On Teaching Economics and Management from Entrepreneurship Education Perspective

Abstract

The　major　of　economics　and　management　becomes　the　most　initiative　and　positive　volunteer　of　entrepreneurship　education，　the　launcher　of　entrepreneurship，　the　teaching　implementation　institution，　and　the　consultancy　operation　institution　as　its　characteristics　for　specialization　resources　and　talents　training，　which　plays　very　important　role　on　entrepreneurship　education.　Moreover，　according　to　over　20　years’　entrepreneurship　education　experience　in　American　universities，　they　always　focus　on　business　and　management　majors.　Based　on　entrepreneurship　education，　this　paper　systematically　analyzed　the　influential　factors，　such　as　teachers’　quality，　bilingual　teaching，　practice　ability　training.　Finally，　we　proposed　several　countermeasures　on　developing　entrepreneurship　education　for　economics　and　management　major　from　innovation　consciousness，　innovation　capacity，　class　teaching，　and　assessment　system　and　entrepreneurship　lectures　perspective.

Key　words：　Entrepreneurship　education；　Economics　and　management　major；　Education　research

MA　Jing　（2012）.　On　Teaching　Economics　and　Management　from　Entrepreneurship　Education　Perspective.　Cross-Cultural　Communication，　8（6），　-0.　Available　from：　http：///index.php/ccc/article/view/j.ccc.1923670020120806.1871　DOI：　http：///10.3968/j.ccc.1923670020120806.1871.

PREFACE

The　practice　of　Entrepreneurship　education　abroad　for　more　than　half　a　century　provides　a　good　reference　for　us　to　resolve　the　current　problems.　It　plays　an　important　role　on　promoting　economic　growth，　increasing　employment　opportunities，　accelerating　technological　innovation，　improving　the　industrial　structure，　and　improving　the　level　of　development　of　productivity.　Venture　has　become　a　global　topic，　and　causes　the　attention　of　the　world’s　governments　and　scholars.　The　Western　developed　countries　have　adopted　to　implement　entrepreneurship　education　in　colleges　and　universities，　such　as　students　entrepreneurship　and　entrepreneurial　skills.　They　teach　entrepreneurial　knowledge　and　skills　to　help　college　students　to　succeed　in　business　road.　For　instance，　the　United　States，　Britain，　France，　Germany，　Australia　and　other　countries　have　already　successfully　put　into　practice.　By　the　College　management　professional，　we　should　try　to　design，　create，　and　plan　to　build　exemplary　entrepreneurship　education　system　as　well　as　teaching　mode，　so　as　to　effectively　train　students’　entrepreneurial　awareness　and　entrepreneurial　skills.

1. CARRY　OUT　ENTREPRENEURSHIP　EDUCATION，　ECONOMICS　AND　MANAGEMENT　MAJOR　AS　DEMONSTRATION

In　the　face　of　the　grim　situation　of　the　current　difficult　domestic　employment　of　college　graduates，　many　college　students　have　realized　the　need　to　strengthen　the　personal　competency　development　and　expertise　accumulated，　which　may　help　to　earn　a　place　for　themselves　in　the　job　market　in　the　future.　However，　from　the　overall　point　of　view，　the　limited　employment　opportunities　and　the　intense　nature　of　the　employment　market　competition　will　inevitably　lead　to　the　survival　of　the　fittest，　so　the　employment　problem　cannot　be　solved　fundamentally.　In　the　case，　i.e.　supply　is　greater　than　demand，　we　need　to　create　more　demand　for　supply　to　meet　the　growing　crowd.　Entrepreneurship　education　can　lead　students　to　foster　entrepreneurial　concept　to　enhance　the　entrepreneurial　ideas，　to　develop　entrepreneurial　capacity.　It　can　not　only　alleviate　the　current　Graduates　Employment，　but　also　can　create　more　entrepreneurial　opportunities.

