[email protected] 15 th UNESCO-APEID International Conference, 6-8 December, Sultan Hotel, Jakarta, Indonesia Promoting Creativity and Entrepreneurship

[email protected]

1515thth UNESCO-APEID International Conference, 6-8 December, Sultan UNESCO-APEID International Conference, 6-8 December, Sultan Hotel, Jakarta, IndonesiaHotel, Jakarta, Indonesia

Promoting Creativity and Promoting Creativity and Entrepreneurship in Higher Entrepreneurship in Higher

EducationEducation

Context, Government Initiatives, and Context, Government Initiatives, and Institutional Responses in the P. R. ChinaInstitutional Responses in the P. R. China

College of Education, Zhejiang College of Education, Zhejiang UniversityUniversity

WANG LibingWANG Libing

1.1.ContextContext

2. Government Initiatives2. Government Initiatives

3. Institutional Responses3. Institutional Responses

4. Concluding Remarks4. Concluding Remarks

1.1.ContextContext

2. Government Initiatives2. Government Initiatives

3. Institutional Responses3. Institutional Responses

4. Concluding Remarks4. Concluding Remarks

1.1 UNESCO’s Advocacy1.1 UNESCO’s Advocacy

-1998 World Conference on Higher Education: 1998 World Conference on Higher Education: Enhanced social relevance and links to the world of Enhanced social relevance and links to the world of work work

Developing Developing entrepreneurial skills and initiative entrepreneurial skills and initiative should become major concerns of higher education, should become major concerns of higher education, in order to facilitate employability of graduates who in order to facilitate employability of graduates who will increasingly be called upon to be not only will increasingly be called upon to be not only job job seekers seekers but also and above all to become but also and above all to become job job creatorscreators. .

- - Higher Education in the Twenty-First Century: Vision Higher Education in the Twenty-First Century: Vision and Actionand Action, 9 October, 1998, Paris, 9 October, 1998, Paris

1.1 UNESCO’s Advocacy1.1 UNESCO’s Advocacy

-1998 World Conference on Higher Education: 1998 World Conference on Higher Education: Enhanced social relevance and links to the world of Enhanced social relevance and links to the world of work work

Developing Developing entrepreneurial skills and initiative entrepreneurial skills and initiative should become major concerns of higher education, should become major concerns of higher education, in order to facilitate employability of graduates who in order to facilitate employability of graduates who will increasingly be called upon to be not only will increasingly be called upon to be not only job job seekers seekers but also and above all to become but also and above all to become job job creatorscreators. .

- - Higher Education in the Twenty-First Century: Vision Higher Education in the Twenty-First Century: Vision and Actionand Action, 9 October, 1998, Paris, 9 October, 1998, Paris

1. Context1. Context1. Context1. Context


- - 2009 World Conference on Higher Education2009 World Conference on Higher Education

The training offered by institutions of higher The training offered by institutions of higher education should both respond to and anticipate education should both respond to and anticipate societal needs. This includes promoting research societal needs. This includes promoting research for the development and use of new technologies for the development and use of new technologies and ensuring the provision of technical and and ensuring the provision of technical and vocational training, vocational training, entrepreneurship education entrepreneurship education and programmes and programmes for lifelong learning. for lifelong learning.

- World Conference on Higher Education World Conference on Higher Education Communiqué, 8 July, 2009, ParisCommuniqué, 8 July, 2009, Paris

- - 2009 World Conference on Higher Education2009 World Conference on Higher Education

The training offered by institutions of higher The training offered by institutions of higher education should both respond to and anticipate education should both respond to and anticipate societal needs. This includes promoting research societal needs. This includes promoting research for the development and use of new technologies for the development and use of new technologies and ensuring the provision of technical and and ensuring the provision of technical and vocational training, vocational training, entrepreneurship education entrepreneurship education and programmes and programmes for lifelong learning. for lifelong learning.

- World Conference on Higher Education World Conference on Higher Education Communiqué, 8 July, 2009, ParisCommuniqué, 8 July, 2009, Paris


1.2 The expansion of higher education 1.2 The expansion of higher education system in China since 1999system in China since 1999

- From elite to mass higher educationFrom elite to mass higher education

1.2 The expansion of higher education 1.2 The expansion of higher education system in China since 1999system in China since 1999

- From elite to mass higher educationFrom elite to mass higher education

3. 4 3. 5 3. 95

67. 2

8. 39. 1

9. 8

0

2

4

6

8

10

1990 1991 1992 1993 1994 1995 1996 1997 1998

Gross Enrollment Ratio of Higher Education in China (1990-1998)

