Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
Entrepreneurship course has experienced four stages: entrepreneurial characteristics (who is the entrepreneur), entrepreneurial process (what the entrepreneur does), entrepreneurial methodology (how the entrepreneur acts),entrepreneurial thinking (how the entrepreneur thinks). We focus primarily on entrepreneurial thinking, that is, in theface of uncertainty (like COVID-19), how can everyone think and act like an entrepreneur, so as to turn uncertainty into opportunities for personal and career growth?
The content of the course refers to Saras Sarasvathy’s theory of Effectuation, Babson College entrepreneurial thought& action (et & A), Stanford University design thinking theory and other theories. In terms of methods, it refers to the practice-based entrepreneurship teaching method of Babson College, the 44 innovative teaching methods from the UK National Centre for Entrepreneurship in Education, the Art and Science of Coaching from Erickson International, Grape People Finland Oy Facilitation Training, and combined with the Chinese situation, carries out the applied innovation. We have developed the international localization of entrepreneurship teaching system in both content (“What Entrepreneurship Studies: Life Direction Design, Thinking and Methodology”, National Institute of EducationAdministration Press, 2016; “Entrepreneurial Thinking and Action”, Hua Zhang Brunch of China Machine Press, 2020)and method (“How to Teach Entrepreneurship: Experience Based Entrepreneurship Teaching Method”, China MachinePress, 2018).
The course was founded by Dr. Zhu Yankong, Dean of Zi Qian International Institute of Entrepreneurship Education. Since 2014, Dr. Zhu Yankong has focused on the research of the fourth generation of entrepreneurshipeducation theory and entrepreneurship teaching method. The course is mainly based on effectuation theory as thetheoretical framework and develops entrepreneurial thinking and methods that anyone can learn from. The focusis on three aspects: a) to help universities popularize entrepreneurship basic education, facilitate the change ofteachers' way of thinking and improve their awareness;
b) to empower teachers to actively promote the classroom reform and help university teachers create new values;c) to provide entrepreneurship education for industrial transformation and upgrading; d) to provide teachers with tools and methods creating changes in the classroom, and help them integrate entrepreneurship into curriculum design and teaching process. Thus, this becomes possible to support the graduates who demonstrate entrepreneurial spirit, but deal with the uncertainty of the future.
This is a two-day seminar. Every topic / skill follows the philosophy of learning by doing, and applies the five-stepentrepreneurship teaching method based on the practical experience: connection, presentation, experience,reflection and application; a new approach of learning from the future, Act-Learn-Build is taken as the teaching thinking. A new “Double High" mode is created (namely "high action high reflection"), and arises students' enthusiasm and creativity, collaborative learning, inspiration, letting students gain in action and grow in reflection. Designing the teaching activities just as games, using games in teaching activities, let students immerse into game activities and ”play by learning”. The syllabus is as follows:
The process is carried out as follows:
Entrepreneurship Foundation Teacher Training Program with "entrepreneurial thinking" as the core principle, can effectively solve the pain point that teachers do not dare to teach entrepreneurship, as they do not have anexperience of starting the business. This course can also be efficient in overcoming a problem that students are not willing to learn entrepreneurship because they do not plan starting the business. Entrepreneurial thinking isbased on the uncertainty of life that everyone has to face, such that improvement of students' cognition and ability to solve complex problems is called to upgrade the original basic entrepreneurship course.
The content of offline teaching training has been upgraded from teaching the processes and methods of entrepreneurship to the principles and logic of decision-making in the face of uncertainty. 2020 will be the first yearof uncertainty. Entrepreneurial experts are the best in managing uncertainty, as they follow the entrepreneurialthinking, and everyone needs to learn that. Using entrepreneurial thinking will not only lead to the entrepreneurialeffectiveness and high level of happiness, but also can be integrated in life design and self-development, so that creating the life one can enjoy.
This program is arranged in the form of interactive seminar, with a particular aim to develop students' understanding while demonstrating a range of teaching skills, by using debates, games, role-playing, group discussions, research and presentations. It is based on the practice-based entrepreneurship teaching method of Babson College, the 44 innovative teaching methods from the UK National Centre for Entrepreneurship in Education and the Art and Science of Coaching from Erickson International.
The program takes the effect reasoning theory as the theoretical framework, and develops a teacher oriented entrepreneurship foundation course for entrepreneurship thinking and methods that everyone can learn. Developed five-step entrepreneurship teaching method, combined with 35+ effective specialized innovation integration teaching methods is a collaborative teaching method formed by integrating entrepreneurial thinking into teaching design; it is also the essence of integrating entrepreneurial thinking into professional education.
CEE program integrates innovative and entrepreneurial thinking into the teaching design, forming the three layers oflogic. The bottom layer is the influence of innovative and entrepreneurial thinking on professors' teaching thinking, to form a co-creative teaching thinking. The middle layer is the impact of innovative and entrepreneurial thinking on theteaching mode, to form the guiding teaching mode of "high action and high reflection". The outermost layer is the effect of innovative and entrepreneurial thinking on teaching methods, to form the innovative and entrepreneurial teaching method based on the experience and action.
A professor can use this Scaffolding teaching method and build skills and confidence, from the traditional "mentor" teaching method to a more collaborative, student-centered (facilitating) teaching method. The professor gives a class to his students, and is no longer the main speaker in the class, but more a writer of the script (teaching content). The teacher is also the director (Instructional Design), who is hidden behind; he is the organizer and mistermed of the classroom, who guides his students through the process.
Since its establishment in 2014, under the program there were trained more than 20,000 entrepreneurship educators from more than 1000 universities (Guangxi Normal University, South China University of Technology, Hunan University, Fujian Agriculture and Forestry University, Zhejiang University of Finance & Economics, Ningbo University, Hubei Normal University, Xi'an University of Posts and Telecommunications, Shanxi University of Finance and Economics, Tianjin University of Technology, Beijing Union University, North Minzu University, etc.).
The feedback from professors is very positive, 98% of them would recommend the CEE program to their colleagues and other interested parties. One of the participants emphasized that study of entrepreneurial way of thinking turned out to be new to him and opened up a whole new mode of thinking. This undoubtedly led to the change of own teaching practice. Another participant added that he was mostly impressed by the integration of professionalism and innovation. As a professional teacher, he would integrate it in the course teaching as well. Some participants have reported that their own practice has changed significantly and has been recognized. All CEE students and their influencers will join Enterprise Educators China (EECN) to work on creation of international innovation and entrepreneurship education ecosystem.
1. Sarasvathy S.D. (2001). Causation and Effectuation: Toward A Theoretical Shift from Economic Inevitability to Entrepreneurial Contingency. The Academy of Management Review 26(2): 243-263.
2. Sarasvathy, S.D., Dew, N. (2005). Entrepreneurial Logics for a Technology of Foolishness. Scandinavian Journalof Management, 2005, 21(4): 385-406.
3. Neck, H.M., Neck, C.P., Murray, E.L. (2015) Entrepreneurship: The Practice and Mindset. SAGE Publications.
Osterwalder, A., Pigneur, Y. (2010) Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. Wiley.