The　College　administered　class　professional　is　mostly　practical，　so　entrepreneurship　education　can　become　a　demonstration　of　professional　conduct.　By　learning　basic　courses　and　expertise，　as　well　as　the　influence　of　environment　by　the　faculties　in　the　learning　process　during　the　school，　economics　and　management　students　spontaneously　can　develop　their　preliminary　understanding　on　international　operations　and　cross-border　management　awareness，　domestic　and　international　economic　policies，　laws　and　regulations，　and　market　volatility.　Compared　to　other　professions，　economics　and　management　professional　entrepreneurship　education　has　inherent　advantages　and　practical　significance，　and　can　play　a　professional　to　students　in　career　choices　and　business　management.　On　entrepreneurship　education，　we　need　to　focus　on　training　on　entrepreneurial　project　selection，　marketing　and　strategy，　good　managers，　customer　management　services，　basic　literacy　basics　of　financial　management，　entrepreneurs，　enterprises　established　process，　and　so　on.

2. INFLUENCING　FACTORS　ANALYSIS　ON　ENTREPRENEURIAL　EDUCATION　FROM　TEACHING　PERSPECTIVE

2.1 The　Quality　of　Teachers　and　Professional　Level　on　Entrepreneurship　Education

Many　factors　are　combined　together　to　decide　learning　administered　specialty　of　the　target　population，　as　well　as　the　understanding　of　the　knowledge.　Such　factors，　including　IQ，　learning　attitude　and　cultural　basis　of　gender，　environment，　atmosphere，　family　influence，　social　awareness.　However，　the　above　factors　are　beyond　the　control　of　the　school，　that　is，　there　are　still　a　considerable　number　of　uncontrollable　factors，　such　as　teacher　training　programs，　textbooks.　Studies　have　shown　that　most　of　the　history　learning　or　other　sociology　learning　almost　have　no　help　to　improve　students’　understanding　of　economics　courses　（Main，　1978；　Miller　&　Rose，　1983；　O’Neill，　1973）.　As　a　result，　we　need　to　put　forward　higher　requirements　on　professional　courses　teachers，　which　exert　greater　pressure　on　them.

In　fact，　teachers　are　the　most　important　determinants　for　students’　mastery　of　economic　management　courses.　Economic　curriculum　education　can　help　students　thinking　of　the　basic　issues　and　grasping　personal　decision-making　and　social　decision-making　methods.　Students　should　make　independent　choices　with　the　help　of　skilled　teachers，　and　need　to　strengthen　the　cultivation　of　decision-making　ability　and　identify　resources　that　can　assist　them　to　make　decisions　（Akos，　2005）.　Economic　class　teaching　quality　is　largely　dependent　on　Teachers’　heritage　of　knowledge　and　teaching　skills　（Gilliard，　1993，　p.　166）.　Studies　have　shown　that　class　teachers　have　the　direct　impact　on　students　learning　of　economics　courses　（Walstad，　1992）.　Therefore，　the　effective　use　of　class　teaching　within　the　limited　hours　is　particularly　important　for　the　students.　One　hand，　teachers　should　constantly　improve　the　level　of　personal　knowledge，　which　requires　a　long　period　of　accumulation　and　precipitation.　Requirements　for　the　academic　teachers，　we　put　forward　that　if　you　want　to　give　the　students　a　glass　of　water，　the　first　thing　you　need　to　do　is　to　have　an　ocean.

