ENTREPRENEURSHIP EDUCATIONFCO STRATEGIC PROSPERITY FUNDTIANJIN PROJECT REPORT MARCH 2016

CONTENTS | 内容

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Project background 项目快讯—由英国政府资助的推动英国创业教

育项目简介

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Chinese education delegation to the UK赴英国创新创业教育

交流团总结

How British entrepreneurship education can inspire China英国创新创业

教育的启发

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Two proposals for education cooperation between the UK and Tianjin 英中贸易协会关于英

国与天津市开展创业

教育合作的两点建议

Observations on innovation and entrepreneurship education in UK universities感受英国大学的创

新创业教育

From classroom to ‘clashroom’: how entrepreneurship education is transforming regional development in China从课堂到“探讨室”：创业教育如何改变中国的区域发展？

Innovation and entrepreneurship education in the UK - an inspiration

光明日报文章: 英国创

新创业教育的启发

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27 List of the media coverage on Sino/UK (Tianjin) Innovation & Entrepreneurship Education Workshop中英（天津）创新创业教育研讨会媒体报道荟萃

Last year, China’s State Council set out guidelines for higher education reform in the areas of innovation and entrepreneurship, in order to promote innovative thinking, idea generation and an entrepreneurial spirit that will enable and encourage students, and also improve their employability and social responsibility.

As China’s economy transitions so does its workforce. China is moving up the value chain, with more and more opportunities emerging for innovative and creative business ideas, and at the same time it is moving away from large-scale and labour-intensive industries. This will require different approaches to managing businesses, which in turn requires more innovative and entrepreneurial skills and behaviours.

The UK had to tackle many similar challenges in the 1980s and 90s, when it committed to fostering more innovative and entrepreneurial graduates. This meant putting entrepreneurship at the very heart of education and encouraging graduates to have an entrepreneurial mind-set, behaviours and skills, pushing them to challenge current thinking and practices and to create new ideas and businesses that can flourish.

This aim of this project was to work with Tianjin Government to help them learn about the UK’s

experience in entrepreneurship education, in order to facilitate relationships and cooperation to then set up a Sino-UK Entrepreneurship Training Centre which would serve as a model for similar projects across China.

The specific aims of the project were to facilitate the exchange of proven and new practices between educators from the UK and China, and to demonstrate the UK model of effectively linking education providers, businesses and government to our Chinese counterparts.

The city of Tianjin is aiming to be a leading centre in China for innovation and entrepreneurship education, and already has some excellent examples. Through this project, I hope that partners from the UK and Tianjin can work together to promote Tianjin’s future development and serve as a platform through which we can learn from each other, share ideas and experiences and build relationships.

FOREWORD | 前言

JEFF ASTLE | EXECUTIVE DIRECTOR | CHINA-BRITAIN BUSINESS COUNCIL

NATHALIE CACHET-GAUJARD

Director (UK) Education

SIMON STEWART

Director (China) Education

JANE ZHANG

Assistant Director & Tianjin Project Lead

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Education is one of four areas which are prioritised for the Foreign & Commonwealth Office’s Strategic Prosperity Fund, a government-funded initiative designed to help create the conditions for global growth.

UK GOVERNMENT-FUNDED PROJECT TO PROMOTE UK ENTREPRENEURSHIP EDUCATION IN CHINA

In 2015-16 the SPF-funded, education-themed project, was delivered by the China-Britain Business Council, to demonstrate the UK’s entrepreneurship education (EE) model and raise awareness of Britain’s expertise in this area among Chinese education authorities, schools and enterprises, providing them with the means to adopt similar measures – just at the time that China is striving to instil a culture of innovation and entrepreneurship. With support from the PRC Ministry of Education, CBBC worked with the government of Tianjin - a municipality directly under the central government – as well as local education experts and enterprises, in order to implement the project. The work outlined the UK’s EE model, including how government, schools, universities and enterprises work together to promote entrepreneurship in education. It involved a UK/China workshop on EE in Tianjin, where UK universities and colleges spoke to around a hundred senior-level Chinese counterparts and to discuss opportunities for cooperation in education as well as other industries.

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CBBC selected Tianjin as the focus of the project because of the enormous potential of its education market, in which the UK’s presence remains small. Tianjin is also an important municipality at the heart of the Beijing-Tianjin-Hebei cluster, which the government is developing as an integrated centre for business and government, as well as being integral to several other major national programmes. The project aims to achieve sustainable outcomes from the project and the next steps for a future projects are to explore the possibility of setting up a Sino-UK entrepreneurship training centre in Tianjin. We particularly welcome the participation of British organisations with expertise in entrepreneurship education or those involved in graduate work experience programmes in China. If you are interested or have any suggestions or questions, please contact CBBC’s project lead Jane Zhang in Beijing: jane.zhang@cbbc.org.cn

CBBC website: http://www.cbbc.org/news/get-involved-new-government-funded-project-to-prom/

We particularly welcome the participation of British

organisations with expertise in entrepreneurship

education or those involved in graduate work experience

programmes in China.

26/10/2015

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In late 2015, a delegation from the National Centre for Education Development & Research, under the Ministry of Education, and Zhejiang Vocational College of Trade & Industry visited the UK to promote cooperation between entrepreneurially focused universities, to exchange ideas on fostering an entrepreneurial culture and to learn about the British teaching model.

1. SUMMARY OF THE VISITOver the four days, they visited the National Centre for Entrepreneurship in Education (NCEE); the International Centre for Transformational Entrepreneurship at Coventry University; the International Employer Liaison Department of the University of Warwick; Warwick Business School; and the University of Wales Trinity Saint David.

At NCEE, Chief Executive Professor Keith Burnley, gave an overview of entrepreneurship education (EE) in the UK, including key projects and outcomes. At Coventry University, they learnt about its 2006-2015 EE programme, its EE syllabus and what proportion of the faculty is engaged in entrepreneurship. They also held preliminary discussions on how to work together on entrepreneurship education in universities.

2. ENTREPRENEURSHIP EDUCATION IN THE UK (a) A collaborative systemThe UK’s entrepreneurship education system is a multilateral, collaborative model comprising government, academia, banks, businesses and organisations. In 1987, the UK government’s Higher Education Enterprise Plan marked the start of government-directed entrepreneurship programmes in universities. On the back of this, a succession of institutions began research into EE and a variety of entrepreneurship programmes were launched in universities. The government allocated money to set up a variety of enterprise funds, and universities designated enterprise zones for students; banks offered the students interest-free or low-interest loans, and businesses matched students with real projects. Other organisations such as NCEE and Enterprise Educators UK (EE UK) have boosted and bound the process together, connecting institutions, government and businesses, effectively pooling resources and giving impetus to the implementation of EE programmes. Thanks to this successful collaboration, the UK has fostered an effective, interactive EE ecosystem.

CHINESE EDUCATION DELEGATION TO THE UKThe following is a summary of a report by the Chinese National Centre for Education Development & Research and Zhejiang Vocational College of Trade & Industry following a visit to the UK involving the China-Britain Business Council.

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(b) Theory combined with practiceAll of the universities they visited emphasised the unification of theory and practice; all of their incubators were located in technology parks. Courses are designed to be systematic and specific, and tailored entrepreneurship courses are built in at different academic levels and across different disciplines. Staff-student start-ups are common – in Warwick, for example, some 150 students a year start their own business. (c) An international outlookEntrepreneurship education in the UK is not confined to regional or even national borders, but has an international outlook, which can be seen in both the students and the courses. Warwick’s students come from around the world, including over 50 mainland Chinese, and international or inter-regional mixes are favoured in group projects. (d) Enterprise CentresThe UK was the first country to establish Enterprise Centres within its universities, and they are now found in almost all of them. The centres are the main administrative bodies for entrepreneurship education in UK higher education, linking institutions with the community at large.

