scholarly journals Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education

2019 ◽  
Vol 26 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Robin Bell ◽  
Peng Liu
Keyword(s):  
Focus Groups ◽  
Entrepreneurship Education ◽  
Chinese Government ◽  
Content Type ◽  
Student Reaction ◽  
Vocational Higher Education ◽  
Emerging Themes ◽  
Vocational Colleges ◽  
Education In China

PurposeThe purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

scholarly journals Enterprise education with Chinese characteristics; policy, practices and uneven development in PRC

2015 ◽  
Vol 7 (3) ◽  
pp. 276-292 ◽  
Author(s):  
Alistair R. Anderson ◽  
Xiuxiang Zhang
Keyword(s):  
Regional Differences ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Uneven Distribution ◽  
Content Type ◽  
Chinese Characteristics ◽  
Enterprise Education ◽  
The Status ◽  
Education In China ◽  
Practical Implications

Purpose – The paper aims to review the emergence and nature of entrepreneurship education in China. This paper considers the variability of developments in practices despite policy. In turn, this allows one to consider the implications of this uneven distribution of expertise and resources. Design/methodology/approach – The paper is primarily empirically descriptive, but it draws upon different literatures to examine entrepreneurship education in the uniqueness of its Chinese context. The authors offer two comparative cases to illustrate the arguments. Findings – Substantial differences were found by region and by the status of the institution. The region aspect is paradoxical because the largest number of new businesses exists in those regions with the best provision of enterprise education. The channelling of resources to elite resources compounds the problem. Less prestigious universities make do with what they have, and this may be detrimental for the quality and effectiveness of enterprise education. Research limitations/implications – There may be some regional differences that have been overlooked, but the thrust is clear. Different resource allocations have shaped entrepreneurship education in the regions. Practical implications – Applied policy may have detrimental effects on less well-endowed universities and thus neglect less entrepreneurial places. Social implications – If entrepreneurship is to deliver its promise of opportunity, innovation and job creation, it needs to be taught by experienced and informed faculty. The uneven distribution of entrepreneurship pedagogy and expertise indicates that this may be more difficult to deliver in some places. Originality/value – Although entrepreneurship education in China is now pervasive, little work has been done in comparing policies with practices.

scholarly journals Entrepreneurship education in China

2020 ◽  
Vol 12 (2) ◽  
pp. 305-326 ◽  
Author(s):  
Tiantian Liu ◽  
Keith Walley ◽  
Geoff Pugh ◽  
Paul Adkins
Keyword(s):  
University Students ◽  
Early Stage ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Small Sample ◽  
General Measure ◽  
Chi Square ◽  
Content Type ◽  
Stage Of Development ◽  
Education In China

Purpose The purpose of this study is to generate insight into the effects of entrepreneurship education in China by conducting a preliminary scoping study of the enterprising tendency of university students studying business. Design/methodology/approach This study used a self-administered questionnaire based on the General Measure of Enterprising Tendency v2 (GET2) test to measure the enterprising tendency of a group of Chinese university students. Decision trees, using the Chi-square automatic interaction detector (CHAID) approach, and multiple regression analyses were used to investigate the enterprising tendency of respondents. Findings The findings from this study indicate that the students have an overall medium level of enterprising tendency and strengths in some enterprising characteristics. The findings reveal that gender, family business, hometown and entrepreneurship education are significantly related to enterprising tendency but that age, household income, parents’ education and occupation are not. Research limitations/implications Although the study is based on a relatively small sample taken from just one university in Beijing, the findings suggest that the enterprising tendency of students can be encouraged by entrepreneurship education. Combined with evidence that entrepreneurship education is at a relatively early stage of development in China, this finding suggests considerable scope to increase student’s enterprising tendency by extending, creating a more favourable environment for and improving the methods used to deliver entrepreneurship education. Enterprising tendency can be argued to naturally result in entrepreneurial intention; however, this extension is beyond the scope of this study, which is restricted to the analysis of enterprising tendency. Originality/value This study makes an original contribution to knowledge as it is one of the first studies to explore enterprising tendency among university students in China. It has value for government, policymakers and university program designers in that it provides direction for entrepreneurship education in China.

scholarly journals Entrepreneurship education in China

2003 ◽  
Vol 45 (8/9) ◽  
pp. 495-505 ◽  
Author(s):  
Jun Li ◽  
Yuli Zhang ◽  
Harry Matlay
Keyword(s):  
Entrepreneurship Education ◽  
Education In China

The factors that influence the development of entrepreneurship education

2017 ◽  
Vol 55 (7) ◽  
pp. 1351-1370 ◽  
Author(s):  
Song Lin ◽  
Zhengda Xu
Keyword(s):  
Business Schools ◽  
Supply And Demand ◽  
Entrepreneurship Education ◽  
Theoretical Framework ◽  
Content Type ◽  
National Economic ◽  
Education In China ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to determine the factors that influence the development of entrepreneurship education and attempt to establish a theoretical framework for the development of entrepreneurship education. Design/methodology/approach By using vertical and horizontal data on entrepreneurship education in China, the authors demonstrate the influence of multiple factors. Relevant statistical methods include variance and regression analyses. Findings The factors that influence the development of entrepreneurship education are divided into supply and demand categories. Data show that the increasing number of policies and the expansion of business schools are positively correlated with the development of entrepreneurship education, whereas the advancement of academia and the lowering of employment pressure are negative indicators. Research limitations/implications The authors’ measurement of entrepreneurship education lacks accuracy because of scarcity of data. Not all factors that affect the development of entrepreneurship education have been considered, and certain factors with significant influence may have been missed. Practical implications This study is expected to help countries and regions gain insights into their policies for the development of entrepreneurship education and propel the development of entrepreneurship education by certain means. Business schools can select targeted educational programs to help drive national economic development and transition. Originality/value This study proposes a theoretical framework regarding the factors that influence the development of entrepreneurship education and establishes three models. The framework provides theoretical insights into the relationship between the development of entrepreneurship education and its dependent external environment. Furthermore, the authors argue that the existing research overestimates the role of policy when investigating the development of entrepreneurship education, which also contributes to the existing literature on public goods and development economics.

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