Enterprise Education Curriculum System Settings in Colleges and Universities bas

Abstract. Beginning from the origins of education for start an undertaking， this paper discusses the necessities of education for staring an undertaking in university basis and also analyzes the status of enterprise education in China. In this paper， through the interpretation of enterprise， five curriculum models that train the entrepreneurial talent are supposed. This paper also details the enterprise programs in U.S colleges and universities having formed a relatively complete teaching mode and teaching system， and then puts forward that setting up the enterprise education course system at the present is a priority for education.

Key words： Colleges and Universities； Enterprise Education； Entrepreneurship Courses； Entrepreneurship

The difficult employment of graduates from colleges and universities has changed into a very striking social problem in China. The global economic crisis in 2008 has forced the increasingly serious employment problem of college and university students to encounter one disaster after another. In 2011， the total number of graduates from colleges and universities of China had reached 6.6 million， thus hitting a record again. However， according to authoritative statistics， the proportion of college and university students becoming self-employed is always kept at 0.3%～0.4% [1].

The main goal of enterprise education is promoting students to own pioneering spirit， and enterprise awareness and quality as well as related abilities through setting enterprise educational courses. In contrast， there remains a large difference between China and developed countries in the enterprise education for college and university students.

1.The Origin of Enterprise Education and the Interpretation of Entrepreneurship

1.1 The Origin of Enterprise Education

Enterprise education is not only a product of society， but also a very important symbol of China to enter the age of enterprise.

As early as in 1989， the mission of enterprise education was decided by UNESCO in Learning to Care： Education in the 21st Century； at Bangkok meeting， the requirements on enterprise education were formally proposed and also were tested in India， Thailand， the Philippines and other countries. In the same year， the concept of enterprise education was proposed at the International Seminar Oriented at the Education in the 21st Century held in Beijing [2]. It， as an educational idea oriented at future， showed a direction for the reform and development of higher education. Six years later， the complete concept of enterprise education was comprehensively introduced in the Policy about the Reform and Development of Higher Education issued by UNESCO in 1995. The Policy shows that in the age that the formula "degree = job" is not established， people hope the graduates from higher education are not only the job seekers， but also the successful entrepreneurs and the creators of jobs [3].

In April 2002， the higher education department of the Ministry of Education held a symposium about the enterprise education （pilot） in general colleges and universities in Beijing. Therefore， the prelude of the enterprise education in China was opened.

1.2 Scientific Positioning of Entrepreneurship

Entrepreneurship is a theory guiding enterprise practices. It is a science based on the development of human enterprise theories of multiple aspects and the conclusion on enterprise experience. The theory system of entrepreneurship is based on the crossing points of multiple sciences. The establishment and mutual infiltration of multiple sciences have laid an extremely solid theoretical foundation for entrepreneurship.

2.Setting of the Enterprise Education Curriculum System in Colleges and Universities

2.1 The Conception of the Enterprise Education Curriculum Model

Entrepreneurship courses， as the core of the systematic enterprise educational project， play a decisive role in the survival space and development value of entrepreneurial talents. Therefore， the enterprise education curriculum system is of decisive significance for the implementation of enterprise education. The development and research of enterprise education curriculum have complied with the development trend of quality education and life-long education， and simultaneously will make curriculum theories enriched and developed [4].

Enterprise education has to rely on entrepreneurship courses for integrating the contents of enterprise education in the curriculum system of higher education. Also， it is necessary for enterprise education to take reasonable organizational forms， change curriculum setting， and construct and implement the curriculum model of training entrepreneurial talents.

2.1.1 Theory Reference

Theory reference method is to critically absorb and selectively inherit existing entrepreneurship theories. This method is complete in classrooms and books. Although the correctness and limitations of the theories can't be proved because of the shortage of practices， they can promote the entrepreneurial activities in the future to take less tortuous paths and avoid the explorations in the dark [5]. For example， selective courses such as Enterprise Education Course and Entrepreneurship and Venture Capitals have been offered in Tsinghua University， East China Normal University and Donghua University， etc； since 2005， Science and Technology Entrepreneurship was offered by Huazhong University of Science and Technology for students studying in business management and human resources [2].

2.1.2 Case Analysis

Case teaching is a basic teaching way for carrying out enterprise education， promotes students to know well the early entrepreneurial impulses and difficulties of entrepreneurs through carefully selecting successful entrepreneurial cases and analyzing the growth experience of successful entrepreneurs， and also makes comments on the key points of successes. Thus， a good example can be set up for students.

2.1.3 Simulated Experiment

Through learning theory courses and using modern science and technology such as network technology and multimedia technology， a pioneering project is virtualized for analyzing and inspecting all kinds of entrepreneurial elements and finally a conclusion can be drawn up. This is simulated experiment. For example， simulated store activities are developed； students are grouped to design storefronts， seek store address， name stores， judge sales targets， discuss budget and develop advertising， etc. Thus， through experience， students are promoted to obtain the perceptual knowledge about entrepreneurship.