9.810.5

12.513.34

1517

192122

2323.324.2

26.5

0 10 20 301998

2001

2004

2007

2010

Gross Enrollment Ratio of HigherEducation in China 1998 2010（－）



- The implications of higher education The implications of higher education expansionexpansion

• • The The traditional academic-oriented universities traditional academic-oriented universities should restructure their study programmes to focus should restructure their study programmes to focus more on more on professional educationprofessional education, which are employment-, which are employment-oriented, and market-driven.oriented, and market-driven. • • The expansion of The expansion of higher technical and vocational higher technical and vocational education education (non-university higher education sector) (non-university higher education sector) should be the major source of higher education should be the major source of higher education expansion.expansion.

• • The The employability of graduates employability of graduates has become one of has become one of the main challenges after the expansion. the main challenges after the expansion. Entrepreneurship education Entrepreneurship education has been regarded as one has been regarded as one of the most effective ways to promote the employability of the most effective ways to promote the employability of graduates in an era of higher education expansion.of graduates in an era of higher education expansion.

- The implications of higher education The implications of higher education expansionexpansion

• • The The traditional academic-oriented universities traditional academic-oriented universities should restructure their study programmes to focus should restructure their study programmes to focus more on more on professional educationprofessional education, which are employment-, which are employment-oriented, and market-driven.oriented, and market-driven. • • The expansion of The expansion of higher technical and vocational higher technical and vocational education education (non-university higher education sector) (non-university higher education sector) should be the major source of higher education should be the major source of higher education expansion.expansion.

• • The The employability of graduates employability of graduates has become one of has become one of the main challenges after the expansion. the main challenges after the expansion. Entrepreneurship education Entrepreneurship education has been regarded as one has been regarded as one of the most effective ways to promote the employability of the most effective ways to promote the employability of graduates in an era of higher education expansion.of graduates in an era of higher education expansion.


1.3 The pressure of large-scale 1.3 The pressure of large-scale unemployment of university/college unemployment of university/college graduatesgraduates

1.3 The pressure of large-scale 1.3 The pressure of large-scale unemployment of university/college unemployment of university/college graduatesgraduates

yearyear 20012001 20022002 20032003 20042004 20052005 20062006

Number of graduates Number of graduates (thousand)(thousand)

1,1501,150 1,4501,450 2,1202,120 2,802,8000

3,383,3800

4,1304,130

Number of employed Number of employed graduates graduates (thousand)(thousand)

920920 940940 1,4801,480 2,042,0400

2,372,3700

2,8702,870

Number of unemployed Number of unemployed graduates graduates (thousand)(thousand)

230230 510510 6464 7676 1,011,0100

1,2601,260

Employment rate (%)Employment rate (%) 8080 6565 7070 7373 7070 7070

First employment rate of university/college graduates First employment rate of university/college graduates in China (2001-2006) (Source: MOE, China, 2006)in China (2001-2006) (Source: MOE, China, 2006)


1.4 The promotion of a creative and 1.4 The promotion of a creative and innovative and entrepreneurial knowledge innovative and entrepreneurial knowledge societysociety

- From a “From a “world factoryworld factory” to a ” to a knowledge-knowledge-intensiveintensive, , innovation-basedinnovation-based country country (national (national strategy)strategy)

- Creative industryCreative industry becomes more and more becomes more and more important in China’s economyimportant in China’s economy

- The new economy depends largely on the - The new economy depends largely on the creation of new venturescreation of new ventures by people with by people with entrepreneurial intentions, skills, and entrepreneurial intentions, skills, and competence. competence.

1.4 The promotion of a creative and 1.4 The promotion of a creative and innovative and entrepreneurial knowledge innovative and entrepreneurial knowledge societysociety

- From a “From a “world factoryworld factory” to a ” to a knowledge-knowledge-intensiveintensive, , innovation-basedinnovation-based country country (national (national strategy)strategy)

- Creative industryCreative industry becomes more and more becomes more and more important in China’s economyimportant in China’s economy

- The new economy depends largely on the - The new economy depends largely on the creation of new venturescreation of new ventures by people with by people with entrepreneurial intentions, skills, and entrepreneurial intentions, skills, and competence. competence.

