University Entrepreneurship Education System Design based on Two-way Drive

Abstract

Nowadays public 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 course of entrepreneurship education successively. 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 entrepreneurship education system designing based on two-way driver. This system 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. Keywords—entrepreneurship education; education system; twoway drive I. OVERVIEW OF UNIVERSITY ENTREPRENEURSHIP EDUCATION In 2014, Premier Li Keqiang on Sept 10 delivered a speech at the opening ceremony of the Annual Meeting of the New Champions 2014, also known as the Summer Davos Forum. He said:” I believe the key to realizing that is to further liberate our mind, further liberate and develop the creativity of society, fu rther energize businesses and the market, and remove all institutional obstacles to development so that everyone interested in starting a is given more space for entrepreneurship and the blood of innovation could flow unhampered in a society where everyone is full of the spirit of self-development. When reform and innovation fuels the massive wave of entrepreneurship by the people and at the grassroots level on the land of the 9.6 million square kilometers of China, the enormous power of the diligent and resourceful Chinese people will be fu lly unlocked and the engine driving China’s sustained economic development will constantly regenerate itself and remain powerful. ” Promoting public innovation is becoming a national strategy. In 1999, the 21st Century Education Revitalizat ion Action Plan issued by the Ministry of Education stated: Strengthen entrepreneurship education to teachers and students, encourage them to customize the founder of high-tech enterprises. Since then, Entrepreneurship Education began to enter the national university, a lot of scholars made a useful exploration of entrepreneurship education and research achieved positive results . Entrepreneurship education of Chinese universities the following characteristics: A. reach a broad consensus on the meaning of Entrepreneurship education in colleges and universities In recent years, the significance of entrepreneurship education in colleges and universities reached a broad consensus that promoting entrepreneurship education in colleges and universities, both from an economic and social development, or the development of higher education, or the development of students, is of great significance. number of major issues of CPC Central Committee on deepening reform of the overall November 12, 2013 Eighteenth Communist Party of China Central Committee of the Third Plenary Session, in advancing the cause of social reform and innovation that read: sound system to promote employment and entrepreneurship mechanism , the implementation of incentive policies for college graduates start their own businesses, the integration of the development of national and provincial employment of college graduates venture capital fund has been interpreted more strategic level guidance for university innovation and entrepreneurship education. B. the Chinese University entrepreneurship education is government-driven, employment-oriented In May 2011, the State Council issued the The Notice of Circular on Further Improving the work of universities and colleges graduates. Notification made to encourage and support college graduates starting their own businesses. Colleges and universities required to carry out widespread entrepreneurship education, develop innovation and entrepreneurship courses actively, improve entrepreneurship education curriculum and make the entrepreneurship education courses into credit management. Ministry of Education announced, by the end of 2012, of the undergraduate school entrepreneurship education teaching basic requirements (Trial) on the website, which provides -oriented basic course will become compulsory for all students individually opened, colleges and universities also offer conditions contained Practical Course Education elective courses. Entrepreneurship education will eventually be incorporated into the training system of colleges and universities. International Conference on Cultivating Undergraduate Entrepreneurship and Management Engineering (CUEME 2015) © 2015. authors Published by Atlantis Press 17 C. Chinese universities entrepreneurship education system is the lack of entrepreneurship education curriculum system Our entrepreneurship education courses lack systematic plan, there are also serious deficiencies of targeting and operability, etc. Entrepreneurship education developed by some universities is out of touch with the basics of professional disciplines, cannot play discipline the advantage. Entrepreneurship education courses in addition to business basis, the mostly belong to the career planning, career guidance, etc. There is no system of independent entrepreneurship education curriculum system. As for the choice of materials on entrepreneurship education, there are two common practice of University: One of them is using the foreign direct translation entrepreneurship textbook, causing the serious divorce between the contents of textbooks and the practice of the Chinese market; the other is sorting fragmented case home and abroad out and booklet printing, resulting teaching content was too factual, and was lack of universal laws of refining entrepreneurial activ ity and universal significance. D. Low entrepreneurship proportion of Chinese college students, high failure rate In 2010, a survey shows that entrepreneurs receiving college enterprise education entrepreneur in the tertiary industry accounted for 89.46 percent, while who did not receive college enterprise education entrepreneurs the proportion of tertiary industry was 85.73% This set of data shows that the contribution of entrepreneurs received entrepreneurship education in the country's industrial structure adjustment and upgrading of only slightly larger than other entrepreneurs. According Employment Blue Book (2010 Chinese University Employment) by MyCOS company, in the survey, at 211 Schools who is attaching great importance to entrepreneurship education overall, the proportion of graduates in were 0.5%, 0.54%, 0.4% in 2007, 2008, 2009. Based on this, it believes that the system of enterprise education should not only be limited to meet the needs of government employment-oriented design, but also should take full account of the objective needs of the students’ undertaking; not just chasing the competition results, the rate of students’ entrepreneurs and other utilitarian indicators ,but should considering the impact of entrepreneurship education on students' thinking, awareness and the entrepreneurial behavior in the future; not just the sake of discussion or a mere formality, but should be combined with professional education, and the integration of innovative education. Only by this way to improve the effectiveness of entrepreneurship education effectively, to achieve national venture to promote entrepreneurship, entrepreneurship to create jobs in the strategic plan, to meet the needs of entrepreneurial activity of college students. II. BI-DRIVEN ENTREPRENEURSHIP EDUCATION SYSTEM DESIGN A. general framework general framework of Bi-driven entrepreneur education system is shown in Fig. 1, the main features are: two-way drive, targeted; hierarchical design, distributary training; rich curriculum, complete system.