- Comparison of the studied HEIs and practices: reveling the similarities and differences of the European and American approaches to teaching entrepreneurship and summarizing the cases of students' entrepreneurial activity with the practices involved in the process of developing ideas.

Resulting from this stage, the new methods of supporting entrepreneurship within education that have been integrated in the leading business universities will be outlined.

4. The next step of the research involves revealing the extent of correlation between the analyzed systems of developing entrepreneurial ecosystem within education with the Russian one, which involves:

- Matching the described effective European and American practices with the techniques integrated in the Russian methodology of business education based on the goals and opportunities of modifying the local system that were listed in Chapter 1 and in the beginning of this paragraph;

- Finding the extent of correlation between the existing practices and those successfully implemented by the world leading business HEIs;

- Finding the ways of further implementation of those specific effective practices that have not been yet introduced in Russia.

Depending on the principles of implementation of each particular foreign practice, it will then be possible to compare its features with the methods that currently exist in Russia. This might help to either improve the existing methods of developing entrepreneurial activity within universities, or introduce new practices that have been successfully integrated abroad. Thus, this might help to enhance development of Russian entrepreneurial ecosystem for modification, globalization and improvement.

5. The final step of the investigation involves listing up the new effective practices of supporting entrepreneurship education that are effectively used in the world leading business HEIs (based on the case study Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 11.03.2020). and the conducted analysis) and that can be properly integrated into the local system.

Thus, the investigation might bring value in terms of improving the existing system of business education in Russia, as well as revealing the level of integration between Universities and the business sector of the national economy.

The overall scheme of the research is described above can be summarized as the following:



Figure 7 General methodology of the investigation

2.2 Methodology for international practices analysis: the criteria for cases selection and principles for interpretation of the collected data

As it has already been stated, the data for analysis within this investigation was collected from the open sources (the world ratings, certain universities' websites, curriculum and event reports) and from the case study conducted in the already mentioned work “Entrepreneurship Education at Universities - 2017. Learning from Twenty European Cases” Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020)., published in 2018 by Springer publishing house, edited by Kristina Volkmann - head of the Department of entrepreneurship and intercultural management of UNESCO, Professor at the school of business and Economics.

The 7 universities were selected for analysis within the research based on the specific technique. (The range of the HEIs are listed in Appendix 3 with the summary of the practices that each of the institutions possess).

1) Milan Polytechnic University (Italy) represents a good variety of practices that correlate with the local economy development: the support of the start-up and ideas of the students of Milan Polytechnic University are sponsored and headed by the government in order to enhance the innovations and modifications in the city. The HEI also facilitates the European Summer school “CREA Summer Academy” CREA Summer Academy voucher. [Electronic source] - URL: http://www.creasummeracademy.eu (date of reference 01.03.2020)., which not only helps young people to meet up and develop their ideas, but also links up a range of universities all across Europe. The general description of Milano Polytechnic University given by Christine K. Volkmann and David B. Audretch Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020)., is presented in Figure 8.



Figure 8 Milan Polytechnic University case fact sheet Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020).

2) University of St. Gallen (Switzerland) is one of the most innovative-driven universities in Europe, emphasizing its core values:

- collaborative working style and the open atmosphere at the HSG,

- the comprehensive way of viewing problems which leads to future-oriented and integrative solutions,

- the innovative and fair approach in the way HSG treats other people, making it possible to attain goals through above-average commitment. About the HSG. [Electronic source] - URL: https://www.unisg.ch/en/studium/darumhsg/ueberdiehsg (date of reference 20.03.2020).

HSG's Masters Degrees in management and in finance are ranked 16 and 17 respectively in the world (Figure 9).

Figure 9 QS World University Rankings. University of St. Gallen review QS World University Rankings. HSG ranking review. [Electronic source] - URL: https://www.topuniversities.com/universities/university-stgallen-hsg (date of reference 20.03.2020).

3) Kaunas University of Technology (Lithuania) has integrated Entrepreneurship Education as a study niche rather recently - the first relevant course was introduced in 2013. However, in just 5 years it managed to develop a set of curricular and extracurricular activities for students who are eager to present and develop their ideas. The HEI now possesses its own Innovation and Entrepreneurship Center, as well as links with a wide variety of external stakeholders: cooperating universities, companies and 3^rd parties who are interested in the projects that have a potential for development and realization. (Figure 10).



Figure 10 Kaunas University of Technology case fact sheet Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020).

4) Cambridge University (UK) is ranked 3^rd in the world based on the Times World University Rankings. Times World University Rankings. [Electronic source] - URL: https://www.timeshighereducation.com/world-university-rankings/2020/world-ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats (date of reference 20.03.2020). As it is seen from Figure 11, the university has its own business school - Judge Business School (JBS), which hold the Entrepreneurial profile of the Centre for Entrepreneurial Learning (CfEL) aiming to spread the spirit of enterprise not only in the HEI, but also internationally. Cambridge focuses on conducting mainly extracurricular activities, thus the approach to teaching entrepreneurship is practice-oriented.



