The Research On Status Quo And Trend Of The Development Of Chinese Entrepreneurship Education In Colleges And Universities

Undergraduate Entrepreneurship Education is one of the hot topics concerning in educational theory and practice. It started late in China, but it has a broad space for development and a strong endogenous drive. Through nearly two decades of development, enterprise education in China has made great progress and achievements, and at the same time, many problems also occurred in the process.This thesis starts from the development history of college entrepreneurship education of our country by utilizing the methods of literature survey, classification induction, field research and so on to make an empirical analysis on the nine innovation and entrepreneurship education pilot universities and colleges set up by the Ministry of Education to understand the overall status quo of the development of these pilot institutions. Main problems and factors that influencing their development are analyzed so as to draw the merits from the entrepreneurship education experiences from the pilot institutions, to put forward basic ideas of the implementation of entrepreneurship education, and to offer practical solutions to the problems occurred as well as to provide references for the entrepreneurship education development of other colleges and universities in our country. Under the guidance of this research approach, the thesis is divided into four parts:In the first part, the research background of the selected topic is analyzed and the research significance and value is discussed; meanwhile, basic concepts and core concepts related to entrepreneurship education are clarified, as well as the entrepreneurship education development of colleges and universities in our country.In the second part, the development history of the nine innovation and entrepreneurship education pilot universities and colleges, set up by the Ministry of Education, is systematically stated, so is the development situation and characteristics of entrepreneurship education pilot colleges and universities since 2002. Secondly, specific development patterns and experiences of parts of pilot institutions are explained after entering innovation and entrepreneurship education experimental plots of personnel training mode. Finally, new progress in entrepreneurship work of pilot colleges and universities is summarized after the publication of Opinions on vigorously promoting innovation and entrepreneurship education and college students'self-employment in 2012 by the Ministry of Education.In the third part, through empirical research, taking the nine innovations and entrepreneurship pilot institutions established in 2002 as research objects, entrepreneurs and teachers of which are being investigated by means of using questionnaires and interview. The development of the pilot institutions entrepreneurship education is analyzed in five aspects: system and mechanisms, curriculum, teaching faculties, practical effects and policy and services. After analyzing the book Entrepreneurship Education in China:Pilot sites and practice, written by the Department of Higher Education, combining with the status quo of the development of entrepreneurship education in nine pilot institutions from 2006 to 2016 by using Pentagon analysis, the advantages and disadvantages in the development of the pilot institutions are found out from a more scientific perspective.In the fourth part, through the analysis on the current situation of the nine pilot institutions, the development trend of the entrepreneurship of China's colleges and universities is forecasted. Moreover, five tendencies are concluded from the study on the five aspects:system and mechanisms, curriculum, teaching faculties, practical effects and policy and services, as it were, the traditional entrepreneurship education concept is developed into a diversified entrepreneurship education one; a single type of entrepreneurship education curriculum to a stage-based and multi-level one; a teaching faculty mainly in part-time job to a faculty combining with full-time and part-time job; teaching methods focusing on simulating practice to teaching methods combining theories with practices; and an independent school system to a linkage mechanism which involves in society and colleges.