2. Government initiatives2. Government initiatives2. Government initiatives2. Government initiatives

Guidelines on the Promotion of Creative and Entrepreneurship Education in Higher Education Institutions and Self-employment Activities of University/College Graduates - May 2010, Ministry of Education, China

Guidelines on the Promotion of Creative and Entrepreneurship Education in Higher Education Institutions and Self-employment Activities of University/College Graduates - May 2010, Ministry of Education, China


2.1 The promotion of creative and 2.1 The promotion of creative and entrepreneurship education (CEE) in HEIsentrepreneurship education (CEE) in HEIs

- CEE is to develop student CEE is to develop student social social responsibilityresponsibility and and entrepreneurial spirit, entrepreneurial spirit, awareness, and skillsawareness, and skills..

- CEE should be open to all students, and be CEE should be open to all students, and be integrated into all aspects of institutional integrated into all aspects of institutional activities.activities.

- CEE should be incorporated into CEE should be incorporated into curriculum curriculum and credit systemand credit system of HEIs with proper of HEIs with proper teaching materials and methods to be teaching materials and methods to be developed.developed.


- CEE is to develop student CEE is to develop student social social responsibilityresponsibility and and entrepreneurial spirit, entrepreneurial spirit, awareness, and skillsawareness, and skills..

- CEE should be open to all students, and be CEE should be open to all students, and be integrated into all aspects of institutional integrated into all aspects of institutional activities.activities.

- CEE should be incorporated into CEE should be incorporated into curriculum curriculum and credit systemand credit system of HEIs with proper of HEIs with proper teaching materials and methods to be teaching materials and methods to be developed.developed.

2. Government initiatives2. Government initiatives2. Government initiatives2. Government initiatives2.1 The promotion of creative and 2.1 The promotion of creative and entrepreneurship education (CEE) in HEIsentrepreneurship education (CEE) in HEIs

- Capacity buildingCapacity building of the teaching staff in CEE of the teaching staff in CEE should be strengthenedshould be strengthened through periodic through periodic training programmes, workshops, teachers’ training programmes, workshops, teachers’ secondment to enterprises and their secondment to enterprises and their involvement in outside entrepreneurial involvement in outside entrepreneurial activities, and the participation of successful activities, and the participation of successful entrepreneurs as part-time teachers, etc.entrepreneurs as part-time teachers, etc.

- Creative and entrepreneurial activitiesCreative and entrepreneurial activities should be carried out in HEIs, which may should be carried out in HEIs, which may include relevant lectures and forums, include relevant lectures and forums, simulating practical teaching, and simulating practical teaching, and entrepreneurship contests, etc., to develop entrepreneurship contests, etc., to develop students’ knowledge and experience in CEE.students’ knowledge and experience in CEE.


- Capacity buildingCapacity building of the teaching staff in CEE of the teaching staff in CEE should be strengthenedshould be strengthened through periodic through periodic training programmes, workshops, teachers’ training programmes, workshops, teachers’ secondment to enterprises and their secondment to enterprises and their involvement in outside entrepreneurial involvement in outside entrepreneurial activities, and the participation of successful activities, and the participation of successful entrepreneurs as part-time teachers, etc.entrepreneurs as part-time teachers, etc.

- Creative and entrepreneurial activitiesCreative and entrepreneurial activities should be carried out in HEIs, which may should be carried out in HEIs, which may include relevant lectures and forums, include relevant lectures and forums, simulating practical teaching, and simulating practical teaching, and entrepreneurship contests, etc., to develop entrepreneurship contests, etc., to develop students’ knowledge and experience in CEE.students’ knowledge and experience in CEE.



- Provincial education authorities and HEIs Provincial education authorities and HEIs should provide favorable conditions to should provide favorable conditions to incubateincubate good entrepreneurial projects of the good entrepreneurial projects of the students and support their creation of new students and support their creation of new venturesventures

- Provincial education authorities and HEIs Provincial education authorities and HEIs should establish should establish monitoring systemmonitoring system, including , including information tracing, collecting, and feedback information tracing, collecting, and feedback systems to assess the effectiveness of CEE in systems to assess the effectiveness of CEE in HEIs.HEIs.

- National and provincial National and provincial knowledge baseknowledge base in in CEE is to be established for experience CEE is to be established for experience sharing and partnership building.sharing and partnership building.


- Provincial education authorities and HEIs Provincial education authorities and HEIs should provide favorable conditions to should provide favorable conditions to incubateincubate good entrepreneurial projects of the good entrepreneurial projects of the students and support their creation of new students and support their creation of new venturesventures

- Provincial education authorities and HEIs Provincial education authorities and HEIs should establish should establish monitoring systemmonitoring system, including , including information tracing, collecting, and feedback information tracing, collecting, and feedback systems to assess the effectiveness of CEE in systems to assess the effectiveness of CEE in HEIs.HEIs.