Figure 11 University of Cambridge case fact sheet Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020).

5) Lund University (Sweden) offers the range of programs and courses based on cross-disciplinary, cutting-edge research. The university's approach to EE is action-oriented, but it also puts certain emphasis on development of analytical thinking and providing knowledge from contemporary research. (Figure 12).

Figure 12 Lund University case fact sheet Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020).

6) Technical university of Kosice (Slovakia) initially possessed 7 technical faculties, and later established Faculties of Economics and Arts. All the Entrepreneurship supporting activities are hosted within the Faculty of Economics, focusing on extra-curricular activities organized by individuals within university and in the Kosice region (Figure 13). Due to external environment and stakeholders' involvement, the HEI operates effectively on the regional level enhancing the local economy and development.

Figure 13 Technical university of Kosice case fact sheet Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 20.03.2020).

7) Stanford University (USA) is one of the most recognized universities in the World. It is ranked 2^nd in the QS World University Ranking. (Figure 14.1). The University has been holding its position since 2017 and has excellent ranking in terms of employability of the graduates and academic reputation (Figure 14.2).

Stanford possesses one of the strongest and prospective business education systems in the world, holding both academic programs and courses (MBA, “Teaching the Experienced” Stanford University. Programs and courses. [Electronic source] - URL: https://www.gsb.stanford.edu/exec-ed/programs/driving-innovation-new-ventures-established-organizations (date of reference 21.03.2020). MBA-alternatives for established entrepreneurs) and extra-curricular practices realized with the help of the university's Center for Entrepreneurial Studies. Stanford University. Center for Entrepreneurial Studies. [Electronic source] - URL: https://www.gsb.stanford.edu/faculty-research/centers-initiatives/ces (date of reference 21.03.2020). (See Appendix 4).

Figure 14.1 Top-5 HEIs in the QS World University Ranking - 2020 QS World University Ranking - 2020. [Electronic source] - URL: https://www.topuniversities.com/university-rankings/world-university-rankings/2020 (date of reference 21.03.2020).



Figure 14.2 QS World University Ranking. Stanford University review QS World University Rankings. Stanford University review. [Electronic source] - URL: https://www.topuniversities.com/universities/stanford-university#wurs (date of reference 21.03.2020).

Thus, the range of foreign universities is proposed to include the 5 technical universities representing the European model of teaching business that were described in the case study by Kristine Volkmann Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 21.03.2020). and the 2 Universities with a broader multidisciplinary profile (including business and technological entrepreneurship sphere) - one representing the American model of entrepreneurial education - Stanford University, and another one from the UK - University of Cambridge. These 2 HEIs are internationally accredited and recognized as the leading Universities in business education in the QS QS Ratings of Entrepreneurial active HEIs (Technological entrepreneurship). [Electronic source] - URL: https://www.topuniversities.com/university-rankings (date of reference 21.03.2020). and the Times Higher Education University Rankings. Times Higher Education University Rankings - 2020. [Electronic source] - URL: https://www.timeshighereducation.com/world-university-rankings/2020/world-ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats (date of reference 21.03.2020).

First, when developing the criteria for analysis of the HEIs within this investigation, it is taken into account that the main goal of the study compiles identifying those practices that can be scaled at the level of correlation with the entire Russian higher education system (including not the most selective regional universities, many of which have a pronounced business and entrepreneurship orientation, but some of which, on the contrary, do not have their own strong competencies in this fuild of study). The requirements for the selection of foreign universities agreed with the rule that the particular HEI's specifics of the approach to teaching entrepreneurship must be adequate to the most likely structure of potential participants in the program in order to further be potentially appropriate to support entrepreneurship in Russian universities.

Another requirement that is made implies the obligation of Each University to be described in at least one authoritative scientific publication as a relevant case from the point of view of teaching entrepreneurship and/or have expressed objective achievements in the field of entrepreneurship development at the national level (in their country). At the same time, the sample should include both countries that are leading in terms of developing an innovative economy and countries that are catching up.

As it has been mentioned in the previous paragraph, the Universities' practices of entrepreneurship education were studied via the 5 criteria:

- The type of practice - whether it is an academic program, a course or a certain kind of extracurricular activity or event.

- Description of the practice - what specific characteristics does the practice imply while used in the certain HEI.

- Project life cycles - what stages of the students' ideas and projects does each practice help developing and working with.

- HEI's resources for the practice realization - what specific facilities are essential for the university to possess to integrate the practice properly.

- Cases of effective realization - the cases of entrepreneurship development or business establishment proving the practice's effectiveness.