(e) Widespread and systematic entrepreneurship educationThe popular reach of entrepreneurship education is best seen in the fact that a third of young Britons were thinking of starting their own business, or had already done so, and that 53 per cent of undergraduates hoped to become entrepreneurs. Entrepreneurship education in the UK makes use of partnerships, curricular standards, groups, expert advice and evaluation processes to make up a practical system with a sound framework, strong teamwork and scientific teaching methods. (f) Commercialisation of researchThe commercialisation of research covers the whole process from conception to implementation. Research is drawn out into society at large, chiefly by way of patenting and protecting intellectual property and creating new businesses. Importantly, universities and research institutes actualise the value of their findings and technological advances by finding business solutions.

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3. OBSERVATIONS(a) Strengthening ties and exchange between universitiesThe main difference between the UK and China in terms of EE lies in their contrasting understanding and definition of entrepreneurship. There is also variance in the implementation of EE in universities as regards the way it is organised, the hierarchy of administrative bodies, and the facilities. Each side sees the system in its own way. Therefore strengthening inter-campus exchange and drawing on each other’s merits would help to boost EE as well as the development of EE-focused universities. (b) Cooperation between government, academia and businessIn the holistic system that the UK has built around entrepreneurship, one thing we can learn from, in particular, is the power of government, universities and businesses working with social and commercial organisations – industry associations or NGOs, for example – so as to form a support network which has backing from across society. These social organisations thus become a vital link in the chain, cementing and facilitating interaction between the various departments of government, academia and business to help communication and to build bridges for effective cooperation.

(c) Boosting tech-based entrepreneurshipBusinesses are the engine of tech-based entrepreneurship in the UK; major tech companies set up directly in university enterprise parks, taking advantage of a constant stream of staff and students who can participate in new ventures. Teams of researchers working in tandem with business people, as well as R&D projects which are aligned with business models, make for high-quality new ventures. Meanwhile the companies in these enterprise parks attract a constant flow of researchers looking to embark on second-stage ventures or to start new ventures alongside their current posts.

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CBBC website: http://www.cbbc.org/news/report-by-chinese-education-delegation-to-the-uk/

4. RECOMMENDATIONS(a) Sino-UK exchange on innovation and entrepreneurship educationWe recommend that the National Centre for Education Development & Research should lead the way by signing a cooperation agreement with Britain’s NCEE. The agreement should focus on establishing cooperation to research the culture of innovation and entrepreneurship, and on developing entrepreneurially-minded institutions and promoting innovation and entrepreneurship education in the two countries. It should explore the objectives, the curriculum, the evaluation system and the support structure. This would create a new Sino-UK entrepreneurship education system enabling experts to exchange ideas and institutions to work together.

(b) Training of Chinese innovation and entrepreneurship educatorsThe greatest obstacle that EE currently faces in China is the lack of teaching resources. The majority of teachers have no personal experience of starting a business, and have no systematic training in how to teach it. The UK has an established training system and can mediate between British and Chinese institutions to instigate a teacher-training programme. In January 2016, following this report, Mr Han Min, deputy director-general of the Ministry of Education’s National Centre for Education Development & Research, agreed to move forward with its proposals, saying:

The recommendations in this report are valuable. We provisionally accept them and will step up cooperation with the UK.

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一、交流概况本次交流活动成效好。在4天行程内依次对英国国家创业教育中心（NCEE）、考文垂大学创业国际转型

中心、华威大学协调部、华威大学商学院、威尔士三一圣大卫大学进行了访问。在英国国家创业教育中

心（NCEE），交流团一行与Keith Burnley（ECO of NCEE）进行了主题交流。Keith Burnley教授向交流

团一行介绍了英国创业教育概况、重点运营的项目及成效。考文垂大学创业国际转型中心介绍了考文垂

大学2006-2015年创业教育规划、创业教育课程体系及该校师生参与创业的人员比例。此外，双方还就未

来如何开展大学生创业教育的合作进行了初步洽谈。

二、英国创业教育的特点（一）合作机制化英国创业教育形成了政府、学校、银行、企业和

社会团体等多方的合作机制。1987年，英国政府

发布“高等教育创业计划”，是政府主导大学生创业

项目的开端。随后多所高校相继开展创业教育研

究，并正式启动多种类型的大学生创业项目。英

国大学生创业项目的实施由政府拨款成立各类型

创业基金予以支持，高校划拨创业园区为大学生

提供创业场所，银行为学生创业者提供免息或者

低息贷款，企业进行创业项目实际对接。其中，

社会团体也起到催化剂和粘合剂的作用，比如英

国科学创业中心(NCEE, The National Centre for

Entrepreneurship in Education)、全国大学生创业

委员会(EEUK) 等社会组织，在高校、政府、企业

之间做对接联合工作，有效地整合了资源，助力

推动了创业项目的实施。得益于多方有效措施的

结合，英国形成了高校创业教育合作机制化的良

好互动生态。

（二）理论和实践一体化赴访大学的创业教育都强调理论和实践的统一，其

创业孵化园均位于科技产业园内。课程设计注重

系统性和针对性，根据不同学历层次和不同专业

类别的学生有针对性的将创业教育融入至其课程

体系之中。师生合作创办公司成为校园常态。以

华威大学为例，每年约150名学生创办个人企业。

（三）国际化英国的创业教育并不局限于本区域，本国家，而

是具有国际视野，主要表现为学生国际化，项目

国际化。华威大学的学生来自世界各地，在创业

团队的组建上更注重跨国跨地区学生的组合，比

如有来自中国大陆的学生50余人。。

（四）创业指导中心实体化运作英国是最早在高校内部设立创业指导中心的国

家，现在英国高校的创业中心基本已经覆盖全英

赴英国创新创业教育交流团总结作者:教育部教育发展研究中心与浙江工贸职业技术学院考察团为进一步促进中英在创业型高校建设方面的合作，交流双边创业文化，借鉴英国育人模式，以教育部教育发展研究中心与浙江工贸职业技术学院为主导,有英中贸易协会部分参与的联合考察团，于2015年11月底至12月初赴英国开展了为期4天的交流学习活动。