- National and provincial National and provincial knowledge baseknowledge base in in CEE is to be established for experience CEE is to be established for experience sharing and partnership building.sharing and partnership building.


2.2 The development of supporting 2.2 The development of supporting platforms for entrepreneurship practices platforms for entrepreneurship practices of the studentsof the students

- The MOE, in collaboration with MOST, will The MOE, in collaboration with MOST, will establish “establish “National Technology Incubation National Technology Incubation Practice BasesPractice Bases” for university/college ” for university/college students by utilizing the existing National students by utilizing the existing National University Science Parks in different locationsUniversity Science Parks in different locations

- The provincial education authorities are The provincial education authorities are asked to establish provincial-level technology asked to establish provincial-level technology incubation practice bases to provide incubation practice bases to provide incubator infrastructureincubator infrastructure for university/college for university/college students.students.


- The MOE, in collaboration with MOST, will The MOE, in collaboration with MOST, will establish “establish “National Technology Incubation National Technology Incubation Practice BasesPractice Bases” for university/college ” for university/college students by utilizing the existing National students by utilizing the existing National University Science Parks in different locationsUniversity Science Parks in different locations

- The provincial education authorities are The provincial education authorities are asked to establish provincial-level technology asked to establish provincial-level technology incubation practice bases to provide incubation practice bases to provide incubator infrastructureincubator infrastructure for university/college for university/college students.students.



- The The function function of the practice bases is to of the practice bases is to provide supporting platforms for provide supporting platforms for university/college students to conduct university/college students to conduct creative and entrepreneurial activities by creative and entrepreneurial activities by mobilizing resources from different mobilizing resources from different stakeholders, conducting training stakeholders, conducting training programmes, and providing internship programmes, and providing internship opportunities for students.opportunities for students.

- The practice bases are also required to The practice bases are also required to provide favorable policies to encourage provide favorable policies to encourage the the creation and development of new venturescreation and development of new ventures by by university/college students.university/college students.


- The The function function of the practice bases is to of the practice bases is to provide supporting platforms for provide supporting platforms for university/college students to conduct university/college students to conduct creative and entrepreneurial activities by creative and entrepreneurial activities by mobilizing resources from different mobilizing resources from different stakeholders, conducting training stakeholders, conducting training programmes, and providing internship programmes, and providing internship opportunities for students.opportunities for students.

- The practice bases are also required to The practice bases are also required to provide favorable policies to encourage provide favorable policies to encourage the the creation and development of new venturescreation and development of new ventures by by university/college students.university/college students.


2.3 Provide favorable policies to support 2.3 Provide favorable policies to support the generating of start-ups by the generating of start-ups by university/college graduatesuniversity/college graduates

- Lower entry barriersLower entry barriers in starting funds, in starting funds, business venues, taxation, guaranteed small business venues, taxation, guaranteed small loans, interest subsidies, etc., for start-ups loans, interest subsidies, etc., for start-ups established by university/college graduates.established by university/college graduates.

- Provincial education authorities are required Provincial education authorities are required to establish “to establish “Angel FundAngel Fund” and other similar ” and other similar funds from both governmental and non-funds from both governmental and non-governmental sources to support the governmental sources to support the development of start-ups established by development of start-ups established by university/college students.university/college students.


- Lower entry barriersLower entry barriers in starting funds, in starting funds, business venues, taxation, guaranteed small business venues, taxation, guaranteed small loans, interest subsidies, etc., for start-ups loans, interest subsidies, etc., for start-ups established by university/college graduates.established by university/college graduates.

- Provincial education authorities are required Provincial education authorities are required to establish “to establish “Angel FundAngel Fund” and other similar ” and other similar funds from both governmental and non-funds from both governmental and non-governmental sources to support the governmental sources to support the development of start-ups established by development of start-ups established by university/college students.university/college students.



- Provincial education authorities are required Provincial education authorities are required to provide to provide entrepreneurship trainingentrepreneurship training to to students who have the intention and ability students who have the intention and ability to start new ventures. to start new ventures.

- Provincial education authorities and HEIs Provincial education authorities and HEIs are required to provide are required to provide guidance, counseling guidance, counseling and information services and information services to students who to students who want to create business plans and start new want to create business plans and start new ventures.ventures.


- Provincial education authorities are required Provincial education authorities are required to provide to provide entrepreneurship trainingentrepreneurship training to to students who have the intention and ability students who have the intention and ability to start new ventures. to start new ventures.

- Provincial education authorities and HEIs Provincial education authorities and HEIs are required to provide are required to provide guidance, counseling guidance, counseling and information services and information services to students who to students who want to create business plans and start new want to create business plans and start new ventures.ventures.