The up-listed criteria were selected based on the goal of the investigation and the research tasks. As all the HEIs are to be analyzed from both the theoretical and the practical perspectives, the revealed methods were first described in terms of their nature, and then the certain range of the institution's required facilities was outlined, as well as the cases of realization of each specific practice.

The practices were outlined from the open sources for each of the Universities. They were identified referring to the typology of the methods of supporting entrepreneurship education (see Appendix 1). Each of the revealed practices were then described in terms of their theoretical concepts using the information from the open sources (in the cases of Stanford and Cambridge universities analysis) and the relevant literature (the study of the European HEIs by Christine K. Volkmann Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 21.03.2020).).

The range of the ideas and start-ups was also determined for every method of business-supporting activity that was mentioned. These imply evaluating the level of progress of the projects that every practice supports. These were mentioned within the studies of L. Rashid Rashid, L. Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches. // Volume 11. Issue 19. October, 2019. Article № 5343. [Electronic source] - URL: https://www.mdpi.com/2071-1050/11/19/5343 (date of reference 17.02.2020). and Shirokova and colleagues Широкова Г. В. (науч. ред.); Беляева, Т. В. Богатырева К. А, Кнатько Д. М., Ласковая А. К., Манолова Т. С., Моррис М. Г., Осиевский А. В., Цуканова Т. В., Широкова Г. В., Эдельман Л. Ф. Факторы формирования предпринимательской активности студентов. // Издательство С.-Петерб. гос. университета -- СПб., 2017. (дата обращения 11.03.2020)., for instance, as well as within the European analysis by C. Volkmann. Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 21.03.2020).

Next, as it has been already mentioned, the required equipment, departments and buildings, as well as Research & Development (R&D) facilities of the university that are necessary in order to implement the practice are summed up.

The key and final part of the analysis is the one involving the revelation of the cases depicting applicability of each stated method.

Conclusion of Chapter 2

The chapter was intended to summarize the structure and general intend of this investigation firstly by listing up the specifics and revealing weak spots of the Russian approach to teaching entrepreneurship, and then - to justify the selection of the certain range of HEIs for conducting the analysis.

As it can be concluded after literature analysis in Chapter 1 and from Chapter 2, there are a lot of imperfections in the system of entrepreneurship education in Russia that can be potentially fixed by introducing specific modifications. The nature of those of them that are worth integrating can be found after the analysis of the external ecosystems is conducted - in our case - specifically of the European and American approaches to business education.

After following and completing all the stages of the methodology of the research, along with the theoretical basis that was thoroughly analyzed in Chapter 1, it will be clearly seen, what exactly can be done in order to improve the current education system in Russia. The proper analysis resulting from the accurate study of the data might become the basis for strategic planning and goal-setting in development of the business sector of the national economy.



3. Data collection and results of the empirical analysis

3.1 Data collection

1. Outline of the Russian approach to business education.

The first step of the analysis implies summarizing the factual data on the currently existing practices within Russian business-oriented HEIs in order to substantiate the weaknesses of Russian business education revealed in the previous chapters.

In the study conducted in cooperation with Skolkovo Innovation Center Отчёт о проведении работ по анализу лучших практик образовательных организаций высшего образования по технологическому предпринимательству. - 2019. (Дата обращения 29.03.2020). the 10 analyzed Russian universities (see Appendix 2) possess the following entrepreneurship-supporting practices within education (based on the classification described in the study (see Appendix 1):

1. Education (curriculum) practices (12 units):

- Part-time Innovation economics and technology entrepreneurship course Межвузовский учебный курс «Инновационная экономика и технологическое предпринимательство». [Электронный ресурс]. - URL: https://www.rvc.ru/eco/education/innovative_economy/ ;

- Open lectures from businessmen and entrepreneurs Открытые лекции от приглашенных сторон. // Пример - URL: https://kimberlykinghse2019sept.timepad.ru/event/1069731/ ;

- Acceleration programs;

- Start-up internships;

- Interdisciplinary project learning;

- Business department education;

- Mentor clubs;

- Project or start-up-oriented graduate research/thesis;

- Business/start-up conferences and forums;

- Separate education programs for enhancing idea-generating abilities;

- Intensive business-development courses;

- Online platform for entrepreneurial activity.

2. Financial support practices (6 units):

- Addressed grants for start-up development;

- Start-up contests with financial awards;

- Grant programs and beyond-university contests;

- Cooperating/inner venture funds for supporting prospective ideas;

- Business plan contests;

- Scholarships programs for supporting entrepreneurship.

3. Infrastructure support practices (6 units):

- Access to business incubator/innovation center;

- Idea-development within the incubator/innovation center;

- Access programs to the Center of innovation transfer;

- Co-working halls and opportunities for students and teams;

- “Fablab”/engineering center for start-ups;

- Collective-usage Center.

4. Legal support practices (3 units):

- Legal aspects of business (course);

- Consulting practices for start-upers;

- Students' projects expertize.