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所有高校，它们是英国高校创业教育的主要管理

机构，起着连接大学与外界关系的作用。（五）创业教育普及化, 系统化英国民众创业热情普遍较高。学生创业教育普及化的趋势主要体现在尽管多数初创企业都是由 35 岁至

44岁的人创办的，但在 18 岁至 24 岁的年轻人中，逾 64%的人认为创业是一个不错的职业选择，80%的

人认为企业家拥有较高的社会地位。英国的创业教育从5岁的幼儿开始，为各个年龄阶段的人群设置不

同的课程。一项调查数据显示：接近三成的英国年轻人有自主创业的想法或正在实行，53％的在校学生

希望能够成为企业家。

英国的创业教育有联盟，有课程标准，有团队，有专家，有评价体系，形成了一套体制合理，团队强，

教学方法科学的创业教育实践体系。

（六）科研成果创业化科研成果创业化是科研成果从产生到应用于创业的整个过程，主要通过知识产权申报与保护并形成创业

企业等形式向社会扩散，高校和科研机构利用知识和技术为创业企业解决技术难题是科研成果价值实现

的重要形式。

三、认识（一）如何加强中英创新创业教育及创业型高校的交流中英两国在创业教育领域上差异主要在于对创业

理念的理解和定位的不同，以及在高校推动创业

教育的组织形式、机构设置和外部环境上存在差

异。在中英两国对待创新创业教育的不同方面，

双方各有特点。因此加强两国院校之间的交流，

相互取长补短是对促进创业教育和创业型高校建

设是有积极促进意义的。

（二）如何加强政府、学校、企业之间创新创业的合作英国在创业实施主体组织上，尤为值得我们借鉴

的一点是在政府、学校和企业之间加入了社会团

体和商业团体的力量，比如行业协会、NGO组织

等，从而形成具有全社会支持特点的协作网络。

因此，加强政府、学校和企业之间的创新创业合

作，社会团体是不可或缺的一环，它作为粘结剂

和润滑剂，可以使各级组织部门之间在创新创业

合作中便利沟通、方便对接、有效合作。

（三）如何加强高校的科技创业英国的科技创业主体是企业，著名的科技公司直

接落户于高校创业园区，不断吸引高校师生加入

创业队伍，通过科技人员和商业精英组队，科研

项目和商业模式有效结合，诞生了大量优质创业

项目。同时落户于高校园区的企业不断引入优秀

科技人才开展二次创业和岗位创业。

四、建议（一）中英创新创业教育交流系统性建议由教育部教育发展研究中心牵头与英国国家

创业教育中心（NCEE）签署合作协议，重点开展

双边创新创业文化研究、创业型高校建设、创新

创业教育等领域的合作，探讨构建创业教育目标

体系、创业教育课程体系、创业教育评价体系、

创业教育保障体系。通过中英创新创业教育专家

的交流、创业型高校的合作形成中英创新创业教

育的新体系。

（二）中国创新创业教育师资培训项目性中国目前的创业教育最大的瓶颈是师资，大部分

从事创业教育的教师本身缺少创业经历，未经过

科学系统的创业课程培训。英国有着系统性的创

新创业师资培训体系，可与中英相关机构合作，

先行开展创新创业教育师资培训。

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Academic qualifications alone do not equate to entrepreneurial flair – and the ability to set up and grow a business to meet market demand affects not just individual career prospects, but the health of the whole economy. This is why, in recent years, adopting specific entrepreneurship education (EE) programmes has risen high up the agenda in a number of countries, where it is seen as a key strategy for fostering talent.

Among these is China, where the government is seeking to position the country as an innovator and to harness innovation to drive development. In May 2015, the General Office of the State Council laid out a comprehensive strategy to achieve this in its Opinions on how to implement deep reform of innovation and entrepreneurship education in higher education institutions.

China starts from a relatively weak base, however, and lacks experience. Foreign pastures offer food for thought. Quickly adopting the experience and lessons of other countries would help China catch up with international leaders, or even overtake them. In this respect, we can take inspiration from the UK’s experience. In the 1980s, impelled by the economic crisis and employment pressures of the previous decade, the British government began to see EE as a key driver of national economic development. The UK was one of the first countries in the world to develop it, and is now among the most experienced and mature in this area. Through over 30 years of experimentation and practice, it has formed a distinctive system of cooperation between government, universities, businesses, non-government organisations and associations, who together drive the development of entrepreneurship education. One of these players is the independent Quality Assurance Agency for Higher Education (QAA), which has produced a series of guideline papers on theoretical and practical EE in universities. These were the world’s first national-level guidelines on quality assurance in this field. The UK also has several national-level professional bodies devoted to the development of EE, one of the earliest of which was Enterprise Educators UK (EE UK), the current incarnation of the UK Science Enterprise Centres that were established in 1999 under the Department of Trade and Industry.

Originally there were eight of these centres encompassing some 60 universities. They were described by then science minister Lord Sainsbury as catalysts for the reform of British university culture, which could bring universities and businesses closer together and boost the contribution of universities to economic growth, employment and production. After being renamed in 2007, the centres also became non-governmental – no longer reliant on government funds, but on membership fees. This afforded them greater operational flexibility, and performance improved accordingly.

HOW BRITISH ENTREPRENEURSHIP EDUCATION CAN INSPIRE CHINA

JANE ZHANG | ASSISTANT DIRECTOR, CHINA-BRITAIN BUSINESS COUNCIL | GUANGMING DAILY, 16/02/16

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Karen Bill, chair of EE UK, explained to me that the overall aim of the organisation is to support British higher education institutions increase the scale, scope and effectiveness of enterprise and entrepreneurship education through both courses and extracurricular activities. EE UK is a world-leading promoter of entrepreneurship education which, in Europe at least, is unique. This is seen in different areas:

CBBC website: http://www.cbbc.org/news/how-british-entrepreneurship-education-can-inspire/

Another step EE UK took was to establish a fund for enterprise education projects in 2011, in order to support its members in the theoretical and practical aspects of their programmes – including new teaching materials and resources – or to carry out important project research. For instance, Teesside University took on a project to compare innovation and entrepreneurship in non-profit and for-profit organisations, which concluded, via thorough case studies, that the work of NPOs in this area is more widely recognised. Buckingham University used the funding to compile recommendations to encourage female entrepreneurs. A number of other projects are currently underway, notably Plymouth University’s work on “Exploring untapped fields: measuring the impact of entrepreneurship education from the students’ perspective”. These projects have had – and are having – an active impact on helping graduates of British universities into the entrepreneurial sphere. Enterprise Educators UK, a non-government organisation, is able to quickly grasp the dual-faceted demands of businesses and universities, thanks to the effective channels it has established to link them up. This has enabled it to keep pushing out new measures, incorporating the demands of business; the academic and technological potential of universities; the innovation of students; and the necessary preparatory groundwork for starting new businesses. It has also been able to maintain innovation, helping graduates in the UK into entrepreneurial circles, and it is admired by businesses, universities and students. Moreover, EE UK is developing fast, playing an increasingly important role in broadening and deepening entrepreneurship education in Britain. The UK’s explorations and experiences – for example how to strengthen ties between business and academia; how to establish innovation and entrepreneurship curricula in universities; or how to equip students with the technical skills, knowledge base and mindset required to go on to be entrepreneurs – is an obvious source of inspiration for the development of this field in China. Guangming Daily is China’s second official state newspaper behind the People’s Daily.

First, it has a large membership with far-reaching influence. Of over 130 universities in the UK, 94 – over 70 per cent – are formal members of EE UK. Renowned universities such as Oxford, Durham, UCL, Aston and Queen Mary of London are important members who play an active part in EE UK’s initiatives.

Second, its core stakeholders are all accomplished experts who have either written or been consulted on a series of UK government policies and proposals in recent years. For example, Lord Young, enterprise advisor to the Prime Minister, submitted three reports to the government in 2012, 2013 and 2014 on small businesses and entrepreneurship, of which a number of recommendations and measures were adopted and implemented. One of these reports, Growing Your Business, published in 2013, directly gave rise to a Small Business Charter with an award scheme for business schools that provide outstanding support to small businesses. Thirty-one schools, meeting strict criteria, have received accolades so far. At the heart of this were the numerous direct contributions to Lord Young’s report by EE UK’s experts.

Third, it provides a bridge between universities and businesses. Apart from its 101 member universities and colleges, EE UK also has many partners representing businesses and other organisations, who together help students put their education into practice, applying lessons from the classroom in communities, businesses and society at large. This lays a strong foundation for graduates to take their entrepreneurial skills into the wider world.

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有学历不等于会创业，能否适应经济发展的需求成功创业并获得发展，既关乎个人前途，更关系到国家经济的良好运行。因此，有针对性的创业教育近年来正受到越来越多国家的高度重视，被视为人才培养的一个基本策略。在建设创新型国家、实施创新驱动发展战略的时代背景下，我国政府也高度重视创新创业教育。2015年5月，国务院办公厅《关于深化高等学校创新创业教育改革的实施意见》发布，对高校创新创业教育改革工作作了全面部署。

