How Did Chinese Higher Education Institutions Organize Entrepreneurship Education? Evolution, Comparison, and Orientation

Overview & Synopsis

The Resource-based View argues that achieving a sustainable competitive advantage depends on managers seeking valuable and rare resources with a high cost of imitation from within an organization, particularly on the ability to organize such resources. Concomitant with the progression of the four stages of entrepreneurship education at Chinese higher education institutions--the formation stage, the development stage, the expansion stage, and the reform stage, entrepreneurship institutes have gradually become the primary vehicle through which higher education institutions provide entrepreneurship education. Due to the different characteristics of higher education institutions, three organizational models, namely independent, dependent and cooperative models, have been formed in the actual operation process. However, the current organizations of entrepreneurship education face organizational governance failure, target positioning deviation, and poor openness. They must innovate in optimizing organizational governance mechanisms, reshaping entrepreneurship education goals, and the collaborative participation of internal and external subjects. This research has practical and policy significance for deepening the reform of innovation and entrepreneurship education. [This article was translated by Carissa Fletcher.]