamwork (FYA, 2016; Queensland Curriculum & Assessment Authority [QCAA], 2015). There is thus a need for more Australian studies investigating EE at the secondary school level. Australia currently has no widely implemented entrepreneurship programs offered by schools. There are, however, a small number of national programs run by external providers and implemented in schools, including the Club Kidpreneur Challenge, aimed at upper primary students (Club Kidpreneur Foundation, 2017) and the secondary-themed $20 Boss program (FYA, 2017). Given this contextual background, this study addresses the central research question: What are the key elements of externally provided EE programs? After examination of the literature, self-efficacy, knowledge and student experience were identified as playing key roles in the success of EE programs. Therefore, the three sub-questions that guided the collection and analysis of the data were: (1) Are there changes in students’ self-efficacy after participating in externally provided EE programs? (2) Are there changes in students’ knowledge after participating in externally provided EE programs? (3) How do students describe their experiences in externally provided EE programs? The results were then used to inform the identification and discussion of the key design elements used in externally provided EE programs and to propose an EE program model. These design elements included: pedagogical approach (delivery mode), knowledge (content) experiences, topics, learning outcomes, supporting materials and timeframe. Two cases are examined in this study using a mixed method approach – the first is the $20 Boss Program offered to Year 10 students, an in-class, teacher-delivered approach designed by FYA. The second case is the GLO@Logan Entrepreneurial Innovation Challenge, a 3-day initiative conducted by Griffith University at its Logan campus for Year 9 students. Exciting avenues for the development of secondary school EE programs arise from the findings presented in this thesis. As a study positioned within the secondary school context, this thesis has implications for teaching, learning, and research as it demonstrates that student self-efficacy and learning outcomes can be improved through EE via the integration of pedagogical approaches such as PBL. Past literature suggests PBL helps reduce classroom hierarchical barriers, resulting in students taking ownership of their learning (Huq & Gilbert, 2017). Given that students’ value of entrepreneurship increased following both case studies, it could be argued that exposure to EE – no matter the duration of the program – can have a positive impact on students’ knowledge and attitudes. Additionally, students were more confident in presenting to others and managing budgets after partaking in $20 Boss. Given the importance of EE, and particularly 21st-century enterprise skills more generally, it is clear that there is a need for the informed design of EE programs, within and outside of school. The application of this research serves as a pilot study for wider research into EE approaches at a secondary school level. Importantly, this thesis makes recommendations about what salient elements of the EE programs examined can be advanced as essential elements of future EE programs at the secondary school level. In advancing these salient elements of EE programs, this thesis serves as a stepping stone in reshaping the secondary curriculum to help prepare the next generation for the 21st-century workforce and beyond.

Since the implementation of China 's entrepreneurship and innovation strategy in 2015, unique innovation and entrepreneurship education has also been incorporated into higher education, aiming to cultivate new talents with innovative ability and entrepreneurial consciousness for the society through entrepreneurship and innovation education. Higher education takes the cultivation of employment talents as the fundamental goal, and entrepreneurship education as a part of higher education has a new impact on the employability of college students. Therefore, this paper studies the relationship between entrepreneurship education and college students' employment and the influence mechanism of entrepreneurship education on college students' employment. The conclusion shows that entrepreneurship education has a significant impact on college students ' employability and employment quality. Therefore, colleges and universities should pay attention to improving the way of entrepreneurship education while carrying out entrepreneurship education, actively optimize the setting of professional courses, and should link entrepreneurship education with future employment.

Nowadays public business innovation is looked as a new engine of economic development of China. In order to adapt to the change of environment and the demand of society, many universities have opened the cou rse of entrepreneu rship education successively. The entrepreneurship education in most Chinese Universities is government-driven, employment-oriented. This kind of education cannot reflect the students' initiative and cannot meet the needs of the students. This article puts forward a university entrepreneu rship education system designing based on two-way driver. This system has the characters such as two-way drive, targeted; hierarchical design, distributary training; rich curriculum, complete system. At the last, it offers some problems which should be paid attention to.

In the context of Popular Entrepreneurship and Innovation, scientific and systemic implementation of innovation and entrepreneurship education is the focus of higher education reform at present. This paper analyzes the important significances of carrying out innovation and entrepreneurship education in higher education of traditional Chinese Medicine, introduces the specific practices and experi-ences of designing educational concept and constructing education system about innovation and entrepre-neurship education, following the objective laws of modern educational development and the growth pattern of Chinese medicine talents, in order to provide reference for further promoting innovation and entrepreneu-rship education reform. Key words: Entrepreneurship and innovation education; Higher education of traditional Chinese Medicine; Education system; Talent cultivation

With China entering a new era of socialism, it has become a new mission and task for colleges and universities to cultivate more innovative and entrepreneurial talents who can meet the needs of national innovation driven development strategy. Innovation and entrepreneurship education is the trend of higher education reform and development in the new era. The development of corresponding education and teaching activities cannot be isolated from professional education. China's higher education is based on professional education and aims to cultivate comprehensive talents with certain professional level and skills. It has formed a relatively stable and standardized education system. Innovation and entrepreneurship education in domestic colleges and universities began at the end of the 20th century, mainly relying on the "innovation and entrepreneurship" curriculum to cultivate students' innovation and entrepreneurship consciousness and practical ability, so that students can adapt to the needs of social and technological development, and smoothly carry out innovation and entrepreneurship activities in related fields. However, China's innovation and entrepreneurship education just started, and the combination with professional education is not close enough, and there is still a certain distance from the requirements of innovation driven development strategy for talents. In the process of education, we need to clearly recognize the shortcomings of the current professional education, and what specific measures should be taken in the process of organic integration with entrepreneurship and innovation education and the construction of educational practice system to realize the effective cultivation of innovative compound talents, enhance the core competitiveness of professional technology, and promote the sustainable development of higher education.