但是，我国在创业教育方面的基础还比较薄弱，经验有所欠缺。他山之石，可以攻玉。及时汲取其他国

家的经验和教训，有助于我们尽快赶上国际领先水平，甚至取得跨越性发展。在这方面，笔者以为，英

国的相关经验或可给我们提供一些启发。

据笔者所知，迫于20世纪70年代的经济危机与就业压力，英国政府从80年代开始即将创业教育视为能够

提升“国家经济发展驱动力”的重要手段。从全球范围来看，它是开展创业教育最早，积累经验最为丰富

成熟的国家之一。经过近30年的探索与实践，英国形成了由政府、学校、企业和民间社团协力合作、共

同推动创业教育发展的特色体系。

其中，英国高等教育质量保证署（QAA）是负责制定英国高等教育的标准与质量的独立机构，出台了

一系列高校创业素质和创业实践教育方面的指导纲领，这是世界上最早为创业教育而制定的国家级质量

保证纲领。该国还有不止一家致力于促进创业教育发展的国家级专业机构，其中成立较早者为“英国创

业教育者协会”，其前身系英国政府贸工部于1999年设立的“英国科学创业中心”，成立之初即设立8个中

心，覆盖境内60余所高校，被时任英国科学大臣称为“英国大学文化变革的催化剂，旨在使大学与企业关

系更加密切并提高大学对经济增长、就业和生产力的贡献度”。2007年更名为现名，性质也更改为民间社

团，不再需要由政府出资而是依靠企业捐赠和其他资金渠道来运营，运作方式更加灵活，效果也随之得

到提高。

英国创新创业教育的启发

他山之石

作者：张君萍 《光明日报》（ 2016年02月16日 13版）

12

现任协会主席卡伦·比尔女士曾向笔者介绍说，该机构的宗旨是支持英国高等院校通过开设相关课程和

课程以外的各项活动来开发、实施创业素质和创业实践教育。它是全球领先的创业教育推动组织，至少

在欧洲范围内具有独一无二的地位。主要体现在：

1 2

3

协会的另一个举措是自2011年起启动创业教育项目基金，用以赞助其会员单位在创业素质和创业实践教

育方面，创建新的教学资料与资源，或进行有重要意义的项目调研。例如提赛德大学曾经承担非营利机

构和营利机构创新创业比较研究课题，用丰富的案例分析得出非营利机构的创新创业更受关注的结论。

白金汉大学也通过该基金的赞助编纂了如何鼓励女学生参与创业的指导教材。目前在研项目也颇多，比

较有特色的课题如普利茅斯大学承担的题为《探究从未涉及的领域——从学生的视角衡量创业教育之影

响》等。这些项目的实施对于促进英国高校毕业生顺利进入创业领域已经或正在产生积极的影响。

作为民间机构的英国创业教育者协会，由于其在高等院校和企业之间建立起有效的合作渠道，能够及时

了解企业和学校两方面的需求，从而不断推出新举措，真正把企业的需求、高校的学术与技术潜力、学

生的创新意识、创业前的各项准备等内容纳入自己的工作中，并不断推陈出新，有效推动了英国高校毕

业生进入创新创业领域的进程，受到相关企业、高校和广大学生的较高评价。协会自身的发展也很迅

速，对创业教育在英国的普及和深化正产生着越来越大的助推作用。这些探索和经验，比如如何加强高

校与企业的联系，如何设置高校的创新创业课程、如何培养并帮助学生完成创业前的知识技能储备和心

理调适等，显然对我国相关领域的发展不无启发意义。

第一，会员众多，影响面广。英国

境内共有130余所高校，其中103所是

协会的正式会员，涉及面高达75%以

上。如牛津大学、杜伦大学、伦敦大

学学院、阿斯顿大学、伦敦大学玛丽

女王学院等名校都是热心参与各项活

动的重要会员。

第二，协会的核心成员都是颇有建树的创业教育专

家，对近年来政府出台的一系列相关政策和议案或

直接参与制定或提供咨询和建议。比如，担任英国

首相创业顾问的戴维·扬勋爵围绕小企业和创业这

一主题分别于2012年、2013年和2014年向政府提交了

三个报告，所提建议和措施多数被英国政府采纳和

实施。其中，2014年他完成的《让你的公司成长壮

大》直接促成了英国“小企业纲领”的诞生。该“纲领”

旨在将英国最好的商学院与英国境内490万中小企业

及新创建的公司联系在一起，以共同推动国家经济

的可持续增长。该组织设立的“小企业纲领奖”，授予

那些在支持中小企业方面取得瞩目成绩的商学院。

经过严格评估与筛选，目前已有31所商学院获此殊

荣。而在这背后，创业教育者协会专家们的研究和

调查对戴维·扬勋爵的报告有很多直接的贡献。

第三，搭建高校与企业的桥梁。协会除

拥有103所大学正式会员外，还有一千

多家机构和企业的负责人作为协会的合

作伙伴，共同支持创业教育和学生的创

业实践，使其从课内走向课外、社区、

企业及整个社会，为学生毕业后真正面

向社会进行创业奠定了良好基础。

（作者单位：英中贸易协会）

(Link: http://epaper.gmw.cn/gmrb/html/2016-02/16/nw.D110000gmrb_20160216_3-13.htm)

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The delegates spent five days visiting 12 British innovation and entrepreneurship education (IEE) institutes and universities, exchanging ideas with their hosts about the Chinese economy, its transformation and the opportunities that will bring. Tianjin has excellent soft and hard IEE facilities to offer and benefits from its status as one of China’s four directly governed municipalities. It is also set to gain from its part in the major new “Jing-Jin-Ji” initiative to coordinate the development of Tianjin, Beijing and neighbouring Hebei Province. The delegates from

Tianjin emphasised that UK IEE institutions would be welcomed and supported in the city. Nine of the 12 British institutions (shown below) expressed a desire to establish long-term cooperation with Chinese partners in innovation and entrepreneurship education, which would be coordinated by CBBC and directed by the education commission in Tianjin. On the back of this positive feedback, CBBC put the following two preliminary proposals to the commission:

1. To establish a Sino-UK Entrepreneurship Education CentreThe UK’s entrepreneurship education system has a long pedigree and an excellent reputation in every respect. In particular, Enterprise Educators UK (EEUK), a national network of UK universities promoting entrepreneurship education, counts 103 of Britain’s 130-plus universities among its official members, and its core staff are all accomplished EE experts. From the faculty to the curriculum, it has a deep pool of resources and experience to offer. The head of EEUK told CBBC that they would be delighted to share their experience and expertise with partners in Tianjin. In CBBC’s view, Tianjin is a natural choice for the development of entrepreneurship education, being a key link in the Jing-Jin-Ji conglomeration, enjoying the strong support of the municipal government, and boasting excellent soft and hard facilities and educational resources. CBBC proposes the Sino-UK Entrepreneurship Education Centre – to be coordinated by either CBBC or EEUK – to enable the UK and Chinese sides to explore opportunities and to help Tianjin spearhead the development of entrepreneurship education in China, as a model for others to follow.

TWO PROPOSALS FOR EDUCATION COOPERATION BETWEEN THE UK AND TIANJINIn December 2015, CBBC arranged a delegation of universities and companies from Tianjin to visit the UK to explore ways to cooperate. In March 2016, CBBC and Tianjin Municipal Education Commission held a forum hosted by Nankai University in Tianjin.

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2. To establish a joint venture to run joint entrepreneurship eduction programmesOf the nine British institutions that expressed an interest, plus some of EEUK’s member universities, those with the most selective courses and the strongest interest in cooperation will make the best partners. Specialising in a particular discipline, for example wireless communications, electromechanical engineering or the cultural and creative industries, they will pilot undergraduate or professional training courses which will be led by the Chinese side with support from the UK. This will enable Tianjin to benefit from the UK’s tried-and-tested ecosystem while localising it with a Chinese flavour, building a bridge between universities and career or entrepreneurial opportunities, and giving students a firm helping hand on the way to entrepreneurship. If this is successful, Tianjin will further cement its status a model of innovation and entrepreneurship education in China.

TIANJIN’S RESPONSEThe education commission agreed to support these proposals and to coordinate colleges and universities in Tianjin to work with CBBC and British universities to implement them. CBBC’s education specialists will now work with our partners at the commission to work out the next steps, beginning with the joint forum in March.