Among　them，　a　basic　way　to　improve　the　teaching　effect　is　the　sharing　of　knowledge　and　methods　of　teaching.　Moreover，　teachers　have　to　notice　that　professors　of　special　courses　require　special　approach.　The　ultimate　aim　should　be　administered　on　specialty　teaching　and　research　in　order　to　make　teachers　aware　of　the　skills　that　should　be　mastered　in　the　classroom　teaching，　and　to　focus　on　consolidating　the　conceptual　understanding　of　the　weak　link.　Teaching　research　should　not　only　produce　a　supporting　role　on　the　teaching　skills　of　teachers　and　class　teaching　effectiveness　through　the　actual　test，　but　also　provide　the　tools　for　the　exchange　of　knowledge.　The　teaching　research　needs　class　of　the　college　of　economics　and　management　professional　courses　to　do　the　testing　and　evaluation.　Research　on　professional　education　in　economics　and　management　is　not　regarded　merely　as　a　tool　to　enhance　the　level　of　college　teaching　applications，　but　needs　to　allow　students　to　truly　benefit　from　the　knowledge　learned.　We　can　employ　economic　management　practitioners　and　expert　teachers　to　update　professional　knowledge　and　real-time　information，　and　to　do　the　actual　sense　of　the　teachers　on　the　job　training.　Therefore，　in　order　to　carry　out　on　entrepreneurship　education，　we　should　first　consider　the　class　teaching.　It　is　particularly　important　for　the　class　teachers　to　emphasize　on　entrepreneurship　education　and　introduce　the　concept　of　entrepreneurship　education.

2.2 Bilingual　Teaching　and　Entrepreneurship　Education

As　for　professional　characteristics　of　economics　and　management，　i.e.　internationalization，　English　has　become　an　indispensable　learning　focus.　Thus　we　need　to　highlight　the　importance　of　bilingual　teaching　and　research.　Entrepreneurship　education　is　effectively　linked　with　bilingual　teaching.　We　carried　out　a　questionnaire　study　in　School　of　Economics　and　Management，　Changchun　University　of　Science　and　Technology，　which　falls　into　juniors　and　seniors　majoring　in　International　Economics　and　Trade.　Questionnaire　is　designed　for　two　modules，　namely　the　entrepreneurial　intention　modules　and　bilingual　teaching　acceptance　module，　in　order　to　find　out　the　intrinsic　link　between　the　two　things.　The　total　surveyed　is　122　people.　122　questionnaires　were　distributed，　in　which　118　are　returned，　so　the　recovery　rate　is　96.7%.　Among　them　effective　questionnaires　are　115，　so　the　effective　rate　is　94.3%.　Among　them，　13.7%　of　the　students　believe　that　the　form　of　bilingual　teaching　is　good　and　there　is　no　barrier　on　learning　professional　knowledge，　which　contributes　to　the　improvement　of　English　level.　In　this　target　group，　78.9%　of　the　students　would　like　to　choose　master　study，　16.6%　of　students　intend　to　hunt　a　job　after　graduation，　while　only　3.1%　of　the　students　said　they　might　consider　entrepreneurship.　8.3%　of　the　minority　students　feel　bilingual　education　programs　are　very　difficult，　even　if　for　the　business　English　courses　involved　little　professional　knowledge.　The　reason　for　this　is　their　poor　English　foundation，　and　little　interest　in　learning　English.　The　highest　proportion　is　78.0%　of　the　students，　who　believe　that　for　bilingual　teaching，　they　are　able　to　understand　60-80　percent.　So　we　need　to　choose　the　bilingual　teaching　teachers　with　accurate　pronunciation，　fluency　in　spoken　English　as　well　as　adding　explaination　in　Chinese，　in　order　to　benefit　students　in　understanding.　Among　them，　50.4　percent　of　the　students　expressed　their　determination　for　master　study，　and　43.2%　of　the　students　choose　employment，　while　still　only　2.8%　of　the　students　are　willing　to　venture.　Most　students　said，　the　biggest　obstacle　to　entrepreneurial　is　funding　problem　for　college　students　who　have　just　graduated，　and　it　is　difficult　to　implement，　in　the　case　of　some　start-up　capital　and　the　business　plan.　Moreover，　regardless　of　the　target　population　for　bilingual　teaching　survey，　the　students　who　select　business-start　accounted　for　a　very　small　number.　Therefore，　we　can　see　that　the　entrepreneurial　enthusiasm　of　the　students　is　not　high.　They　have　not　form　a　strong　entrepreneurial　idea，　and　are　not　aware　of　the　internal　link　between　entrepreneurial　selection　and　bilingual　learning.　So　we　got　an　explicitly　of　future　educational　guidance　direction

the　estabilishment　of　entrepreneurial　ideas.