5. Information support practices (1 unit):

- Social media and online platform information-providing services. Отчёт о проведении работ по анализу лучших практик образовательных организаций высшего образования по технологическому предпринимательству. - 2019. (Дата обращения 29.03.2020).

Overall, Russian universities most likely use the opportunity to involve students in any educational programs, courses or trainings that teach entrepreneurship. Many universities offer students either to take online courses or participate in one-time events, such as business conferences or open lectures/meetups. In the studied range of universities students are also given the opportunity to participate in long-term projects such as internships in technology parks and startups.

In addition, many of the Russian universities possess a rather fairly-developed network of infrastructures, can provide students with assistance in designing and developing of their projects, as well as encourage the improvement of entrepreneurial and research skills of students. Most practices that were listed above imply infrastructure of technology parks, business incubators and accelerators, a network of co-working centers, etc. At the same time, universities and the University environment in General also provide financial support to students engaged in entrepreneurship in some cases. The report Отчёт о проведении работ по анализу лучших практик образовательных организаций высшего образования по технологическому предпринимательству. - 2019. (Дата обращения 29.03.2020). presents various competitions, for example, for the best business project or idea, scholarships and grants for students.

However, the practices of informational (5) and legal (4) project support compile the minority of all the methods of conducting entrepreneurship education in Russian Universities. The former include only dissemination of news about upcoming projects and events in the field of business and innovation via social media and online platforms, and among the forms of legal assistance - advice on IP registration, expert examination of student projects and the implementation of academic discipline on the legal basis of entrepreneurship.

It should also be noted that most methods for supporting entrepreneurship education in Russian universities rely on their own resources in carrying out educational activities to teach entrepreneurship - in other words, only internal environment of the HEI. As it can be seen from the practice list above, the major part of the mentioned practices assumes curricular activities - either educational programs or extracurricular courses, both based on getting theoretical knowledge instead of gaining practical experience and developing idea-generation or project-development skills.

These conclusions justify the necessity to modify the Russian system of business education and to improve it to the level comparable to the one of the world leading systems.

2. Overview of the international approaches to business education.

The next stage of the investigation implies summarizing the list of the practices of supporting entrepreneurial education within the 7 leading business-oriented HEIs mentioned in the study by Christine K. Volkmann and David B. Audretsch “Entrepreneurship education in universities” [2017]. Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - supported by UNESCO. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 29.03.2020).

Each of the practices that 7 universities selected for analysis (see Appendix 3) possess, were described in terms of the 5 criteria that were already mentioned in the previous chapter while outlining the methodology of the investigation:

- The type of practice, involving definition of the practice's typology that was already used while summarizing the Russian methods of supporting entrepreneurial education listed in Appendix 1.

- Description of the practice, giving the brief overview of the specific characteristics that the practice implies in theory (in general) and while used in the certain HEI.

- Project life cycles criteria, defining the stages of the students' ideas, start-ups and projects that each of the practices helps developing and working with while realizing the method.

- HEI's resources for the practice realization, defining the specific facilities that are essential for the university to possess in order to integrate the practice properly into the institution's structure.

- Cases of effective realization, implying the list of the successful stories of entrepreneurship development or business establishment proving the practice's effectiveness.

An overall figure of 44 integrated in the 7 selected HEIs were listed up and described based on the mentioned scheme (see Appendix 4).



3.2 Data analysis: description of the cases

After the data about the Russian and international approaches to entrepreneurship education is collected, the next stage can be started, involving analyzing the listed practices in terms of their practical effectiveness. This can be evaluated using the last criteria of the methods analysis - case study. Thus, each of the practices integrated in the 7 selected universities was reviewed on the number of successful cases of start-up development or effective outcome.

a) The cases-supported methods integrated in Polytechnic University of Milan (Italy) are selected from Appendix 4 and summarized in Table 3.1.:

Table 3.1

Cases-supported entrepreneurship education practices of Polytechnic University, Milan, Italy. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. CREA Network Summer Academy CREA Network Summer Academy. About. // PoliMi. [Electronic source] - URL: http://www.creasummeracademy.eu (date of reference 10.02.2020).	· Design thinking for new entrepreneurship. (18-29.06.18) · HKU - Utrech, the Netherlands · BWCON - Ludwigshafen, Germany · 13 Summer academies in 7 countries, 340 participants from 68 nations, 80 early-stage ideas, 8 winners of an incubator business program.
2. CREA Business Contest CREA Business Contest. Info. // PoliMi. [Electronic source] - URL: http://www.creasummeracademy.eu/?page_id=80 (date of reference 10.02.2020).	· 32 teams pitched in the contest.
3. PoliHub PoliHub. About. // PoliMi. [Electronic source] - URL: https://www.polihub.it/en/ (date of reference 10.02.2020).	· More than 5000 developed startups with statistics of 83% of successful companies. PoliHub. Blog. // PoliMi. [Electronic source] - URL: https://www.polimi.it/ricerca-scientifica/la-ricerca-al-politecnico/polihub-incubatore-dimpresa/ (date of reference 10.02.2020).
4. “Cantieri” Cantieri. About. // PoliMi. [Electronic source] - URL: https://www.polimi.it/en/third-mission/innovation/ (date of reference 10.02.2020).	· “Smart cities” project · "5G with Vodafone" & the municipality of Milan · Industry 4.0: competence center with MISE · Health (Human Technopole) project · Urban renewal projects with the municipality · Cultural heritage (Fabbrica del Duomo).

