Study on Risk Aversion of Integrating Entrepreneurship Education into College
Professional Curriculum
Wen-juan Chen 1, Guan-xin Yao 1
1
School of Management，Jiangsu University
(ybf@ujs.edu.cn)
Abstract - It has been a common view that the necessity
of Integrating Entrepreneurship Education into College
Professional Curriculum, but its promotion process will have
tremendous impact on the current personnel training model
and classroom teaching system in our common universities,
with kinds of risks, such as integration failure or promotion
inability. Firstly, this study analyzes the doubt of Integrating
Entrepreneurship Education into College Professional
Curriculum, it mainly represent at Teaching System,
Teaching Link, Teacher Resources etc. Then the risk and
cause of Integrating Entrepreneurship Education into
College Professional Curriculum is pointed out, such as the
difficulty of integration process, the imbalance of education
resources, low employment under the new training system
etc. At last, four ways of risk aversion of Integrating
Entrepreneurship Education into college professional
curriculum, it mainly consist of to enhance the construction
of the training system of the employment core
competitiveness in the top level design, reforming model of
the innovation and entrepreneur oriented education with
emphasis on the integrated design, establishing the work
flow of “proposal- experiment- modification- generalization”
and constructing a resources security system based on
“comprehensive sharing platform”.
Keywords - Entrepreneurship Education, Professional
curriculum, Risk aversion
I. INTRODUCTION
It is necessary to develop the college entrepreneurship
education, for it can build an innovative country with
great human resources power, raise the overall quality of
university personnel training, and also strengthen the core
competitiveness of graduate employment. Besides, it is a
trend and a top design to integrate the entrepreneurship
education into College Professional Curriculum, for it can
help to construct high-quality colleges and cultivate highquality human resources [1].
The study of Entrepreneurship Education into
professional curriculum is increasing, the typical studies
as: Yi Lu, who thinks that Entrepreneurship Education
into professional curriculum is necessary, and it should
change Employment education into Entrepreneurship
Education as early as possible [2]. Zhenyi Wang proposes
local university as example, putting forward the
Entrepreneurship Education personnel training model of
“Multi participation, Gradient advanced type” [3]. Mao
Huang takes opinion of that it should integrate of those
ways organically, including education concept
strengthening, course structure integration, teaching
content fusion, teachers’ team training, entrepreneurship
training and professional practice mutual promotion etc
[4]
. Jun Wang raises the “professional” implementation
strategies of Entrepreneurship Education, constructing the
college students' innovative business education system,
promoting college students' innovation system of
incentive innovation, optimization university student's
pioneering work ability training environment [5]. Tao Li
raises the concept of that Entrepreneurship Education and
professional education between the fusion of two, Mainly
through the ways as classroom penetration, optimize the
talent training scheme, strengthen the base construction,
the integrated enterprise etc [6]. Hong Li thinks it should
promote the fusion of university management majors and
pioneering education experiment course, through standard
Entrepreneurship Education evaluation principles [7].
Xianguo Huang around the core ideas of entrepreneurship
education of university logistics management, putting
forward counter measures of entrepreneurship training
courses typically [8], Yunchuan Shao combines the results
of college students' practice innovation training project
researching, putting forward measures to solve the
problem exiting in the current Entrepreneurship Education
teaching system [9]. Kai Cao studies the entrepreneurship
training mode of university management specialty
pharmaceutical economic [10]. Mingchang He explores
Entrepreneurship Education of Information and
computing, put forward curriculum teaching with strong
mathematical basis and new technology, short term
project design and larger project design course,
combining the entrepreneurial training and outside school
training [11].
After all, the current research status can be roughly
divided into two categories, one is the countermeasures
study of entrepreneurship education and professional
education fusion under common sense, the other one is
entrepreneurship education mix with a professional
education teaching. However there are no studies of risk
aversion, this study analysis the realistic confusion, risks
and risk attribution of Entrepreneurship Education into
college professional curriculum, and raises the way of risk
aversion.
II. RISKS AND RISK ATTRIBUTION OF
INTEGRATING ENTREPRENEURSHIP INTO
COLLEGE PROFESSIONAL CURRICULUM
In view of deficiency in natural disposition
motivation of most students, the low of advocating
entrepreneurship, the limited resource, Entrepreneurship
Education into college professional curriculum still exist
many operational risks
A. There are some risks in the integration process
In this process, it may be difficult to successfully
establish the lasting effect mechanism, which is
corresponded to the situation of the school. The reasons
are as follows: firstly, reform itself has the risk of failure.
As a public welfare institution, vast majority of faculty
are lacking the passion of innovation; secondly, teaching
reform is a project combination of top level design and
the overall design. If it can not receive enough attention
from the college leaders and relevant departments, the
new mechanism will not be so prosperous; lastly,
entrepreneurship in China is just beginning, and its
system is still not perfect. As a new educational concept
and mode, there is a risk of less benefit for it to penetrate
the university curriculum comprehensively.
B. The education reform will lead to the imbalance of
education resources
With entrepreneurship as an important element
integrating into college professional curriculum, the
structure of teaching resources, practice base and other
resources cannot match it. The main reasons may be as
following: firstly, the combination between professional
and entrepreneurship should be found, and the
construction of college teaching team should be
improved, otherwise it will be difficult to ensure the
effective operation of the training system after the
integration. Secondly, the time-distribution system of
professional courses will be certainly influenced by this
integration. Thirdly, after students’ entrepreneurship
awareness and ability, it will be more challenging for the
practice bases and business incubator bases in colleges
[12]
.
the organic unification of the vitality of entrepreneurship
education and the rigor of specialized education, the idea
of entrepreneurship education and the goal of specialized
education, and the directions of entrepreneurship, major
and employment. In this way, the successful construction
of the training system of the core employment
competitiveness will be promoted. Thirdly, schools
should enhance the propaganda and guidance of
employment and entrepreneurship education. What should
be emphasized is to sow a seed of innovation and
entrepreneurship into students’ mind as part of the core
employment competitiveness to lead them to start their
own business when there is a chance in the process of
employment. Proper guidance and support to a small
portion of students who run startups directly should be
given. Entrepreneur team who enter the campus
entrepreneurial base should comply with the principle of
“entrance entail mature” to fully ensure the success rate of
the factual running stage and to strive the multiplication
efforts of employment and entrepreneurship among the
students.
