The Study Of MIT Entrepreneurship Education

Against the background of global educational reform and development, it isimperative for China to embrace the new talent cultivation mode and diversify themeans of employment so as to promote the development of knowledge-basedeconomy. Entrepreneurship education, as a new philosophy of education, not onlymarks the deepening of the globalization and infomationization of higher education,but also is the inevitable result of the internationalization of higher education. Inrecent years, experts in such areas as pedagogy, management and finance have begunto focus on the entrepreneurship education and conducted in-depth research, thusremarkable achievements having been scored in various areas. Our research onentrepreneurship education in China is marked with late start. It is not until recentyears that we began to pay high attention to it. However, the urgency to embraceentrepreneurship education in the institutions of higher learning has created favorableconditions and opportunities for the popularization of entrepreneurship education inChina.Entrepreneurship education can cultivate students’ pioneering spirit, improvetheir ability in practice and innovation, so that they can adapt to the changes in thesocio-economic transformation. Entrepreneurship education first appeared in theUnited States. No matter in terms of theory or practice, it is in the leading position inthe world. The entrepreneurship education of Massachusetts Institute of Technologybegan in the1960s. MIT has integrated faculty, curriculum, organizations, communityactivities and other resources needed for the development of entrepreneurshipeducation, forming a entrepreneurial ecosystem which has set a good example toglobal entrepreneurship education. This paper selects MIT’s entrepreneurshipeducation as an object of research and analyzes the conditions, current state andcharacteristics of MIT entrepreneurship education in order to find the discrepenciesand offer some experience for us to draw upon. The first chapter of this study mainly briefs on the question posing, significance，current status，innovations and methods of the research.In the second chapter, the connotation of entrepreneurship education is firstlydefined on the basis of comparison and implication. Then the background anddevelopment conditions of MIT entrepreneurship education are reviewed. Top leaders’educational principle and decision-making, superior entrepreneurial environment ofMassachusetts, toghther with abundant technical strength have laid a solid foundationfor the development of MIT’s entrepreneurship education.The third chapter analyzes the operation of MIT entrepreneurship education fromthe following aspects: awareness and objectives of entrepreneurship education,governance mechanism, faculty, curriculum, practical projects, communityorganizations.The fourth chapter summarizes the features of MIT Entrepreneurship Education:the mission and culture of encouraging entrepreneurship, virtuous cycle ofentrepreneurship ecosystem, actively maintaining cooperation and liaison withindustry and perfecting support system of entrepreneurship education.There are five enlightenments proposed in this study: Firstly, our governmentshould strengthen the formulation and implementation of entrepreneurship policy andactively guide entrepreneurship education in colleges and universities. Secondly,colleges and universities should establish and improve the level of entrepreneurshipeducation. Thirdly, a platform of social services for entrepreneurship education shouldbe put in place so as to actively and steadily push forward the development ofentrepreneurship education in universities.