b) The cases-supported methods integrated in Kaunas University of Technology (Lithuania) are selected from Appendix 4 and summarized in Table 3.2.:

Table 3.2

Cases-supported entrepreneurship education practices of Kaunas University of Technology, Lithuania. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. KTU Innovation and Entrepreneurship Centre KTU Innovation and Entrepreneurship Centre. // KTU. [Electronic source] - URL: https://niec.ktu.edu/#1544445149850-4d6fdbfd-fc36 (date of reference 11.02.2020).	· Permanent assistance in R&D · Permanent assistance in prototyping · Regular Technological hackathons (annually/seasonally).
2. KTU «INVESTed» INVESTed. About. // KTU. [Electronic source] - URL: https://business.ktu.edu (date of reference 11.02.2020).	* Solutions for the search of employees * Exchange of expert knowledge * Non-formal education of students * Award of scholarships and support for KTU fund
3. KTU Startup Space KTU Startup Space. // KTU. [Electronic source] - URL: https://startupspace-en.ktu.edu (date of reference 11.02.2020).	Since 2012: · $ 2.5 million - taxes · 75 successfully operating companies · 200 MVP · 4000 participants · 260 vacancies · 600 % ROI
4. KTU “WANTed” WANTed. // KTU. [Electronic source] - URL: https://careerdays.ktu.edu (date of reference 11.02.2020).	· Annual events within the university and coop. companies.

c) The cases-supported methods integrated in Technical University of Kosice (Slovakia) are selected from Appendix 4 and summarized in Table 3.3.:

Table 3.3

Cases-supported entrepreneurship education practices of Technical University of Kosice, Slovakia. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. TUKE Incubator TUKE Business Incubator. Info. [Electronic source] - URL: https://www.startupcentrum.tuke.sk/about-us/about-incubator/ (date of reference 11.02.2020).	Operates within realization of SMART ITT Activities program in cooperation with the University of Kosice. Projects development with partners: CEELABS, Corone and others.
2. TUKE Startup Centre TUKE Startup Centre. About. // TUKE. [Electronic source] - URL: https://www.startupcentrum.tuke.sk/startup-center/ (date of reference 11.02.2020).	Since 2014 - 35 startups with great innovation potential. (Some managed to attract investors and develop successful products in software and hardware): · CropTech - winners of the Startup awards (in the category "Society”), · Fitliner Training -finalists of the young entrepreneurs competition 2016, · VIZUALIZACKY -winner of the Business Idea 2014 competition from the Tatra Bank Foundation, · Chargebrella - winner of the Business Idea 2016 competition, · EFEOS - Creative Business Cup, FoxBox-winner of the national creative competition, · ACE Creative - Creative Business Cup 2016 Slovakia etc. TUKE Startup Centre. Blog. [Electronic source] - URL: https://www.startupcentrum.tuke.sk/about-us/about-startup-center/ (date of reference 11.02.2020).
3. USP TECHNICOM USP TECHNIKOM. // TUKE. [Electronic source] - URL: https://www.uvptechnicom.sk/en/ (date of reference 11.02.2020).	Operates within realization of SMART ITT Activities program in cooperation with the University of Kosice. · Development of the project «Manufacturing Industry Digital Innovation Hubs” (MIDIH).
4. Central Management Workplace (Telepresence Network)	Operates within realization of SMART ITT Activities program in cooperation with the University of Kosice.
5. Private University Cloud Private University Cloud. // TUKE. [Electronic source] - URL: https://www.uvptechnicom.sk/en/services/collaboration-platform-midih/ (date of reference 11.02.2020).	Projects development in cooperation with Slovak Centre of Scientific and Technical Information.

d) The cases-supported methods integrated in University of St. Gallen (Switzerland) are selected from Appendix 4 and summarized in Table 3.4.:

Table 3.4

Cases-supported entrepreneurship education practices of University of St. Gallen, Switzerland. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. Sturtup HSG Startup HSG. About. // HSG. [Electronic source] - URL: https://www.startuphsg.com (date of reference 12.02.2020).	Providing St. Gallen students with the opportunity to implement ideas Provides an online Navigator (map of the project implementation strategy). Startup HSG. Online navigator. // HSG. [Electronic source] - URL: https://www.startuphsg.com/startuphsg/navigator/ (date of reference 12.02.2020).
2. HSG Founder of the Year Founder of the Year. // HSG. [Electronic source] - URL: https://www.startuphsg.com/startuphsg/hsg-founder-year/ (date of reference 12.02.2020).	Held regularly (annually) as part Of St Gallen University events. Rewards: · 2015: Laura Behrens Wu as cofounder of her startup shippo. · 2016: Caspar Coppetti as cofounder of “on” running shoes. · 2017: Lea von Bidder as cofounder of Ava. · 2018: Valentin Stalf as cofounder of N26. · 2019: Kilian Wagner as cofounder of VIU.
3. Spin-off labels Spin-offs. // HSG. [Electronic source] - URL: https://www.startuphsg.com/startuphsg/hsg-spin-off-label/ (date of reference 12.02.2020).	Operation via Startup HSG: · Abacus - software solutions · Actesi - API & Integration management etc. Spin-offs. Blog. // HSG. [Electronic source] - URL: https://www.startuphsg.com/startuphsg/hsg-spin-off-label/ (date of reference 12.02.2020).
5. HSG entrepreneurial talents Entrepreneurial talents. / About. // HSG. [Electronic source] - URL: https://www.startuphsg.com/startuphsg/entrepreneurial-talents/ (date of reference 12.02.2020).	Latest events: · Kick-Off Event: 15.10.2019, 2.00 pm, Maker Space.

e) The cases-supported methods integrated in University of Stanford (USA) are selected from Appendix 4 and summarized in Table 3.5.:

Table 3.5

Cases-supported entrepreneurship education practices of Stanford University, USA. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. Stanford Venture Studio (SVS) SVS. // University of Stanford. [Electronic source] - URL: https://www.gsb.stanford.edu/experience/learning/entrepreneurship/beyond-classroom/venture-studio (date of reference 13.02.2020).	More than 100 projects are implemented in team work in SVS per year. · Eg. Farming Hope, Tellus and KINIMA projects.fit, etc.
2. Start Up Garage Start Up Garage. // University of Stanford. [Electronic source] - URL: https://www.gsb.stanford.edu/experience/learning/entrepreneurship/courses/startup-garage (date of reference 13.02.2020).	Operates in conjunction with the University. Success: · More than 130 successful companies founded by graduates through Startup Garage, with more than $ 2.5 billion in funding raised to date.
3. LEAD online program LEAD. About. // University of Stanford. [Electronic source] - URL: https://www.gsb.stanford.edu/exec-ed/programs/stanford-lead (date of reference 13.02.2020).	The program received the award: Stanford GSB Professional Certificate in continuing education units.
4. Entrepreneurial Workshop Series Entrepreneurial Workshop Series. // University of Stanford. [Electronic source] - URL: https://www.gsb.stanford.edu/experience/learning/entrepreneurship/beyond-classroom/entrepreneurial-workshop-series (date of reference 13.02.2020).	Latest workshops: · Hiring for Early Stage and Growing Companies - Stanford GSB Lecturers Jim Ellis and Graham Weaver. · Fundraising for Early Stage Startups - StartX CEO Joseph Huang. · Handling Difficult Conversations - Lecturer JD Schramm. · What Makes Your Venture So Special? Rob Schoeben. · Most Common Legal Mistakes of Entrepreneurs - Tim Harris. · The Art of the Pitch - Guy Kawasaki.

f) The cases-supported methods integrated in Lund University (Sweden) are selected from Appendix 4 and summarized in Table 3.6.:

Table 3.6

Cases-supported entrepreneurship education practices of Lund University, Sweden. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. Master's program: Entrepreneurship-- new venture creation Entrepreneurship - new Venture Creation. // Lund University. [Electronic source]. - URL: https://www.lunduniversity.lu.se/lubas/i-uoh-lu-EAGEI#description (date of reference 15.02.2020).	· The program has an excellent employer reputation. · Over 96 % of students find employment after graduating, the majority working in a leading role at established companies or managing their own businesses and start-ups. · Many of graduates find qualified positions within multinational firms and organizations shortly after receiving their MSc degrees. Entrepreneurship - new Venture Creation. About. Blog. // Lund University. [Electronic source]. - URL: https://lusem.lu.se/study/masters/programmes/entrepreneurship-innovation/career-opportunities (date of reference 15.02.2020).
2. Venture Cup Venture Cup. // Lund University. [Electronic source]. - URL: http://www.venturecup.se/english (date of reference 15.02.2020).	· 30,000 participants since 1998. · Uniti (an electric city car): the prototype is currently under development in Lund in Sweden, and will be unveiled in the summer of 2017. Uniti's crowdfunding campaign had a historical outcome in late 2016, being one of the biggest in Scandinavia of all times. Venture Cup. Blog. Find more information on the website www.unitisweden.com) (date of reference 15.02.2020). · Three of the business projects from the Master's program: cTrap, AirOhMail and TrackIT, were designated winners in the first round of Venture Cup Syd. Also, Marie Lцwegren, PhD and part of founding the entrepreneurship educations at Lund University, was designated the best jury member in giving feedback. Venture Cup. Blog. [Electronic source] - URL: https://www.entrepreneur.lu.se/en/about/awards/2010/venturecup (date of reference 15.02.2020).
3. Dragons at the University Dragons at the University. Info. // Lund University. [Electronic source] - URL: https://www.lu.se/event/dragons-at-the-university (date of reference 15.02.2020).	2019 results: https://www.facebook.com/events/587056228390026/?active_tab=discussion now: FINALISTS 2020. The Dragons at the University finals takes place March 19th 2020 in Craffoordsalen at Lund University School of Economics and Management.
4. LU Innovation system (LUIS) LUIS. // Lund University. [Electronic source] - URL: https://www.innovation.lu.se/en/about-lu-innovation (date of reference 15.02.2020).	· Interreg-funded Science for society developed a learning- and networking platform for PhD-students and postdocs, focusing on academic value creation, entrepreneurship and employability (Lund University, University of Oslo in Norway, University of Aarhus, Aalborg University in Denmark until the end of 2018). · The follow-up project, Science for Society 2.0, is a continuation, further development and scaling aiming to cultivate and facilitate a strong innovation ecosystem between the business community, research and educational institutions in order to train researchers in entrepreneurship and to form the basis for a research incubation environment. · Innovationskontor Syd (IKS) - spring 2010. Promotion of academic entrepreneurship and facilitating knowledge transfer between the institutions and other actors in the region. More initiatives: https://www.innovation.lu.se/en/about-lu-innovation/our-initiatives
5. Innovation Lab Innovation Lab. // Lund University. [Electronic source] - URL: https://www.venturelab.lu.se/home (date of reference 15.02.2020).	· Current startups & cases: https://www.venturelab.lu.se/current-startups · Previous startups: https://www.venturelab.lu.se/alumni-en
6. Leapfrogs Leapfrogs. // Lund University. [Electronic source] - URL: https://www.leapfrogs.lu.se/en/about-leapfrogs (date of reference 15.02.2020).	More than 100 project evaluations in total since 2012. Students' projects (sorted by years): https://www.leapfrogs.lu.se/alumni
7. FENA FENA. About. // Lund University. [Electronic source] - URL: http://fena.nu (date of reference 15.02.2020).	· “Innovation Bazaar”, a start-up exhibition for companies. · “Business and Beer” - a mingle event for students, start-ups and employees. (takes place once a month and is visited by 70 students on average). · A new project - “Learn to Talk”, where students are taught and supported in speaking publicly. · “Connection Board” - a digital pin board for ideas and problems and for facilitating cooperation in addressing these problems. · “FENA TV” - a short documentary series about companies and people that play a role in the innovation system.

g) The cases-supported methods integrated in Cambridge University (UK) are selected from Appendix 4 and summarized in Table 3.7.:

Table 3.7

Cases-supported entrepreneurship education practices of Cambridge University, UK. (Extract from Appendix 4)

Name of practice	Cases of successful realization
1. Master's Diploma in Entrepreneurship MD in Entrepreneurship. General information. // UCambridge. [Electronic source] - URL: https://www.jbs.cam.ac.uk/programmes/mst-entrepreneurship/ (date of reference 15.02.2020).	· Successful students' cases & contacts: https://www.jbs.cam.ac.uk/programmes/mst-entrepreneurship/chat-to-our-students/
2. Enterprise Tuesday Enterprise Tuesdays. // UCambridge. [Electronic source] - URL: https://www.jbs.cam.ac.uk/entrepreneurship/programmes/enterprise-tuesday/ (date of reference 15.02.2020).	The cases (blog): https://entrepreneurship.blog.jbs.cam.ac.uk
3. Accelerate Cambridge Accelerate Cambridge. Info. // UCambridge. [Electronic source] - URL: https://www.jbs.cam.ac.uk/entrepreneurship/programmes/accelerate-cambridge/ (date of reference 15.02.2020).	· Awards of the program (2017): https://www.jbs.cam.ac.uk/entrepreneurship/programmes/accelerate-cambridge/certificate-awards/ · News (successful cases): https://www.jbs.cam.ac.uk/entrepreneurship/programmes/accelerate-cambridge/news/
4. Venture Creation Weekends (VCWs) VCWs. About. // UCambridge. [Electronic source] - URL: https://www.jbs.cam.ac.uk/entrepreneurship/programmes/venture-creation-weekends-vcw/(date of reference 15.02.2020).	Past VCWs: Biotech, Genomics, Innovations, etc. More (by years): https://www.jbs.cam.ac.uk/entrepreneurship/programmes/venture-creation-weekends-vcw/past-vcws/
5. Entrepreneurship Centre Entrepreneurship Centre. // UCambridge. [Electronic source] - URL: https://www.jbs.cam.ac.uk/entrepreneurship/ (date of reference 15.02.2020).	Entrepreneurship news & insights: https://www.jbs.cam.ac.uk/entrepreneurship/news-insight/

Overall, 34 out of the 44 total (Appendix 4) practices correlate with the cases, which means that they can be called practically effective and valuable within this investigation.