2. Government initiatives2. Government initiatives2. Government initiatives2. Government initiatives2.3 Provide favorable policies to support 2.3 Provide favorable policies to support the generating of start-ups by the generating of start-ups by university/college graduatesuniversity/college graduates

- HEIs should put in place concrete measures HEIs should put in place concrete measures to promote entrepreneurial activities of the to promote entrepreneurial activities of the students, including the establishment of students, including the establishment of Entrepreneurship Support FundEntrepreneurship Support Fund, utilization of , utilization of university science parks, entrepreneurship university science parks, entrepreneurship practice bases, and centers of innovations practice bases, and centers of innovations and development to provide venues for and development to provide venues for students to conduct entrepreneurial students to conduct entrepreneurial activities. activities. - HEIs are encouraged to transfer their HEIs are encouraged to transfer their research outcomesresearch outcomes, , scientific inventionsscientific inventions, and , and patentspatents into entrepreneurial projects. into entrepreneurial projects.


- HEIs should put in place concrete measures HEIs should put in place concrete measures to promote entrepreneurial activities of the to promote entrepreneurial activities of the students, including the establishment of students, including the establishment of Entrepreneurship Support FundEntrepreneurship Support Fund, utilization of , utilization of university science parks, entrepreneurship university science parks, entrepreneurship practice bases, and centers of innovations practice bases, and centers of innovations and development to provide venues for and development to provide venues for students to conduct entrepreneurial students to conduct entrepreneurial activities. activities. - HEIs are encouraged to transfer their HEIs are encouraged to transfer their research outcomesresearch outcomes, , scientific inventionsscientific inventions, and , and patentspatents into entrepreneurial projects. into entrepreneurial projects.


2.4 Build an entrepreneurial ecosystem2.4 Build an entrepreneurial ecosystem

- Provincial education authorities should Provincial education authorities should collaborate with other government collaborate with other government departments to set appropriate departments to set appropriate legal and legal and fiscal frameworks fiscal frameworks to encourage to encourage entrepreneurship. entrepreneurship.

- HEIs should serve as HEIs should serve as incubatorsincubators for research for research and innovation, and and innovation, and focal points focal points for for collaboration among researchers, students, collaboration among researchers, students, professors, companies, and entrepreneurs.professors, companies, and entrepreneurs.

- Multi-stakeholder partnerships Multi-stakeholder partnerships are needed are needed with social organizations playing facilitating with social organizations playing facilitating or intermediary roles.or intermediary roles.

2.4 Build an entrepreneurial ecosystem2.4 Build an entrepreneurial ecosystem

- Provincial education authorities should Provincial education authorities should collaborate with other government collaborate with other government departments to set appropriate departments to set appropriate legal and legal and fiscal frameworks fiscal frameworks to encourage to encourage entrepreneurship. entrepreneurship.

- HEIs should serve as HEIs should serve as incubatorsincubators for research for research and innovation, and and innovation, and focal points focal points for for collaboration among researchers, students, collaboration among researchers, students, professors, companies, and entrepreneurs.professors, companies, and entrepreneurs.

- Multi-stakeholder partnerships Multi-stakeholder partnerships are needed are needed with social organizations playing facilitating with social organizations playing facilitating or intermediary roles.or intermediary roles.

3. Institutional responses3. Institutional responses3. Institutional responses3. Institutional responses

3.1 Curriculum development3.1 Curriculum development

- Know About Business Know About Business (KAB) programme, (KAB) programme, developed by ILO, introduced into China in developed by ILO, introduced into China in 2005, adopted as a 2005, adopted as a public elective course public elective course by by many universities in China, including Tsinghua many universities in China, including Tsinghua University, Zhejiang University, Beihang University, Zhejiang University, Beihang University (BUAA) etc. University (BUAA) etc.

- Start Your Business Start Your Business (SYB) program, (SYB) program, developed by ILO, officially introduced into developed by ILO, officially introduced into China in 2003, mainly offered at higher China in 2003, mainly offered at higher vocational institutions in China. Introduced vocational institutions in China. Introduced into Zhejiang University in 2008 as an into Zhejiang University in 2008 as an entrepreneurship training program open to all entrepreneurship training program open to all undergraduate students. undergraduate students. Certificate of Certificate of attendanceattendance issued jointly by ILO and MOHRSS. issued jointly by ILO and MOHRSS.