THE NINE UK INSTITUTIONS1. Aston University

2. Bath Spa University

3. Bournemouth University

4. Coventry University

5. Enterprise Educators UK

6. Peterborough University

7. Queen Mary University of London

8. Teesside University

9. University College London

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尊敬的天津市教育委员会领导:首先感谢天津市教委将于今年3月份与英中贸易协会共同举办中英（天津）创新创业教育研讨会。

为做好此次研讨会准备工作，英中贸易协会于2015年12月初专门组成包括天津高校创业教育专家和天津

市企业代表在内的考察团赴英国进行合作意向考察。在为期5天的考察中，共与12所英国创业教育机构

和高等院校进行了相互交流，向他们详细介绍了目前中国的经济形势、中国经济转型的过程及其所带来

的各种机遇、在中国天津市从事创新创业教育产业所能凭借的良好的软硬件环境、天津作为中国政府直

辖市的便利条件、以及未来数年内京津冀一体化所带来的产业布局调整等有利因素，重点阐述了天津

市教委针对英国创业教育机构来天津合作所秉持的欢迎和支持态度等。在所访问的12所英国机构中，共

有9个单位（详情请参见附件）明确表示，愿意通过英中贸易协会的协调，通过天津市教委的引领和指

导，在创新创业教育领域长期开展中英两国的深度合作。

关于英国与天津市开展创业教育合作的两点建议

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根据本次考察得到的积极反馈，英中贸易协会谨向贵市教委提出以下两点中英创业教育合作的

初步建议：

一． 探讨设立中英创新创业教育指导中心的可能性英国在创业教育体系各方面均具有悠久的历史和

良好的信誉。特别是作为英国全国性创业教育推

动机构的英国创业教育者协会，拥有英国境内共

130余所高校中的103所为其正式会员；该协会的

核心工作人员都是颇有建树的创业教育专家。从

创业教育师资到课程体系建设等诸多方面，均具

有丰富的资源和经验可以为我们提供借鉴。在与

该协会会长交流中得知，他们非常愿意与天津市

分享英国创业教育在各个方面、各个环节的经

验与专长。

我们以为，作为直辖市的天津，处于京津冀一体

化的关键节点，市政府大力支持、软硬件环境齐

备、教育资源丰厚等人文优势使天津市具有发展

创业教育的天然优势。故希望在贵市教委引领

下，或由英中贸易协会、或由英国创业教育者协

会负责英方的协调，与天津市探索成立中英创新

创业教育指导中心的可能性，以便由中英双方教

育机构在创业教育方面共同探索，积极进取，使

天津市在中国的创新创业教育发展方面，起到典

范效应，保持国内领先地位。

二．探讨中英创业教育合作办学的可能性在现有已明确表示合作意愿的9所英国大学或英国

创业教育者协会推荐的其会员院校中，筛选条件

最好、合作意愿最强的本科院校和高等职业院校

作为优先合作单位，侧重于某一重点学科，如无

限通讯、机电工程，或文化创意产业中的某一学

科，试办以中方为主导，英方大力协助的创新创

业型本科和高职教育的合作办学项目，这样可以

借鉴英国业已成熟的高校创业教育生态系统，结

合中国特色进行本地化，为高校与就业、创业之

间搭建一个桥梁，使学生真正能够在创业的道路

上迈出坚实的一步。如进展顺利，必将进一步树

立天津市作为我国创新创业教育典范的地位。

以上所言系初步设想，欢迎贵单位领导和专家提

出宝贵意见。

英中贸易协会希望得到贵单位对以上合作建议的

积极反馈，并愿意继续努力，共同促进贵我双方

在教育领域的合作。

英中贸易协会 | 鼎杰夫 （Jeff Astle） | 2016年 1月 18日

附件：有初步合作意向的九所英国院校及机构

名称阿斯顿大学 | （Aston University）

伦敦大学玛丽皇后学院 | （Queen Mary University of London）

伦敦大学学院 | （UCL）

考文垂大学 | （Coventry University）

伯恩茅斯大学 | （Bournemouth University)

提赛德大学 | （Teesside University)

巴斯泉大学 | （Bath Spa University)

彼得伯勒大学 | （Peterborough University)

英国创业教育者协会 | （EEUK)

17

From late November to early December, the China-Britain Business Council arranged for me to tour some British universities to learn about their innovation and entrepreneurship education (IEE) programmes. During the trip, our delegation visited seven universities as well as the National Centre for Entrepreneurship in Education; we also attended talks by representatives of three further universities and Enterprise Educators UK. In the course of my visit, I gained a preliminary understanding of IEE in British universities and observed the following key features.

OBSERVATIONS ON INNOVATION AND ENTREPRENEURSHIP EDUCATION IN UK UNIVERSITIES

BY SUN WEIYE, A RETIRED ASSOCIATE PROFESSOR AT TIANJIN UNIVERSITY OF TECHNOLOGY

IEE is very widespread. It is found in academic institutions of all kinds. From world-leading seats of learning such as Cambridge University to the local Peterborough College, diverse IEE programmes have been established reflecting the features of each institution. Universities offer a large range of courses to students of all levels. For example, Coventry University has established 12 innovation- and entrepreneurship-related classes which are open to all students, as well as an undergraduate degree in Entrepreneurship and a master’s degree in Global Entrepreneurship. Cambridge offers 13 courses at undergraduate, postgraduate and PhD level. Coventry has an annual intake of around 4,500 students; by 2015, 13,000 had registered for innovation and entrepreneurship courses.

There is a multi-tiered model for fostering entrepreneurial talent. Entrepreneurship courses in the UK are defined in two slightly different but closely related ways: one is theoretical and the other practical. The former seeks to foster and develop students’ entrepreneurial awareness, mindset and skills, encouraging them to come up with creative ideas and to be able to put them into practice. The latter concentrates on teaching students how to approach situations entrepreneurs would meet in practice to improve their problem-solving capacity. The vast majority of UK universities have adopted this mentality, and they strive to combine the theoretical and practical strands to produce a multi-tiered model for fostering entrepreneurial talent. Examples include Teesside University’s four-step model which comprises developing entrepreneurial behaviour, improving entrepreneurial skills, a “cocoon” and an incubator; and Coventry University’s three-step model covering entrepreneurship education, an incubator, and a technology park for practical work.

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My overall impression of the visit was that IEE is already widespread in the UK; the system is getting better and better, and showing signs of even further improvement in its design. Not only does it give students rich experience of innovation and entrepreneurship during their studies, it also provides them with the solid foundation of having other options besides employment. This is something Chinese universities could really learn from. It is apparent from the practical experience of IEE in British universities that integrating resources and offering set IEE courses to contemporary students should be an integral, important component of their talent training programmes. Furthermore, IEE requires inter-disciplinary cooperation and needs to be incorporated in professional training. Entrepreneurship education in universities should not merely seek to impart knowledge about starting a business, but ought to nurture students’ entrepreneurial spirit and all-round capability. To this end, Chinese universities should provide current students with more practical opportunities for innovation and entrepreneurship. And finally, linking IEE to the development of innovation in Chinese industry, thereby promoting structural change and innovation in regional economies, ought to be the future direction of IEE in Chinese universities.

This article was first published in Chinese in Tianjin Education News on 13 January 2016.

IEE is combined with professional training. British universities generally try to incorporate IEE in professional training courses to help students apply their knowledge and research results in practice, and to commercialise their ideas through entrepreneurial activities. Bath Spa University, for example, has built IEE into its Creative Arts course, giving students a foundation in performance, film and design. Enterprise Educators UK is currently promoting an IT Entrepreneurship Education programme in universities. Based on innovation in computer science, modern communications technology and internet technology, its aim is to foster innovation in the markets of today and the future by combining IT closely with entrepreneurship.

IEE is linked to regional economic transformation and development. The UK places special emphasis on the usefulness of IEE. This is shown not only in the linking of courses with fieldwork; some universities also tailor their field activities to innovation in local industries, thereby directly participating in transforming and developing local economies. In recent years, tech and new-media start-up groups have sprung up in an old suburb of East London, forming a new hi-tech industry park known as TechCity. University College London has played an important role as a catalyst in this process. While developing a range of IEE initiatives including UCL Advances, the Students Venture programme and a master’s degree in Technology Entrepreneurship, the university has also input its own professional training courses and technological resources to take an active role in the development of the park.