III. RISK AVERSION OF INTEGRATING
ENTRENEURSHIP EDUCATION INTO COLLEGE
PROFESSIONAL CURRICULUM
B. A reform model of the innovation and entrepreneur
oriented education with emphasis on the integrated design
is the basic means of risk aversion. Integrating specialized
education does not mean building every thing from the
ground up but rather scientifically grasp the internal
relation between entrepreneurship, specialized and
organization education and consider the entrepreneurship
education as a new educational idea and model through
the whole process of specialized education [13]. We
should develop a curriculum system oriented to
innovation and entrepreneurship, strive to collaborate with
entrepreneurs of profound professional background and
entrepreneur experience in developing the curriculum in
order to realize the integration of the content; realize the
internationalization of the curriculum development from
the vantage point of construction of innovative nation and
the prospect of internationalization of higher education
institute management; facilitate integration of the
specialized curriculum education, practice session and the
theory,
practice,
training
and
incubation
of
entrepreneurship education to realize the practice of the
carrier of the course; respond to the call of the equalityoriented education to enrich the fist and second classroom
as well as exploring the third one in order to realize the
diversification of the curriculum offered.
A. The prominent pushing hand of risk aversion is to
enhance the construction of the training system of the
employment core competitiveness in the top level design
is. First of all, the leadership system should be
straightened out, a sound coordination mechanism should
be set up in terms of teaching, employment, scientific
research and student work departments, and the priority of
the training system of the core employment
competitiveness should be strengthened. Secondly, the
training scheme should be constantly perfected “the three
organic unification”, namely, should be put into practice,
C. Establishing the work flow of “proposal- experimentmodification- generalization” is the major method of risk
aversion. Although the education officials can pay much
attention to and have an integrated layout, the integration
cannot be completed in a day and inability to adjust to the
diverse and changeable specific circumstances is still
possible. Colleges can propose and modify on the one
hand while propagating and spreading on the other hand
in the process of progradation. After the demonstration of
the educational reform and training system, such work
method of high danger measurability and process
C. Risks of low employment under the new training system
With the deep development of education, the students’
innovation and entrepreneurship are increasing improved,
but the ultimate employment multiplier effect is very
limited, and even brings the risks of low employment. The
reasons are as follows: first, more and more students may
devote to the innovation activities, but the business
success rate of undergraduates and fresh graduates is
usually low, it will reduce the quality of first employ;
second, after the integration, some academic research
oriented students may ignore their academic and
professional skills.
controllability can be generally spread through all
colleges. While, those reform measures which are greatly
resisted and of high risk rate can be experimented in a
selection of few colleges. At the same time, the
similarities and differences of the research process and
results should be found out, the sequential work with
focuses should be promoted, and proper revision and
adjustment should be taken if there is a need.
4. Constructing a resources security system based on
“comprehensive sharing platform” is an important handle
of risk aversion. The first is the cooperation platform of
school and industry. Colleges can make use of the
university and school level organizations as the
entrepreneur education guiding committee, entrepreneur
education research centre and entrepreneur incubation
base. From these, they can select a faculty with teaching
skills on entrepreneurship education to enhance internal
training and improve the teaching level. And they can also
mobilize forces outside campus to build resources security
through such ways as external entrepreneurs’ and
celebrities’ speeches and cooperation of running the
school. The second is cross-school cooperation platform.
Those newly constructed university towns in cities should
be wisely used to try to integrate the “entrepreneurship
education” among colleges and construct cross-school
education network and comprehensive resources sharing
entrepreneurship platform. The third is schoolgovernment cooperation platform. School must get
government's support to build university students’
entrepreneurial park and other forms of incubation centre
outside campus; they must also get preferential policy to
facilitate the registration, petty loan and tax cuts of
startups.
V. CONCLUSION
This study analyzes the current research status of
entrepreneurship education into the current specialized
curriculum teaching. The realistic confusion of
entrepreneurship education into College Professional
Curriculum at Teaching System, Teaching Link and
Teacher Resources etc is pointed out, the risks and risk
attribution of integrating entrepreneurship into college
professional curriculum is studied which include risks in
the integration process, the risk of education reform
leading to the imbalance of education resources and risks
of low employment under the new training system. At
last, four ways of risk aversion of integrating
entrepreneurship education into college professional
curriculum are proposed, such as enhance the construction
of the training system of the employment core
competitiveness in the top level design is, a reform model
of the innovation and entrepreneur oriented education
with emphasis on the integrated design, establishing the
work flow of “proposal-experiment-modificationgeneralization” and Constructing a resources security
system based on “comprehensive sharing platform”.
ACKNOWLEDGMENT
In this paper, the writing gets guidance of
entrepreneurship education experts, and supports from
three projects, they are focus of the project of philosophy
social science research of Jiangsu University “College
students' creative ability structure and training system
research”(2011ZDIXM039), higher education reform in
Jiangsu province research project “Entrepreneurship
education system research and practice based on
cultivating the ability of college students”(2011JSJG143)
and social science fund project in Jiangsu province
“Research of promoting college students' entrepreneurial
skills measures” (10GLB007).
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