- Know About Business Know About Business (KAB) programme, (KAB) programme, developed by ILO, introduced into China in developed by ILO, introduced into China in 2005, adopted as a 2005, adopted as a public elective course public elective course by by many universities in China, including Tsinghua many universities in China, including Tsinghua University, Zhejiang University, Beihang University, Zhejiang University, Beihang University (BUAA) etc. University (BUAA) etc.

- Start Your Business Start Your Business (SYB) program, (SYB) program, developed by ILO, officially introduced into developed by ILO, officially introduced into China in 2003, mainly offered at higher China in 2003, mainly offered at higher vocational institutions in China. Introduced vocational institutions in China. Introduced into Zhejiang University in 2008 as an into Zhejiang University in 2008 as an entrepreneurship training program open to all entrepreneurship training program open to all undergraduate students. undergraduate students. Certificate of Certificate of attendanceattendance issued jointly by ILO and MOHRSS. issued jointly by ILO and MOHRSS.



- Intensive Training Programme in Innovation Intensive Training Programme in Innovation and Entrepreneurship Managementand Entrepreneurship Management, started in , started in 1999 at 1999 at Zhejiang University Zhejiang University for top for top undergraduate students majoring in undergraduate students majoring in technology. Based on Stanford Model, 60 technology. Based on Stanford Model, 60 students/year; students/year; Tsinghua University Tsinghua University offers offers innovation and entrepreneurship management innovation and entrepreneurship management programs for undergraduate students.programs for undergraduate students.

- Entrepreneurship education programmes Entrepreneurship education programmes offered by offered by Business schoolsBusiness schools. Started in 2006, . Started in 2006, ZU School of Management offers ZU School of Management offers advanced advanced entrepreneurship management programmes entrepreneurship management programmes at undergraduate, postgraduate and MBA at undergraduate, postgraduate and MBA levels, in collaboration with Babson College levels, in collaboration with Babson College and Emlyon Business School.and Emlyon Business School.


- Intensive Training Programme in Innovation Intensive Training Programme in Innovation and Entrepreneurship Managementand Entrepreneurship Management, started in , started in 1999 at 1999 at Zhejiang University Zhejiang University for top for top undergraduate students majoring in undergraduate students majoring in technology. Based on Stanford Model, 60 technology. Based on Stanford Model, 60 students/year; students/year; Tsinghua University Tsinghua University offers offers innovation and entrepreneurship management innovation and entrepreneurship management programs for undergraduate students.programs for undergraduate students.

- Entrepreneurship education programmes Entrepreneurship education programmes offered by offered by Business schoolsBusiness schools. Started in 2006, . Started in 2006, ZU School of Management offers ZU School of Management offers advanced advanced entrepreneurship management programmes entrepreneurship management programmes at undergraduate, postgraduate and MBA at undergraduate, postgraduate and MBA levels, in collaboration with Babson College levels, in collaboration with Babson College and Emlyon Business School.and Emlyon Business School.

UNIVERSITYUNIVERSITY NATURE OF PROGRAMMENATURE OF PROGRAMME

Shanghai Jiao TongShanghai Jiao Tong Establish Establish Entrepreneurship CollegeEntrepreneurship College to provide to provide general CEE coursegeneral CEE course for all students and for all students and special special CEE coursesCEE courses for students with strong for students with strong entrepreneurial intentions.entrepreneurial intentions.

Beihang UniversityBeihang University

(BUAA)(BUAA)““Technology EntrepreneurshipTechnology Entrepreneurship”, ”, ““Entrepreneurship ManagementEntrepreneurship Management,” “,” “KABKAB”, etc.”, etc.

China Renmin China Renmin UniversityUniversity

Public elective courses: “Public elective courses: “Entrepreneurial SpiritEntrepreneurial Spirit”, ”, ““Venture Capital InvestmentVenture Capital Investment”, “”, “Entrepreneurship Entrepreneurship ManagementManagement”.”.

Wuhan UniversityWuhan University Public elective course: “Public elective course: “EntrepreneurshipEntrepreneurship””

Central South Central South UniversityUniversity

Public elective courses: “Public elective courses: “SYBSYB”, “”, “Entrepreneurial Entrepreneurial PracticePractice”, “”, “Career PlanningCareer Planning”, “”, “Qualities for Qualities for SuccessSuccess”, etc.”, etc.

Nanjing Normal Nanjing Normal UniversityUniversity

General CEE courses for all students, intensive General CEE courses for all students, intensive entrepreneurship training programmes for entrepreneurship training programmes for students with strong entrepreneurial intentions, students with strong entrepreneurial intentions, including “including “Exploring Business Opportunities”Exploring Business Opportunities”, , ““Advertising PlanningAdvertising Planning”, etc.”, etc.

Selection of CEE programmesSelection of CEE programmes


3.2 Extracurricular activities3.2 Extracurricular activities

- Challenge Cup National College Student Challenge Cup National College Student Business Plan CompetitionBusiness Plan Competition, started in 1998 on , started in 1998 on biennial basis. 640 entries from 374 HEIs biennial basis. 640 entries from 374 HEIs received at the 2010 Challenge Cup received at the 2010 Challenge Cup competition, hosted by Jilin University. many competition, hosted by Jilin University. many of the entries attracted Venture Capital (VC) of the entries attracted Venture Capital (VC) investment.investment.

- Entrepreneurship forumsEntrepreneurship forums, to be attended by , to be attended by teachers, students, and entrepreneurs for teachers, students, and entrepreneurs for face-to-face interaction. Successful face-to-face interaction. Successful entrepreneurs can share their stories and are entrepreneurs can share their stories and are invited to serve as invited to serve as students’ business students’ business mentorsmentors..


- Challenge Cup National College Student Challenge Cup National College Student Business Plan CompetitionBusiness Plan Competition, started in 1998 on , started in 1998 on biennial basis. 640 entries from 374 HEIs biennial basis. 640 entries from 374 HEIs received at the 2010 Challenge Cup received at the 2010 Challenge Cup competition, hosted by Jilin University. many competition, hosted by Jilin University. many of the entries attracted Venture Capital (VC) of the entries attracted Venture Capital (VC) investment.investment.

- Entrepreneurship forumsEntrepreneurship forums, to be attended by , to be attended by teachers, students, and entrepreneurs for teachers, students, and entrepreneurs for face-to-face interaction. Successful face-to-face interaction. Successful entrepreneurs can share their stories and are entrepreneurs can share their stories and are invited to serve as invited to serve as students’ business students’ business mentorsmentors..



- Entrepreneurship clubs’ activitiesEntrepreneurship clubs’ activities, including , including student short-term training programmes, student short-term training programmes, student summer internship opportunities, student summer internship opportunities, student entrepreneurial apprenticeship, etc.student entrepreneurial apprenticeship, etc.

- International exchange programmes for International exchange programmes for students (students (Asia-Pacific Student Asia-Pacific Student Entrepreneurship SocietyEntrepreneurship Society, , ASESASES))


- Entrepreneurship clubs’ activitiesEntrepreneurship clubs’ activities, including , including student short-term training programmes, student short-term training programmes, student summer internship opportunities, student summer internship opportunities, student entrepreneurial apprenticeship, etc.student entrepreneurial apprenticeship, etc.

- International exchange programmes for International exchange programmes for students (students (Asia-Pacific Student Asia-Pacific Student Entrepreneurship SocietyEntrepreneurship Society, , ASESASES))


3.3 Capacity building of the teaching staff3.3 Capacity building of the teaching staff

- Develop Develop special teaching forcesspecial teaching forces for the for the implementation of entrepreneurship implementation of entrepreneurship education: mainly from the faculties of education: mainly from the faculties of economics, management, law, psychology, economics, management, law, psychology, education, etc., to provide public elective education, etc., to provide public elective courses for students. courses for students. Jiangsu UniversityJiangsu University

- Encourage teachers to participate in Encourage teachers to participate in national and provincial training programmes national and provincial training programmes ((training of trainerstraining of trainers). Training programmes ). Training programmes organized by the MOE, training programmes organized by the MOE, training programmes for the KAB trainers. Beihang University for the KAB trainers. Beihang University becomes the becomes the National Center for the Training National Center for the Training of Entrepreneurship Education Teachersof Entrepreneurship Education Teachers..


- Develop Develop special teaching forcesspecial teaching forces for the for the implementation of entrepreneurship implementation of entrepreneurship education: mainly from the faculties of education: mainly from the faculties of economics, management, law, psychology, economics, management, law, psychology, education, etc., to provide public elective education, etc., to provide public elective courses for students. courses for students. Jiangsu UniversityJiangsu University

- Encourage teachers to participate in Encourage teachers to participate in national and provincial training programmes national and provincial training programmes ((training of trainerstraining of trainers). Training programmes ). Training programmes organized by the MOE, training programmes organized by the MOE, training programmes for the KAB trainers. Beihang University for the KAB trainers. Beihang University becomes the becomes the National Center for the Training National Center for the Training of Entrepreneurship Education Teachersof Entrepreneurship Education Teachers..



- Encourage the participation of Encourage the participation of student student academic supervisorsacademic supervisors, , vocational guidance vocational guidance teachersteachers, and , and student counselorsstudent counselors, etc., and , etc., and increase their ability to help student conduct increase their ability to help student conduct entrepreneurial activities.entrepreneurial activities.

- Build Build part-time entrepreneurship mentor part-time entrepreneurship mentor teamsteams through the involvement of successful through the involvement of successful entrepreneurs and outstanding alumni, and entrepreneurs and outstanding alumni, and invite them to give lectures, attend invite them to give lectures, attend entrepreneurship education forums, and entrepreneurship education forums, and mentor student entrepreneurial activities.mentor student entrepreneurial activities.


- Encourage the participation of Encourage the participation of student student academic supervisorsacademic supervisors, , vocational guidance vocational guidance teachersteachers, and , and student counselorsstudent counselors, etc., and , etc., and increase their ability to help student conduct increase their ability to help student conduct entrepreneurial activities.entrepreneurial activities.

- Build Build part-time entrepreneurship mentor part-time entrepreneurship mentor teamsteams through the involvement of successful through the involvement of successful entrepreneurs and outstanding alumni, and entrepreneurs and outstanding alumni, and invite them to give lectures, attend invite them to give lectures, attend entrepreneurship education forums, and entrepreneurship education forums, and mentor student entrepreneurial activities.mentor student entrepreneurial activities.

4. Concluding remarks4. Concluding remarks4. Concluding remarks4. Concluding remarks

4.1 The promotion of creativity and 4.1 The promotion of creativity and entrepreneurship in higher education has entrepreneurship in higher education has become one of the most important ways become one of the most important ways to increase the to increase the employabilityemployability of college of college graduates graduates and enhance the and enhance the social social relevance of higher educationrelevance of higher education in an era of in an era of higher education massification.higher education massification.

4.2 4.2 National policy frameworks on CEENational policy frameworks on CEE in in higher education should be established to higher education should be established to build multi-stakeholder partnerships, in build multi-stakeholder partnerships, in which HEIs have a critical role as which HEIs have a critical role as intellectual hubs in entrepreneurial intellectual hubs in entrepreneurial ecosystem.ecosystem.

4.1 The promotion of creativity and 4.1 The promotion of creativity and entrepreneurship in higher education has entrepreneurship in higher education has become one of the most important ways become one of the most important ways to increase the to increase the employabilityemployability of college of college graduates graduates and enhance the and enhance the social social relevance of higher educationrelevance of higher education in an era of in an era of higher education massification.higher education massification.

4.2 4.2 National policy frameworks on CEENational policy frameworks on CEE in in higher education should be established to higher education should be established to build multi-stakeholder partnerships, in build multi-stakeholder partnerships, in which HEIs have a critical role as which HEIs have a critical role as intellectual hubs in entrepreneurial intellectual hubs in entrepreneurial ecosystem.ecosystem.

4. Concluding remarks4. Concluding remarks4. Concluding remarks4. Concluding remarks

4.3 The promotion of 4.3 The promotion of entrepreneurial entrepreneurial culture in HEIs culture in HEIs should be strengthened should be strengthened through curriculum development, through curriculum development, extracurricular activities, and capacity extracurricular activities, and capacity building of the teaching staff, etc.building of the teaching staff, etc.

4.4 The objectives of CEE should go 4.4 The objectives of CEE should go beyond beyond utilitarianismutilitarianism to focus more on to focus more on student student personal development for personal development for lifelong learninglifelong learning..

4.5 4.5 Theoretical and evidence-based Theoretical and evidence-based researches researches in CEE should be promoted to in CEE should be promoted to stock best practices for effective stock best practices for effective experience sharing and policy formation.experience sharing and policy formation.

4.3 The promotion of 4.3 The promotion of entrepreneurial entrepreneurial culture in HEIs culture in HEIs should be strengthened should be strengthened through curriculum development, through curriculum development, extracurricular activities, and capacity extracurricular activities, and capacity building of the teaching staff, etc.building of the teaching staff, etc.

4.4 The objectives of CEE should go 4.4 The objectives of CEE should go beyond beyond utilitarianismutilitarianism to focus more on to focus more on student student personal development for personal development for lifelong learninglifelong learning..

4.5 4.5 Theoretical and evidence-based Theoretical and evidence-based researches researches in CEE should be promoted to in CEE should be promoted to stock best practices for effective stock best practices for effective experience sharing and policy formation.experience sharing and policy formation.

Thank you for your attention！

Documents

[email protected] 15 th UNESCO-APEID International Conference, 6-8 December, Sultan Hotel, Jakarta, Indonesia Promoting Creativity and Entrepreneurship