2.3 Strengthen　the　Practical　Session　with　Teaching　Students　Practical　Ability

Professional　internship　teaching　can　be　combined　with　the　production　practice，　which　help　the　students　obtain　a　correct　understanding　of　the　industrial　and　commercial　enterprises，　financial　services，　the　status　of　the　business　units　of　foreign　trade　business　as　well　as　government　departments，　the　development　of　the　change　in　circumstances　and　the　relevant　national　guidelines　and　policies.　After　the　site　visits，　research，　reading　and　collecting　relevant　information，　participating　in　the　work　of　the　program，　students　can　observe，　independently　think　of　and　analyze　problems，　which　contribute　to　strengthening　students’　perceptual　knowledge　of　the　scene.　Through　coming　into　contact　with　the　business　operation　of　enterprises　or　government　agencies　process，　we　can　lay　a　good　foundation　for　subsequent　specialized　courses　for　teaching　the　theory.　By　participating　in　the　actual　work　on　a　comprehensive　understanding　of　the　basis，　students　can　understand　the　field　operations　and　theoretical　knowledge　consciously，　which　can　be　applied　to　practice，　so　as　to　master　the　basic　professional　skills　to　deal　with　the　practical　problems　in　general.　It　will　lay　a　good　foundation　for　the　practice　in　the　future　on　their　own　businesses.

However，　in　terms　of　economics　and　management，　it　is　difficult　to　find　the　actual　operation　space　and　opportunity　to　provide　students　with　cooperative　enterprises.　Excessive　number　of　students　and　the　lack　of　the　professional　trainers　factors　restrict　students　truly　entered　the　door　of　the　enterprise.　Therefore，　we　need　the　school　hire　experts，　academics，　managers　from　securities　companies，　foreign　trade　companies，　joint　ventures，　related　colleges　and　universities　to　make　a　report　for　students.　Also　we　can　lead　the　students　to　the　customs　hall，　factory，　foreign　trade　companies，　offices　appearance　on　a　study　tour.　Formation　of　entrepreneurial　ideas　and　creative　ability，　however，　need　to　be　more　direct　and　deeper　integration　into　the　actual　work　environment，　enabling　students　to　produce　a　more　rational　understanding　around.　This　internship　funding　allocated　efforts　put　forward　higher　requirements　for　business　enterprises.　But　as　we　all　know：　“No　one　would　like　to　get　up　early　if　there　is　no　gain”.

3. ESTABLISH　INNOVATION　AWARENESS，　FOSTER　INNOVATION　CAPABILITY

If　they　would　like　to　have　the　entrepreneurial　thinking　and　entrepreneurial　ability，　they　should　first　have　a　sense　of　innovation　and　the　ability　to　innovate.　The　term　of　Innovation　for　enterprise　development　play　an　increasingly　important　role　in　the　current　international　economic　situation，　so　we　need　to　again　analyze　innovative　meanings.　We　need　to　point　out　that　innovation　does　not　mean　a　simple　invention.　Some　people　are　often　confused　between　invention　and　innovation，　and　think　they　represent　the　same　meaning.　In　fact，　this　understanding　is　completely　wrong.　In　fact，　the　invention　has　three　meanings：　to　create　new　things　or　methods；　to　play　creatively；　to　discover　something　that　have　not　be　found　before.　Thus，　the　invention　can　be　simply　understood　as　a　new　discovery　in　the　natural　sciences.　However，　comparatively　speaking，　innovation　appears　to　be　more　complex.　There　are　different　interpretations　in　different　areas　of　research.　To　create　the　new　contradictions　community　human　behavior　from　the　perspective　of　economics，　innovation　is　the　use　of　natural　resources　or　social　factors，　or　that　old　alternative　coverage　（Baidu　Encyclopedia）.　The　origin　of　the　concept　of　innovation　is　from　American　economist，　Schumpeter　in　1912.　Schumpeter　declares：　innovation　is　the　introduction　of　a　new　factor　of　production　and　production　conditions　of　the　new　combination　of　“production　system”.　It　includes　five　situations：　the　introduction　of　a　new　product，　the　introduction　of　a　new　production　method，　open　up　a　new　market，　a　new　source　of　supply　of　raw　materials　or　semi-finished　products.　Schumpeterian　innovation　concept　includes　a　wide　range　of　innovative　and　non-technical　change，　which　involves　technical　change　organizational　innovation.　Therefore，　based　on　the　above　comparison，　we　can　see　that　innovation　is　the　way　with　the　process　of　the　invention　applied　to　productivity，　to　create　new　value　for　human　beings，　to　bring　new　economic　benefits，　and　more　fully　to　reflect　the　significance　of　the　invention.

Therefore，　as　for　entrepreneurship　education，　we　advocate　the　invention，　but　in　entrepreneurship　education　in　economics　and　management　professional，　we　pay　more　attention　to　innovation.　So　as　to　give　students　a　sense　of　innovation，　cultivating　the　students’　innovative　ability　is　the　most　important　thing　on　entrepreneurship　education.　In　the　teaching　process，　through　the　introduction　of　the　original　English　literature，　we　enable　students　to　understand　the　forefront　of　international　economic　theory　and　the　latest　international　market　trends，　which　can　subtly　and　professionally　be　brought　into　the　classroom　in　order　to　establish　the　students’　innovative　consciousness　and　ability　to　start　a　new　business.

4. IMPLEMENTATION　OF　FLEXIBLE　ASSESSMENT　METHODS

Teaching　evaluation　system　can　be　divided　into　formative　assessment　and　summative　evaluation.　Formative　assessment　is　the　evaluation　of　the　students’　learning　attitudes　and　types　of　operations　in　the　teaching　process；　summative　evaluation，　the　end　of　the　teaching　modules，　is　the　evaluation　of　students’　overall　skills.　In　addition，　according　to　the　characteristics　of　different　professional　courses，　teachers　can　choose　different　assessment　methods，　including　written　exams，　research　reports，　business　plans，　course　papers，　feelings　and　experience.　At　the　same　time，　it　is　recommended　to　strengthen　the　process　of　evaluation　with　the　types　of　class　presentations　and　discussions，　the　completion　of　the　individual　or　group　tasks　as　evaluation　of　student　entrepreneurship.　We　should　reform，　improve　the　comprehensive　evaluation　way　after　the　end　of　the　course.　Combining　the　students’　completing　the　task　of　the　various　aspects　of　the　situation，　we　can　focus　on　the　assessment　of　student　potential　entrepreneurial　ability　and　overall　quality.　Students　are　encouraged　to　find　business　opportunities，　which　can　help　to　train　the　ability　to　grasp　the　business　plan，　as　the　focus　of　the　appraisal.

CONCLUSION

As　the　entrepreneurship　education　pioneer　and　engine，　the　major　of　Economic　and　Management　should　make　full　use　of　its　advantages，　to　fully　develop　students’　entrepreneurial　ideas　and　entrepreneurial　skills.　In　the　actual　teaching　of　economics　and　management　professional，　we　need　timely　and　moderately　introduce　entrepreneurship　education　links　to　guide　students　to　establish　a　sense　of　innovation.　With　the　methods　of　effective　bilingual　teaching，　hiring　experts　to　carry　out　entrepreneurial　lectures，　we　imperceptibly　bring　the　concept　of　entrepreneurship　into　the　classroom.　Students　can　obtain　feasibility　and　operability　in　aware　of　their　own　businesses　through　a　combination　of　class　teaching　with　hands-on　learning，　which　help　students　lay　a　good　foundation　for　entrepreneurial　practice　after　graduation.

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