2.1.4 Excitation through Major Competitions

In enterprise education， students should be encouraged more commonly to participate in competitions. Thus， they can be promoted to exercise their innovation spirit and entrepreneurial quality through competitions. Representative competitions included China's College Students Business Plan Competition of "Challenge Cup"， China's College Students Extracurricular Works Competition of "Challenge Cup"， China's Youth Creative Entrepreneurial Competition， China's science and technology business plan competition， etc.

2.1.5 Practice Test

The learnt theories do not always conform to the realities. To prove the reliability and possibility of the learnt theories， it is necessary to receive tests in practices. Practice test method is to guide students to do pioneering work in a real sense. A campus enterprise （SHIMEILE Company） was established by four students in Tsinghua University on July 29th， 1999； they won a venture capital （50 million RMB） from the First Department Store of Shanghai by relying on their self-researched "multimedia large-screen high-resolution projection TV technology". In 2004， a development studio was set up by a group of computer enthusiasts under the guidance of school youth league committee in Sichuan Agricultural University. The studio is dedicated to providing professional computer services for school teachers and students， and also a standard enterprise management is comprehensively implemented in it. The development of the studio in four year has proven the great achievement of enterprise education with practices， and thus the traditional education， learning theory and personnel training concept are greatly changed.

2.2 Introduction of the Basic Experience of Enterprise Education from Foreign Countries

In the colleges and universities of the United States， a sound teaching model and a sound teaching system have been formed for enterprise education， and simultaneously remarkable teaching and research achievements have been attained. In 1947， course New Venture Management was first offered by Professor Myles Mace in Harvard Business School， and 188 MBA students studied this course. Therefore， it was known as the first entrepreneurship course in the United States. At present， entrepreneurship courses have been offered in almost all colleges and universities going in for the ranking of American colleges and universities.

In addition， in the teaching of entrepreneurship courses， the colleges and universities of the United States pay great attention to the introduction of a large number of real cases. These cases are generally established by professors of many colleges and universities through seeking and sorting all kinds of enterprise problems， including the cases of both successful and failure entrepreneurship. Thus， students in colleges and universities can be promoted to improve the ability to analyze and judge business problems through researching these carefully-selected cases， and also their innovation and entrepreneurship thinking can be stimulated [6].

Enterprise education is just started in the colleges and universities of China， and also the teaching of normal entrepreneurship courses are still being explored. Therefore， how to develop an enterprise education appropriate for the actual conditions of China has become the focus of attention. Hopefully， enlightenment can be absorbed by China from the setting of the entrepreneurship courses of the United States.

3. Urgency for Colleges and Universities to Set the Enterprise Education Curriculum System

Enterprise education for college and university students should be complete through the teaching， experiment， practice and enterprise internship inside and outside classrooms， including entrepreneurship knowledge education， entrepreneur-quality education， and entrepreneurial skills education. It should be designed around the goal of cultivating successful entrepreneurs.

Successful enterprise education is a complex and systematic project， and has to give play to the main channel of classroom （i.e. the role of the first classroom）. Besides， a curriculum system is the core carrier of the enterprise education in colleges and universities， and also is the basic guarantee for the realization of the enterprise educational objective. Scientifically and reasonably designing a curriculum system is a starting step of enterprise education， and also has a close tie with whether enterprise education can be comprehensively popularized and can achieve an actual effect. Therefore， enterprise education should be integrated into the educational system of colleges and universities； enterprise education courses should be added on the original basis. Meanwhile， on this basis， through combining the teaching of major courses and using infiltration and enhancement， the pioneering awareness and ability of college and university students can be practically improved.

4. Conclusion

Although people have reached a consistency about whether entrepreneurs can be trained， there are still no unified viewpoints about the definition of entrepreneurship in the academic circles. Therefore， there remain disputes about "what courses should be offered for enterprise education". However， from the methods used by Boston University in the teaching of course Establishing New Enterprise， it can be clearly seen that the setting of enterprise education courses is very necessary for students to really experience business foundation. In the early stages of course teaching， Boston University conveys the basic knowledge about the establishment of new enterprises， so as to promote students to learn and analyze business proposals. In the late stages of course teaching， students are required to write a business plan for new enterprise， and the evaluation on the performance of students is made by a team consisting of investors， entrepreneurs， and professional consultants. The students who get a good evaluation are allowed to pass the exam， but those who are evaluated not well are not allowed to pass the exam and have to wait till next year. Through this teaching method， students can truly experience the risks and challenges as an entrepreneur [7].

The entrepreneurial activities， attaining a prosperous development in China， have powerfully promoted the research and development of enterprise education. In both the construction of subject system and the training of teaching team， it is necessary to make planning in advance， including the enhancement to the researches of the construction of the faculty of enterprise education， the active creation of atmosphere， and the formation of joint effort. Thus， the development of enterprise education can be driven ultimately.

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