Chapter 6: Developing Intellectual Entrepreneurship Education Programs for Engineering and Science Students in Chinese Mainland Universities
Liu Lijun and Guan Sisi* 6.1 INTRODUCTION Scholars are increasingly studying the effectiveness of entrepreneurship education.1 Within entrepreneurship education, intellectual entrepreneurship education (IEE) is an emerging, global trend in research universities. We lack feasible and effective methods to implement IEE, however, especially in Mainland China, where professional faculties of research universities have little idea about how to integrate scientific and technology entrepreneurship with knowledge creation and learning. We first need to be clear that there are major differences, as well as synergies, between IEE and traditional professional education. This requires a program design that is both feasible and effective in bringing IEE to research universities. This chapter describes such a program, the ThreeStage Open Process Intellectual Entrepreneurship Program (TOPIEP). Of course, implementing TOPIEP in research universities for engineering students involves overcoming some obstacles. 6.2 DIFFERENCES BETWEEN IEE AND TRADITIONAL PROFESSIONAL EDUCATION In stating that IEE should be feasible, we mean that IEE can be implemented either without breaking down the original educational system’s equilibrium or by setting up a new equilibrium which is a Paretoimprovement (i.e., an improvement where no unit is made worse off) over the university’s current equilibrium. Thus, feasibility means that there 136 M2795 - THOMAS TEXT.indd 136 23/11/2011 13:39 Developing programs in Chinese Mainland universities 137 Table 6.1 Main differences between IEE and traditional professional education Traditional professional education Discipline-based in an academic context Academic quality Academic peer review Systematic within each discipline Homogeneous Hierarchic and stable Academic researchers and instructors Intellectual entrepreneurship education (IEE)...
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