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2015年11月底至12月初，笔者在英国英中贸易协会

的安排下，赴英国考察英国大学开展创新创业教育

的情况。在此期间，代表团访问了七所大学和英国

全国创业教育指导中心，还在英中贸易协会伦敦总

部听取了另外三所大学和英国创业教育协会代表的

介绍。通过现场考察和访问，代表团初步了解了英

国大学开展创新创业教育情况，发现其具有以下几

个主要特点：

感受英国大学的创新创业教育

孙纬业

创新创业教育高度普及。这主要体现

在，（1）创新创业教育已经普及到各级

各类教育机构中。无论是像剑桥大学那

样的国际顶尖学府，还是地方性的彼得

伯勒职业学院都结合各自的特点开展了

多样化的创新创业教育。（2）各大学

面向全校各层次学生提供了大量学分和

非学分创新创业课程。例如，考文垂大

学面向全校学生开设了12门有关创新创

业的课程，并设立了一个创业本科专业

和一个称为“全球创业”的硕士专业。剑

桥大学开设的学分和非学分课程多达13

门，并涵盖了本科、硕士和博士层次。

蒂赛德大学所开发的创新创业课程和培

训涉及本科、硕士以及毕业后的继续教

育阶段。（3）参加学习的学生众多。考

文垂大学每年注册学习者高达4500人左

右。截止2015年，该校已有13,000名学生

注册学习过有关创新创业课程。

多阶段的创业型人才培养模式。根据英国高

等教育质量保证机构（QAA）颁发的“英国

高等创业教育指南”，英国的创业教育有两个

略有区别又密切联系的定义，即创业素质教

育（Enterprise Education）和创业实践教育

（Entrepreneurship Education）。前者致力于

培养和开发学生的创业意识、心态（mindset）

和技能，以便他们在识别需求的基础上产生创

意并能采取付诸实践的行动。其中包括培养学

生具有企业家所应具备的人格特征、创业行为

等创业所需要的基本素质。在此基础上，后者

侧重如何应对创业实践中遇到的情况以及解决

问题的能力。绝大多数英国的大学都在实践中

贯彻了这一思想，努力将创业素质教育与创业

实践教育相结合，普遍开发出多阶段创业型人

才培养模式。如蒂赛德大学的创业行为开发、

创业能力提升、“作茧”、创业孵化四阶段培养

模式；考文垂大学的创业教育、创业孵化、科

技园创业实践三阶段培养模式等。

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作者系天津理工大学退休教师

此次考察和访问给我们的总体印象是，创新创业教育在英国的大学中已经充分普及；其教育体系日益完

善，且体系设计凸显精益化的特点。它既为大学生的学习生涯注入了丰富的创新创业体验，也为他们提

供了除就业之外的又一个选择奠定了坚实的基础。这些特别值得我国高校借鉴。从英国大学的创新创业

教育实践中可知，整合资源，为当代大学生提供系统化的创新创业教育应当成为我国高校人才培养方案

中不可或缺的重要组成部分。其次，创新创业教育需要跨学科合作，需要将其融入到专业教育中。再

有，高校创业教育不应仅着眼于创办企业的知识传授，更要注重培养学生的企业家素质和综合能力，为

此，应增加我国高校在校生的创新创业实践机会。最后，将创新创业教育与我国产业创新发展相结合，

促进区域经济结构调整与创新发展应成为我国高校创新创业教育未来努力的一个方向。

创新创业教育与专业教育相融合。英国各大学普遍致力于将创

新创业教育融入到专业教育中，

帮助学生将所学专业知识与掌握

的科研成果应用于实践，通过创

业活动实现知识的商业化。如巴

斯泉大学将创新创业教育融入到

创意艺术专业教育中，为学生在

表演、影视、设计领域创业提供

了坚实的基础。伦敦大学学院将

创新创业教育与该校工程专业特

别是与通讯技术、计算机科学和

生物技术等专业人才培养相结

合，催生了大量科技型初创企

业。英国创业教育协会目前正在

英国大学中推广一个由微软公司

支持开发的信息技术创业教育计

划。这是一个基于计算机科学、

现代通讯技术和互联网技术创

新，同时着眼现实和未来市场创

新，并将两者密切融合的创业

教育计划。

创新创业与区域经济转型发展相结合。英国的创新创

业教育特别强调有效性。这不仅表现在创新创业课程

与相应延展活动上，有些大学还将它们的创新创业活

动与地方产业创新挂钩，直接参与地方经济转型发

展。近年来，科技和新媒体初创企业群在东伦敦市一

片老街区逐渐聚集并迅速发展起来，形成了一个被称

为伦敦“科技城（TechCity）”的新兴高技术产业区。

伦敦大学学院在这一进程中发挥了重要的“催化”作

用。该校开发了“UCL先进”、“大学生风险事业计划”

、“科技创业硕士”等一系列创新创业教育计划，同时

整合自身的专业教育和科技资源，深度参与到伦敦“

科技城（TechCity）”的发展进程中。提赛德大学是另

一个典型的例子。该大学所在地—提赛德市原是一个

随早期英国工业革命而发展起来的重工业城市。在国

际竞争的压力下，原有产业无法继续维持，城市产业

结构不得不进行战略转型。提赛德大学积极配合该转

型战略，大力加强本校影视、视频游戏和新媒体等与

数字产业密切相关的专业建设力度，使创新创业教育

与上述专业教育和科学研究密切结合，积极孵化与现

代数字产业相关的企业家。每年约有40-50家初创企

业从该大学的孵化器毕业，进入当地影视、视频游戏

和新媒体产业聚集地——“提赛德数字产业谷”。

21

The result of this strategy is evident in the incubator at Tianjin’s prestigious Nankai University, for example, where student teams from business, fine arts, chemistry and technology backgrounds have created small, profitable businesses. Social entrepreneurship is also evident at Nankai, whose students harness their skills to help local farmers market their products.

Such tangible results can only be achieved through a clear EE strategy supported by government, driven by the university leadership, embraced by the faculty, and supported by practical extracurricular activities.

Entrepreneurship education (EE) has been a pillar of academic and economic development in the UK since the 1980s and has resulted in a record number of self-employed workers – 4.6 million in 2016, or 15 per cent of the workforce. China, too, understands the role that education, innovation and entrepreneurship have to play in producing skilled business people, innovative commercial ideas and faster regional development. For it to maximise this potential, however, China requires a strategy that not only incorporates EE at an institutional level, but also embeds the concept of ‘mass innovation and entrepreneurship’ into regional development strategies.

FROM CLASSROOM TO ‘CLASHROOM’:

HOW ENTREPRENEURSHIP EDUCATION IS TRANSFORMING REGIONAL DEVELOPMENT IN CHINA

UK Business Innovation & Skills Report (Feb 2016)

On 10 March, the China-Britain Business Council, the British Embassy, Tianjin Municipal Education Commission, Enterprise Educators UK (EEUK) and Nankai University held a high-level forum in Tianjin, one of China’s four provincial-level municipalities, on developing a strategy for entrepreneurship education in British and Chinese universities which can accelerate learning, innovation and regional development.

China and the UK are developing EE standards and practices to ensure consistency within educational institutions and to promote growth in regional cities in both countries. Whilst the advantages are clear, shifting mindsets towards a more EE-centred approach takes time and there is still much work to do to create consistent high standards across all institutions and regions.

EMBEDDING EE IN THE CURRICULUMThe Tianjin forum showed the desire among universities to instil an EE-focused mindset. There is strong government support in both countries and, in the best institutions, EE is no longer the preserve of the business school but is woven into curricula across all disciplines.