3.3 Comparison of the revealed effective practices based on the case study with those currently implemented in the Russian education system

The next stage of the investigation is intended to compare the effective practices of supporting entrepreneurship education in the European and American HEIs that were outlined within the case study with those that are currently present in the Russian universities.

As it can be observed from the outline of the International practices that were listed above, the major part of the methods integrated in the world leading business-oriented universities can be classified as infrastructural support, including a sufficient number of business incubators attached or collaborating with each of the universities, events involving participation of the external stakeholders such as investment funds, partnering companies and co-operating departments outside of the universities. Laboratories and innovation centers are present within each of the 7 analyzed HEIs. A certain attention is payed to communication services: all the institutions possess online platforms that ease information exchange and communications both among the students within the certain university and with the external parties interested in the business active students.

At the same time, the number of theory-oriented activities such as entrepreneurship courses and programs is sufficient, but these do not dominate over the practice-oriented methods of business education. This means that the foreign approach to teaching entrepreneurship is rather focused on the social aspect of communication and development of practical skills rather than on gaining theoretical knowledge.

Resulting from the analysis of the Russian approach to business education, the opposite situation can be observed: local universities most likely focus on involving students in the educational programs, courses or trainings that teach entrepreneurship. The major part of the evaluated Russian HEIs offer students either to take online courses or participate in one-time events, such as business conferences or open lectures/meetups. Thus, adding the fact that the number of the local educational practices makes 43% of the total number of revealed ones (12 units out of 28), it can be concluded that the Russian system of business education is mainly theory- than practice-oriented.

At the same time, as is has been already stated within the analysis of the Russian practices list, those assuming informational and legal project support compile the minor part of all the methods of conducting entrepreneurship teaching in Russian Universities (4 altogether out of 28), which makes the communications aspect another weak spot of the local system of business education. The former implies only spreading news about upcoming projects and events via social media, and the range of the types of legal assistance is rather limited, including advice on IP registration, expert examination of student projects and the implementation of academic discipline on the legal basis of entrepreneurship.

It has also been pointed out at the beginning of this chapter that most of the methods for supporting entrepreneurship education in Russian universities rely on their own resources in carrying out educational activities to teach entrepreneurship, assuming the internal environment of the university to dominate in the process of teaching business. This fact comes out as another difference from the world leading approaches to entrepreneurship education where, as revealed above, external parties have a huge influence on the startup development within the HEIs and are present in every practice from the list of those that have been described as effective after conducting the case study.

In the previous Chapters the main problems of the Russian entrepreneurship education system were mentioned, including the existing state barriers; unavailability of loans; unauthorized inspections; increased insurance premiums and network takeovers. Кравченко Д. Доклад на конференции «Перспективы развития молодежного предпринимательства в Московскои? области» 18 апреля 2014 года в Московскои? областнои? Думе. / [Электронныи? ресурс]. Режим доступа: www.russiabusinessweek.ru/ (дата обращения: 10.02.2017). Also, the contradiction was revealed In Chapter 1 between what is set out in the documents and decisions of the government on the development of small and medium-sized businesses in Russia and what exists in reality. The most critical issues for Russia have been mentioned:

· Low higher education costs per student combined with high coverage;

· Geography;

· Low quality of engineering students' skillset at the starting point.

The list can now be complemented with the aspects that were revealed within the comparison:

1) Misbalance of the theory- and practice-oriented practices with the former strongly dominating over the latter;

2) Underdeveloped communication aspect (shortage of online interaction facilities within Russian universities);

3) Rather limited range of practices focusing on the legal support of the projects;

4) Focus on the internal environment and limited external stakeholders and communication canals.

Thus, the revealed weaknesses of the Russian system of entrepreneurship education in universities form the ground for proposing the solutions by evaluating the possibility to upgrade the current list of integrated methods of business education by expanding it with the effective foreign practices that tend to avoid the problems listed above.

3.4 The possibilities to integrate the effective practices into Russian universities

A number of actions are necessary at the Russian national, regional and local levels. Universities, policy makers and the business community need to work together to seize this opportunity to fuel the engine of the competitive and dynamic world.

Europe's future growth by preparing young people to compete in a globally

Resulting from the conducted stages of the analysis and the range of the 34 effective practices revealed in the case study, a series of recommendations for modification of the Russian system of entrepreneurship education can be proposed: