Innovation and Entrepreneurship Education in Chinese Universities: Developments and Challenges

Abstract

Innovation and entrepreneurship are increasingly associated with economic, technological and social development (Fagerberg, Fosaas, and Sapprasert 2012; Landstr€ om, Harirchi, and Åstr€ om 2012). As countries strive to strengthen their knowledge-based economies, policymaking has focused on how innovation and entrepreneurship activities can accelerate economic growth, promote industrial upgrading and transform employment structures (Bartels et al., 2012; World Bank, 2015). Universities, as organizations dedicated to knowledge transmission, production and application, have come under heighten pressure to demonstrate their contribution in nurturing talents, spurring innovation and supporting the development of knowledge-based economies (Etzkowitz 2003; Jessop 2017). Notably, universities’ engagement with innovation and entrepreneurship is often conceptualized by the term “entrepreneurial university.” This concept refers to universities that vigorously generate additional financial resources to support their operation through commercializing knowledge, forming collaborations beyond academia, and integrating an entrepreneurial culture (Clark 2001). The “triple helix model” further highlights the need for universities to engage deeply with industry and government to propel economic and social progress (Etzkowitz and Leydesdorff 2000). Undoubtedly, the emergence of such concepts has changed the positioning of universities from a support structure for innovation and entrepreneurship through knowledge generation, research output and personnel training to influential actor and equal partner (Etzkowitz 2003). The provision of educational programs related to innovation and entrepreneurship in the higher education sector has attracted much attention, and there is considerable enthusiasm in university-based entrepreneurship education globally. As a result, the nature, relevance, contents, methods of implementation, and impact of entrepreneurship education have been the subject of growing academic scrutiny. Broadly speaking, entrepreneurship education consists of “any pedagogical programme or process of education for entrepreneurial attitudes and skills” (Fayolle, Gailly, and Lassas-Clerc 2006, p. 702). In practice, it often consists of three essential parts: curricula, fundamental elements, and publications (Katz 2003). More specifically, entrepreneurship education involves the design of courses and supporting infrastructure for entrepreneurial activities as well as the availability of relevant learning materials and academic research (Katz 2003). Research has demonstrated the impact of entrepreneurship education, especially its