All university students should have access to enterprise and entrepreneurship … it should extend to all areas of faculty from Archaeology to Zoology

Record numbers of self-employed (4.6m) – an increase of 800,000 since 2008

There are currently 1.49m self-employed women … a third of the total

Lord Young, ‘Enterprise for All’ (2014)

SIMON STEWART MARCH 2016

22

INTO THE ‘CLASHROOM’: LEARNING BY DOINGA consistent theme throughout the discussions was that of learning by doing. Zhang Yuli, dean of the Business School of Nankai University, discussed the transformation of the traditional classroom, in which students take notes and learn by rote, into a new ‘clashroom’ which promotes group learning. The emphasis on engaging with mentors and businesses gives students exposure to life outside the university and equips them for future entrepreneurial pursuits. This is an important factor in China’s educational future.

Meanwhile in the UK, ‘immersive’ EE courses are now being developed that further shift the emphasis from classroom-based education to a blend of curricular and co-curricular activities by encouraging students to develop start-ups during a gap year. This practical experience enables the students to complement what they learn in the classroom with real business experience and self-learning.

BRIDGING ENTREPRENEURSHIP AND INNOVATIONProfessor Dai Yuwei, dean of Tianjin Light Industry Vocational Technical College, described how combining core EE modules with practical guidance, incubator facilities and engagement with local businesses can produce student enterprises with innovative ideas. His college’s focus on practical new-energy solutions has given rise to innovations including photovoltaic charging devices for light vehicles.

Paula Whitehouse, director of the Aston Centre for Growth, an incubator for Aston, Birmingham and Birmingham City Universities, talked about its strong pedigree in tech-based ventures that have developed and remained in the region. The centre’s initiatives include ‘growth vouchers’, EU support, Goldman Sachs’s ‘10,000 Small Businesses’ programme and collaboration with NatWest bank, which are helping startups grow into small businesses with a solid platform for growth.

Karen Bill, chair of EEUK, also spoke to emphasise her organisation’s role in increasing the scale, scope and effectiveness of enterprise and entrepreneurship education in the UK and worldwide. EEUK represents around a hundred UK universities.

THE NEW LANDSCAPEThe education landscape is changing in the UK and China and the lines between academia and business are becoming more blurred. The development of a strong network of stakeholders is becoming an indispensable part of the work of EE educators. Government policymakers, educators, businesses, venture capitalists, banks, interest groups and NGOs are now inextricably linked. And it is no longer just educators reaching out to businesses. Driven by demand to constantly innovate and bring new ideas to market, companies are engaging with entrepreneurial universities to leverage their human and physical capital.

Universities that can demonstrate an EE mindset, a commitment to practical learning and a support system for new innovative ideas are gaining support both from governments, as they formulate regional growth plans, and from companies, as they develop new products for market.

CONCLUSION: WHY SHOULD THE UK AND CHINA WORK TOGETHER ON EE? Speaking in Tianjin, Jeff Astle, executive director of CBBC, noted the emphasis that President Xi Jinping put on visiting three educational institutions during his state visit to the UK. Businesses should recognise this as an opportunity to forge closer relations.

Chinese universities and companies can benefit from the UK’s pedigree in education, including the willingness to challenge traditional teaching methods. Continued dialogue between British and Chinese organisations can help them set down guidelines to be applied in Chinese universities.

UK institutions will also benefit. The rate of development and innovation in China, especially in internet technologies, is considerable and presents an excellent opportunity for the UK to strengthen its own position at the forefront of technological change. Further, as UK startups grow into small businesses they will need to become scalable. Direct connections to the Chinese market may present opportunities for small businesses to export, produce, or scale their operations internationally in Asia’s growth markets.

The Tianjin forum demonstrated the opportunity for the British entrepreneurship education system to develop internationally. As it does so, forward-thinking places such as Tianjin and Nankai University offer real opportunities for small UK businesses to scale up with the support they need.

23

自上世纪八十年代起，创业教育就已成为英国学术和经济发展的一个支柱之一，这也促使产生了很多自

主经营者的涌现，在2016年，自主经营者创下了460万人的记录，占劳动力市场的15%。现如今，中国同

样也了解到教育、创新和创业精神在培养商务精英、创新型商业思想和加快区域发展中所发挥的作用。

但是，如果想把这种作用最大化，中国不仅要在学校教育层面融入创业教育，还需要在区域发展战略中

融入大众创新与大众创业的理念。

从课堂到“探讨室”：

创业教育如何改变中国的区域发展？

3月10日，英中贸易协会、英国驻华大使馆、天津市教育委员会、英国创业教育者协会（EEUK）以及南开大学在天津共同举办了一场关于制订加快中英两国学习、创新和区域发展的大学创业教育策略的高层论坛。

中英两国制订创业教育的标准和实践计策旨在确保教育机构内部的一致性，并促进两国区域城市的发展。尽管优势显而易见，但把思维模式转向以创业教育为中心却需要时间，此外，想在所有院校和区域中贯彻高标准，仍有很长的路要走。

在课程中嵌入创业教育天津论坛的举办也显示了各高校希望灌输创业教育理念的强烈需求。创业教育在中英两国均得到了政府的强有力支持。这种教育也不再仅限于商学院而是进入了几乎所有顶尖院校，而且融入了所有学科的课程设置中。

应该让所有的大学生都能接触到企业和企业家精神……甚至包括从考古学到动物学的所有院系

可以说， 目前这一战略思想成效显著，例如在天津知名学府南开大学的创业园中，来自商务、美术、化工和技术等专业背景的学生团队成功创立了一些小型盈利企业。公益创业在南开大学的表现也很突出，例如南开的学生会利用自己的技能帮助当地的农民销售农产品。

这些实打实的成效只有通过明确的创业教育战略，并且由政府支持、高校领导推动、院系拥护和课外实践活动支撑才能实现。

转向“探讨室”：从实践中学习贯穿整个讨论过程的主题是从实践中学习。南开大学商学院院长张玉利提出了从传统课堂（学生记笔记和机械学习）向小组学习的新型探讨式课堂的转变。强调学生与导师和企业的衔接不仅能让学生接触到大学以外的生活，还可以为学生日后的创业追求做准备。这一点对中国教育的未来发展而言非常重要。

同时，在英国，“浸入式”的创业教育也在研究制订当中，它将通过鼓励学生在间隔年期间建立初创企业基础，来进一步把教育的重点从课堂教学转向课堂教学和课外活动的有机结合。这种实践经验能让学生用真实的商业经验和自主学习来弥补课堂学习的不足。

《英国商务创新与技能报道》

（2016年2月）

创纪录的自主经营者人数（460万）-- 自2008年增加了80万

目前自主经营的女性有149万，占总数三分之一

杨勋爵，“全民创业”（2014）

司徒谋

24

搭桥创业与创新天津轻工业职业技术学院院长戴裕崴教授描述了如何结合创业教育核心模块和实践指导、孵化器设施和当地企业这几大元素，从而培养出具有创新理念的学生企业。他所在的院校正集中力量寻找实用的新能源解决方案，并且取得了一些创新成果，包括轻型车辆光伏充电设备。阿斯顿大学、伯明翰大学和伯明翰城市大学孵化器-阿斯顿成长中心主任保拉·怀特豪斯谈到了该中心对当地土生土长的技术型风险企业的强烈偏好。该中心的举措包括“成长代金券”、欧盟支持、高盛“万家小企业计划”以及与国民西敏寺银行合作，这些都正在帮助初创公司在坚实的成长平台上发展成为小型企业。

英国创业教育者协会（EEUK）主席凯伦·比尔也谈到EEUK在增加英国以及世界范围企业与创业教育的规模、范围和有效性中的作用。EEUK代表了差不多一百所英国大学。

新的格局中英两国的教育格局都在发生变化，学术界和商业界的界线正变得越来越模糊。利益相关者间强大网络的发展正成为创业教育者工作中不可或缺的一部分。政府决策者、教育者、企业、风险投资家、银行、利益集团和非政府组织紧密地联系在一起。如今不再是教育工作者单方面地去主动接触企业。受不断创新和向市场推出新想法的要求的驱动，企业也在和创业型大学进行衔接，以便利用它们的人力和实物资本。

对能够体现创业教育理念、致力于实践性学习和具备创意支持系统的大学，政府和企业都在双双支持：政府在制定区域发展计划，企业则在为市场开发新产品。

结论：为什么中英两国应该在创业教育领域进行合作？在天津论坛中，英中贸易协会中国区总裁鼎杰夫重点强调了习近平主席对英国进行国事访问时对三所教育机构的拜访。企业应该把这一举动视为加强中英两国关系的机会。

中国的大学和企业可以受益于英国的教育血统，包括愿意挑战传统的教学方式。中英两国机构间的持续对话能帮助中方确定将在中国大学实施的指导方针。

英国的教育机构也将获益。中国的发展和创新速度，尤其是在互联网技术领域方面非常显著，并且为英国巩固本国在技术变革的前沿地位提供了极好的机会。此外，随着英国初创公司成长为小型企业，他们需要继续扩大规模。和中国市场的直接对接能为小型企业带来在亚洲成长型市场出口、生产或者拓展国际业务的机会。

天津的论坛展示了英国创业教育体系在国际上发展的机会。如此，具有超前思维的天津和南开大学等地就能为小型英国企业的扩张提供真正的机会，并能为其提供所需的支持。

了解更多有关英国创业教育的信息，请登陆 www.enterprise.ac.uk或参加9月7日至9日的国际创业教育工作者大会：www.ieec.co.uk

获取更多信息，请联系本文作者Simon Stewart（在中国）simon.stewart@cbbc.org.cn，或联系在英国的辜嘉曦nathalie.cachet-gaujard@cbbc.org。

25

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移动用户编辑短信CD到106580009009，即可免费订

阅30天中国日报双语手机报。

3月10日，中英（天津）创新创业教育研讨会在南

开大学商学院召开。中英创新创业教育领域专家学

者围绕本科与高职院校如何开展创新创业教育、大

学孵化器如何运营与管理、学校创业教育如何拉动

地方经济发展等内容展开研讨。

会前，南开大学党委书记薛进文会见了英方专家学

者。薛进文指出，南开大学是较早系统开设创新创

业课程的中国高校之一，形成了比较完整的教学体

系。南开鼓励和支持学生从不同的角度了解社会需

求，积极发挥聪明才智参与到创新创业中去，这也

得到了中国各级政府的大力支持。学校热切希望加

强同英国各界合作，学习借鉴英方先进的经验与做

法，共同推动大学生创新创业教育与实践取得新进

展，为经济社会发展作出贡献。

天津市教育委员会副主任杨清海，英中贸易协会副

总裁鼎杰夫（Jeff Astle），南开大学党委副书记、

副校长杨克欣，英国驻华大使馆繁荣基金副主任王

荣等出席研讨会。

杨清海代表天津市教委对研讨会的召开表示祝贺，

对中英两国嘉宾表示欢迎。希望通过中英专家学者

的智慧碰撞，共同提升对创新创业教育的认识，以

更加开阔的胸襟、国际化的视野开展创新创业育人

工作。希望以此次研讨会为切入点，搭建更为广阔

的交流平台，在未来发展道路上不断深化中英两国

高等教育各方面的交流与合作。

鼎杰夫（Jeff Astle）说，创新创业教育是一个有趣

而有意义的话题，感谢中英各界的大力支持，共同

创造了这个机会加强两国交流合作。当前是中英两

国合作的黄金时期，英国有很多项目期待加强同

中国的合作，教育合作也将成为未来中英关系的

重中之重。希望通过此次研讨会，加强中英在创新

创业教育领域的合作，搭建起相互学习、密切联

系的平台。

杨克欣表示，当前创新创业已经成为中国政府的战

略选择，成为中国人的热门话题。天津涌现出众多

的青年创业者，借助党和政府鼓励创新创业的东

风，打造出大量富有活力的新型企业和创业团队，

取得了令人瞩目的成绩。期待南开大学等天津高校

与英国高校、企业开展更多的交流合作，推动大学

生创新创业教育发展。

王荣说，从2008年开始，英国政府设立繁荣基金，

提供无偿赠款支持中国在经济、金融、环境能源等

领域发展。繁荣基金选择支持中英（天津）创新创

业教育合作项目，就是希望为创新创业教育领域不

同利益方提供一个沟通交流的平台，希望这个项目

能够切实地摸索出一套中英在创新创业教育领域合

作的模式，为国家创新创业政策提供参考。

英国创业教育者协会主席凯伦·比尔（Karen

Bill）、南开大学商学院院长张玉利、英国巴恩斯

利学院助理校长鲁比娜·拉希德（Rubina Rashid）

、天津轻工职业技术学院院长戴裕崴、英国阿

斯顿大学增长中心主任保拉·怀特豪斯（Paula

Whitehouse）、天津市高校众创空间联盟顾问孙纬

业等分别以“英国高等教育中的创业教育”“支持大

学生创业、推动教育教学改革”“高等职业教育中的

创新创业教育”等为题作了主旨演讲。

会后，与会嘉宾一同参观了南开大学玑瑛青年创新

创业实践基地。

中国在线 > 华北地区

中英（天津）创新创业教育研讨会南开召开

中国日报天津记者站2016-03-10 17:24:11

26

http://cnews.chinadaily.com.cn/2016-03/10/content_23814687.htm(China Daily News in Chinese)

http://www.tj.xinhuanet.com/2016-03/11/c_1118301643.htm(Xinhua Net, Tianjin)

http://news.nankai.edu.cn/nkyw/system/2016/03/10/000271894.shtml(Nankai University Website; with a photo)

http://ibs.nankai.edu.cn/n/2401.html(Business School of Nankai University Website)

http://www.022net.com/2016/3-15/424155252429111.html(People’s Web Tianjin)

http://news.enorth.com.cn/system/2016/03/11/030858998.shtml(North.com.cn)

http://epaper.jwb.com.cn/bhzb/html/2016-03/11/content_18_5.htm(Bo Hai Morning News)

MEDIA COVERAGE ON THE SINO/UK (TIANJIN) INNOVATION & ENTREPRENEURSHIP EDUCATION WORKSHOP, 10 MARCH 2016

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英中贸易协会是由英国政府及工商界共同支持的对华经贸促进机构，是协助英国公司在中国建立和发展

业务的领先组织。我们向不同规模来自不同领域的英国企业提供商务咨询，行业专题活动和实际的市场

落地运作支持等。协会拥有近千家会员单位，在中国15个城市，英国11个城市设有办事处及联络处。英

中贸易协会是英国贸易投资总署的官方合作伙伴，我们与中英两国企业界、政府机构、英国驻华使领馆

长期以来保持密切的合作。60年来协会致力于发展中英两国经贸合作成就斐然。

请联系我们获得更多详情。

Working in partnership to grow UK-China trade and investment

www.cbbc.org

英国波特兰大楼3层布雷森登伦敦邮编: SW1E 5BHenquiries@cbbc.org+44(0)20 7802 2000

中国英国商务中心中国人寿大厦1001室北京朝阳门外大街16号邮编: 100020 beijing@cbbc.org.cn+86(0)10 85251111

本报告内容协调人包括英中贸易协会Jane Zhang 和Jeff Astle; 翻译由英中贸易协会Andrew Christie完成。

此外特别感谢英国驻华使馆中国繁荣战略项目团队、区域合作办公室的鼎力支持。

CHINA-BRITAIN BUSINESS COUNCILThe China-Britain Business Council (CBBC) helps British and Chinese businesses and organisations work together in China, the UK and third markets around the world. With 60 years of experience, experts in 11 UK offices and 15 Chinese locations, and a diverse 1,000-strong membership, we support companies of all sizes and sectors from multinationals to SMEs. As the partner of choice for British companies working with China, CBBC delivers a range of events, tailored research and consultative services. We cooperate closely with UK Trade & Investment, The Foreign & Commonwealth and across government to highlight export opportunities for UK companies and investment opportunities for Chinese organisations.

www.cbbc.orgPlease email CBBC for further information: enquiries@cbbc.org