In order to improve the performance of entrepreneurship and innovation education in colleges and universities, this study attempts to build an evaluation system and model of innovation and entrepreneurship in colleges and universities to provide a complete and practical tool for government education authorities and universities to evaluate the implementation of innovation and entrepreneurship education. In this research, decision tree and fuzzy mathematics are used as the basis of the model algorithm, and the algorithm is improved based on the analysis of traditional algorithms. Moreover, based on the improved decision tree algorithm, an evaluation index system for university innovation and entrepreneurship education is constructed. After determining the evaluation indicators of innovation and entrepreneurship education in colleges and universities, this study uses several universities as examples to analyze and define the definitions of various indicators. In addition, this study statistically analyzes the results of entrepreneurship and innovation education in colleges and universities through simulation. The research shows that the model proposed in this paper has a certain practical effect, and based on the simulation results, this study makes several suggestions.

Under the dual background of innovation-driven development strategies and regional economic transformation and upgrading, the high-quality development of innovation and entrepreneurship education in local applied universities (hereinafter referred to as "entrepreneurship and innovation education") has become a key hub linking the supply-side reform of higher education and the demand side of regional economic and social development. This article aims to go beyond the single utilitarian perspective of skills training or competition, and build a systematic and ecological theoretical framework for mass entrepreneurship and innovation education in local applied universities from the philosophical level of integrating instrumental rationality and value rationality. This framework takes "cultivating people with moral integrity and serving the region" as the core value, "multi-dimensional integration and capability advancement" as the practical path, and the collaborative symbiosis of "government, industry, academia, research and innovation" as the ecosystem support. On this basis, this article deeply analyzes the coupling interaction mechanism between the mass entrepreneurship and innovation education system and the regional economic system, and explains how the two achieve collaborative evolution and value co-creation through interdependence and mutual shaping from three dimensions: factor flow (talent, knowledge, capital), talent training collaboration, and resource integration and symbiosis. This study comprehensively uses literature analysis, theoretical deduction and system analysis methods to provide a systematic theoretical reference for deepening the reform of mass entrepreneurship education and solving the "two skins" dilemma between it and the regional economy, and to contribute academic thinking to promote the deep integration of the education chain, talent chain, industry chain and innovation chain.

In this paper, the implementation of entrepreneurship education on college students analyze the significance, followed by demonstration on the relationship between Ideological and political education and entrepreneurship education. On the ideological and political education in college students analyze the factors restricting the development of entrepreneurship. Analysis on the main problems existing in the entrepreneurship education in Ideological and political education and the causes. Put forward the innovation and entrepreneurship education of Ideological and political education method, has carried on the analysis from six aspects, namely, to optimize the environment of entrepreneurship education, improve education level; optimization of entrepreneurship education form, reform education mode; shape students' entrepreneurial personality, stimulating the entrepreneurial consciousness; strengthening entrepreneurial education troop construction, to ensure the effectiveness of education; the importance of entrepreneurship education and practice method, cultivating entrepreneurial ability; system construction of entrepreneurship education, realize the education standard development.

Stakeholders’ role in entrepreneurship education and training programmes with impacts on regional development

Entrepreneurship education emphasizes learning through business practices with student competencies capable of innovation. This research aims to develop theoretical modeling of the product innovation process for students in entrepreneurship programs in higher education. The theory used in this research is product innovation in both entrepreneurship development and education. Various factors influence product innovation for students as SMEs, analyzed and identified as the main factors in product innovation for entrepreneurial students, namely entrepreneurship education and creativity. The research method used is qualitative with literature study, theoretically analyzing previous theories and researchers and determining the main factors as predictors of the formation of educational product innovation. Grounded theory, with comparison of various correlation results as the findings of this research. Shows that creativity is a mediator of entrepreneurship education towards product innovation. Recommendations for future researchers to be able to examine the influence of entrepreneurship education on student product innovation with creativity as mediation, whether tested quantitatively, or developed on other broader aspects of variables. Keyword: entrepreneurship education; student creativity; product innovation; higher education.

College entrepreneurship education embodies the important value on meeting the demand of college students' all-round development, promoting the development of higher education and the institutions of higher learning, and promoting social progress, but there are obvious contradictions between the urgent demand of current social development to entrepreneurship education and practice and the absence of entrepreneurship education and practice development of. Reference to research experience of other countries, building the localization of social entrepreneurship education system, creating entrepreneurial culture atmosphere of society and colleges and universities, seeking government support and social force assist, and exploring the social entrepreneurship education value realization mode, can effectively solve the contradiction.

Purpose – The purpose of this paper is to explore current entrepreneurship and enterprise education policy in the UK. The way is which such education is defined and conceptualised in current policy discourse is discussed. The key question addressed in the paper is whether policy makers are expecting too much from current entrepreneurship provision in UK HE. Design/methodology/approach – This is a conceptual, perspective style paper, drawing mainly on entrepreneurship and enterprise education policy documents in the UK as well as related reports and academic literatures mainly published within the last decade. As such, its main intention is to prompt further debate and research in this area. Findings – The paper helps further our understanding of entrepreneurship and enterprise education as portrayed in current policy documents, and suggests that expectations of outcomes from its inclusion in higher education (HE) may have spiralled beyond what is both realistic and possible. The author argues for a more r...