What skills are formed by entrepreneurship courses and programs in higher education institutions? Analysis of best international practices and Russian experience

Pavel Sorokin (), Alexander Povalko () and Svetlana Chernenko ()
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Pavel Sorokin: National Research University Higher School of Economics (Russian Federation)
Alexander Povalko: National Research University Higher School of Economics (Russian Federation)
Svetlana Chernenko: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2020, issue 26, 1-5

Abstract: This analytical material is devoted to skills as expected results of entrepreneurship education in higher education institutions. Today, there is no shared understanding what skills future entrepreneurs need to develop, and academic work does not keep up with the development of real initiatives in practice. In order to study international experience, we consider entrepreneurship education programs at leading universities that occupy the top positions in global rankings. The course implemented with the support of a Russian Venture Company (RVC) is considered as an example of Russian practice. - There is a lack of a coherent approach to classifying the skills that students should develop in entrepreneurship programs and courses. - There is a significant variation in skills as claimed learning outcomes in best global practice (71 different skills). - The most frequently mentioned skills are relating to “teamwork and collaboration” (21 mentions). - The Russian case study partially confirms global trends in the development of entrepreneurial skills education; analyzed Russian initiative requires a more pronounced emphasis on the skill component and the relevant methods for skills development.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2020
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