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GOVERNMENT OF RUSSIAN FEDERATION FEDERAL STATE

AUTONOMOUS INSTITUTION

OF HIGHER PROFESSIONAL EDUCATION «NATIONAL RESEARCH UNIVERSITY “HIGHER SCHOOL OF ECONOMICS”»

Faculty of Business & Management EP Bachelor - Management (38.03.02) Concentration - International Management

Graduate bachelor research:

«ENTREPRENEURIAL EDUCATION IN UNIVERSITIES: RUSSIAN PRACTICES IN THE CONTEXT OF INTERNATIONAL EXPERIENCE».

Completed by: Goreva Daria Vladimirovna,

FBM BMN 166.

Associate professor:

Sorokin Pavel Sergeevich.

MOSCOW 2020



Contents

Definition of key concepts

Introduction

1. Theoretical foundations for investigation regarding entrepreneurship education in universities

1.1 The concept of entrepreneurial education: definition and relevant studies

1.2 The system of supporting entrepreneurial activity within higher education institutions in Russia

1.3 International perspective on entrepreneurship education in universities: European and American concepts

Conclusion of Chapter 1

2. Methodology of the research

2.1 General methodological foundations

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

Conclusion of Chapter 2

3. Data collection and results of the empirical analysis

3.1 Data collection

3.2 Data analysis: description of the cases

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

3.4 The possibilities to integrate the effective practices into Russian universities

Conclusion and summary

References

Appendix



Definition of key concepts

entrepreneurship education university study

The following concepts with definitions are selected based on the literature review.

Higher Education Institution (HEI) - the term used to designate organizations providing higher, postsecondary, tertiary, and/or third-level education. Higher education institutions include traditional and profession-oriented institutions. Chance S. Insighting grassroots change. Dublin Institute of Technology. - 2017. URL: https://www.igi-global.com/chapter/inciting-grassroots-change/173571 (date of reference 02.01.2020).

Entrepreneurship is the act of creating a business or businesses while building and scaling it to generate a profit. Entrepreneurship Education: A Guide for Educators. // Brussels: European Commission -- DG Enterprise and Industry. - 2013. (date of reference 02.01.2020). The latest entrepreneurship definitions are also about transforming the world by solving big problems (for instance, initiating social change, creating an innovative product or presenting a new life-changing solution). Ferreira N. M. Getting Started. - 2020. URL: https://www.oberlo.com/blog/what-is-entrepreneurship (date of reference 02.01.2020).

Entrepreneurial activity includes the entry of new markets, the creation of new products or services, and/or the innovation associated with different business activities (new markets, new capabilities, new products/services). Entrepreneurial activity can therefore be associated with organic as well as acquisitive decisions.
Entrepreneurial activity results in more than self-employment (bringing positive outcomes only to the individual), and may include returns to employees, shareholders, society, other members of the entrepreneurial community (such as financiers and advisors) and customers (through superior value propositions). Ahmad N., Seymour R. Defining entrepreneurial activity. URL: https://www.oecd.org/sdd/business-stats/39651330.pdf (date of reference 02.01.2020).

Entrepreneurial ecosystem consists of six domains: a conducive culture, enabling policies and leadership, availability of finance, human capital quality, venture-friendly markets for products, and a range of institutional and infrastructural supports. Isenberg D. Introducing Entrepreneurship Ecosystem: Four defining characteristics. // Intelligent Evolution. - 2011. URL: https://www.forbes.com/sites/danisenberg/2011/05/25/introducing-the-entrepreneurship-ecosystem-four-defining-characteristics/#4514995d5fe8 (date of reference 02.01.2020).

Business incubator - an organization designed to accelerate the growth and success of entrepreneurial companies through an array of business support resources and services that could include physical space, capital, coaching, common services, and networking connections. Business Encyclopedia. URL: https://www.entrepreneur.com/encyclopedia/business-incubator (date of reference 02.01.2020).

Accelerator is an organization that offers a range of support services and funding opportunities for startups. Accelerators tend to work by enrolling startups in months-long programs that offer mentorship, office space and supply chain resources. More importantly, business accelerator programs often offer access to capital and investment in return for startup equity. 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 02.01.2020). Startups usually `graduate' from their accelerator program after three or four months -- which means that development projects are time-sensitive and very intensive. Riggins N. What is a business accelerator? // Startup. - 2016. URL: https://smallbiztrends.com/2016/08/business-accelerator-differ-incubator.html (date of reference 02.01.2020).

A co-op (also known as co-operative, cooperative, or coop) is an autonomous association of persons or organizations united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly-owned enterprise. Co-ops may include businesses, organizations, multi-stakeholder or hybrid cooperatives, second- and third-tier cooperatives, platform co-ops etc. Rothschild J., Allen-Whitt J. The cooperative workplace. // Cambridge University Press. Chapter 1. (date of reference 02.01.2020).



Introduction

Entrepreneurship education has recently gained global significance. Universities play the key role in this context. Business education within higher education institutions (HEIs) is focused on developing theoretical knowledge, gaining practical skills and attitudes that enable students to think and act entrepreneurially and to realize their innovative ideas. In line with the global development, teaching business-development within the European and Western higher education sector has leaped ahead substantially over the past 20 years.

Progress has not only been made in terms of dissemination of business-related trends, but also from the perspective of learning and teaching approaches for further implementation of those into different sectors of economy. Studies implying feedback of respondents who say they have enough knowledge, skills, and experience to start a business reach only 35% in Russia - against 65% in the USA. For instance, the entrepreneurship course Start Up Garage Start Up Garage info. [Electronic source] - URL: https://www.gsb.stanford.edu/experience/learning/entrepreneurship/courses/startup-garage (date of reference 23.01.2020). in Stanford University has already given start to more than 130 successful companies founded by the graduates, with more than $2.5 billion in funding raised to date. The startup and innovation center PoliHub PoliHub Start up district & incubator. [Electronic source] - URL: https://www.polihub.it/en/ (date of reference 23.01.2020). attached to Milan Polytechnic University has already developed more than 5000 startups with statistics of 83% of successful companies. Politechnico di Milano./ Polimi.[Electronic source] - URL: https://www.polimi.it/ricerca-scientifica/la-ricerca-al-politecnico/polihub-incubatore-dimpresa/ (date of reference 23.01.2020). This means that more that 4000 businesses have been launched and are still operating only due to functioning of this business incubator.

However, in Russia the system of supporting entrepreneurship through education is not perfect at the moment. According to surveys, the number of young people in Russia who consider private entrepreneurship as their nearest prospect-immediately after graduation - ranges only from 1 to 3%. 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 23.01.2020). That reveals the fact that the number of potential young businessmen is extremely small: for a long time, Russia experienced a stable decrease present in the number of young people of the appropriate age, so (referring to the Federal state statistics service), in the 2015-16 academic year, the number of university students was only 5 million 209 thousand.

This is mainly influenced by the fact that business sector has started developing recently, and the Russian economy still lacks entrepreneurs and business education.

Problem statement. Imperfection of the Russian System of supporting students' entrepreneurial activity within universities brings about the necessity of its upgrading with the help of integration of new effective practices, that are already used in the world's leading universities and business schools.

The goal of the research. The final goal of this research implies investigating into the current approach to teaching business in Russia and listing up the world's most effective entrepreneurship-supporting practices for further implementation of those into local universities in order to improve the Russian system of entrepreneurial education.

Subject of the research. Practices of entrepreneurship education in Russian and the leading international HEIs listed in the study by Christine K. Volkmann and David B. Audretsch Christine K. Volkmann, David B. Audretsch. Entrepreneurship Education at Universities - 2017, supported by UNESCO. // Springer (2018) - p. 20. [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 23.02.2020). and based on the QS QS Ratings of Entrepreneurial active HEIs (Technological entrepreneurship). [Electronic source] - URL: https://www.topuniversities.com/university-rankings (date of reference 23.02.2020). and Times 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 23.02.2020). World University Rankings.

Object of the research. Russian and International (European and American) higher education institutions that conduct practices of supporting entrepreneurial activity and education.

Research tasks. The overall goal presupposes dealing with the following tasks to conduct a proper investigation:

1) Reviewing the state of the art in the current Russian system of entrepreneurial support activities within universities.

2) Analyzing open-source data from the world university rankings regarding to various criteria concerning entrepreneurial support activities within universities.

3) Analyzing the leading business schools referring to the rankings data.

4) Analyzing the available documentation and information about each business institution and summarizing the data into a table.

5) Describing each of the HEIs Entrepreneurship-supporting practices via elaborated criteria.

6) Analyzing the cases of implementing successful practices in the international business schools described in the certain literature recourses and summarizing the information into a separate table.

7) Getting in touch with the international universities' representatives aiming at collecting more detailed and realistic information about the practices of entrepreneurial support and teaching in certain HEIs (in case if the information outlined from the open sources is sketchy).

8) Evaluating the possibility of implementing the effective practices into the Russian system of entrepreneurial education.

Summarizing the world's most effective entrepreneurship-supporting practices revealed within the conducted analysis, and suggesting the techniques to implement them into Russian Business universities.

Methodology of the research. The research involves three main stages of conducting the analysis:

1) Elaboration of the methodology for collection and interpretation of the data collected from the existing investigations;

2) Data gathering, implying the process of studying information from open sources:

- the study by Christine K. Volkmann and David B. Audretsch [2017], based on the QS Ratings QS Ratings of Entrepreneurial active HEIs (Technological entrepreneurship). [Electronic source] - URL: https://www.topuniversities.com/university-rankings (date of reference 23.02.2020). and supported by UNESCO;

- Quantitative data sources: universities' websites; events and projects' reports and other documentation; cooperating organizations' websites; students' entrepreneurial involvement statistics (if available).

- Feedback: additional information given from universities' or business organizations' representatives (in case any information is lacked).

3) Data analysis stage, implying:

- Analysis of the open-source data: the description of the certain cases of successful practices depicted in the already mentioned study by Christine K. Volkmann and David B. Audretsch [2017], and of that given by respondents of the interviews (if applicable).

- Comparison of the already implemented and new practices of supporting entrepreneurship used in the world leading business universities.

Resulting from the third stage, the new elaborated methods of supporting entrepreneurship that have already been integrated in the world leading business universities will be outlined. These will then be matched with the techniques integrated in the Russian entrepreneurial ecosystem to find the extent of correlation between the existing practices and those successfully implemented by the world leading business HEIs. Finally, the ways of further implementation of those specific effective practices that have not been yet introduced in Russia will be proposed.

Depending on the principles of implementation of each particular practice, it will be possible to compare its features with the methods, currently existing in Russia, and either improve the existing ones or introduce new practices that have been successfully integrated abroad and thus to enhance development of entrepreneurial ecosystem for improvement.

Research structure. The research consists of an introduction, 3 chapters (one theoretical, one methodological and one empirical), and a conclusion.

The introduction explains the practical significance of the research, establishes the problem and explains its relevance, outlines the purpose and objectives of the study, identifies the subject and object of the research, describes the limitations of the work and displays the methodology and structure of the investigation.

The first chapter examines the existing studies on the topic of entrepreneurial education that are available and useful while delineating the current situation in Russia in terms of teaching entrepreneurship. Another range of studies is used to find and structure information about the system of entrepreneurship education within the world leading business schools and universities. The basis of sources for proper analysis and comparison within the investigation is outlined.

The second Chapter offers the description of the methodology of conducting the research, depicting the types of gathering and analyzing data within the investigation, as well as the elaboration of the methodology for interpretation of the data collected from the existing investigations in the first Chapter.

The third Chapter compiles the empirical part of the investigation: description of the data collection and analysis processes, and results of the empirical analysis. For each of the higher education institutions selected for the analysis, the range of the current practices of supporting entrepreneurial activity is outlined. Each of the methods is then checked on its practical effectiveness via case analysis referring to the certain source. The effective practices revealed are compared to those integrated in Russia and checked for the possibility to be implemented in the Russian business education system.

In the end, a list of the most effective new practices will be compiled for further integration into the Russian universities and for potential improvement of the local ecosystem of entrepreneurial education.

Practical significance. The results of the conducted analysis can be potentially useful for improving the Russian system of supporting entrepreneurship in education.

First, the recently adopted Sustainable Development goals within the United Nations' 2030 Agenda for Sustainable Development United Nations' 2030 Agenda. [Electronic source] - URL: www.un.org/sustainabledevelopment (date of reference 23.02.2020). emphasize the need to focus on the quality dimension of education beyond the quantitative approach. The research focusing on the level of correlation between the present systems of teaching entrepreneurship and the Sustainable Development Goals (SDG) has become relevant since the last decade (Figure 1).

Figure 1 Statistics on the number of publications on entrepreneurial education and the proportion of those relevant for Sustainable Development Goals (SDG) 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 24.02.2020).

Second, Universities can learn from each other, e.g. by sharing information via available teaching resources, university policies, regional education networks etc.

Finally, special attention in the Russian strategy has recently been paid to realization of the federal programs aimed at supporting entrepreneurship through education. Thus, the outlined effective practices might be further integrated into local higher education institutions and become key drivers of business-launching development in Russia.

Overall, the investigation might bring value in terms of improving the existing system of business education in Russia, as well as reveal the level of integration between Universities and the national economy. The research might also help to develop a strategy for further development of entrepreneurial ecosystem in the country.

Limitations of the study. There are some issues that may be considered as the limitations of the investigation. These comprise the following aspects:

1. Time - the results of the conducted research are valid at the moment of the investigation and can become inappropriate later due to rapid changes in the analyzed sphere.

2. Applicability - the investigation is based on the analysis of the information from the predefined literature sources, the institutions from the certain ranking regarding specific characteristics. Thus, the results of the research may vary in case of using different criteria for analysis and comparison.

3. Objectivity - the analysis of the limited amount of universities is completed within the investigation. Therefore, the results are not 100% objective and may be subsequently expanded.



1. Theoretical foundations for investigation regarding entrepreneurship education in universities

1.1 The concept of entrepreneurial education: definition and relevant studies

Entrepreneurial education is a new direction of studies dating to the beginning of the recent century. Кузьминов Я., Сорокин П., Фрумин И. Общие и специальные навыки как компоненты человеческого капитала: новые вызовы для теории и практики образования. // Форсайт. - 2019. (дата обращения 17.02.2020). Since the business sector became key driver of development of nearly every country's national economy, there appeared the new niche of business education. This has been intended to raise awareness and involvement of the younger generations in business activity and, consequently, in the local economic development.

A definition is a starting point to a full understanding of the phenomena under discussion. The one for the term “entrepreneurial education” has been proposed by Danish Foundation for Entrepreneurship Moberg K. Two approaches to entrepreneurship education: The different effects of education for and through entrepreneurship at the lower secondary level. // International Journal of Management Education. - 2014. (date of reference 17.02.2020).: “Content, methods and activities supporting the creation of knowledge, competencies and experiences that make it possible for students to initiate and participate in entrepreneurial value creating processes”. This definition leans on the following underlying definition of entrepreneurship: “Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social.” Same. p.14. .

Martin Lackйus in the article “Entrepreneurship in education. What, Why, When, How.” Lackйus M. Entrepreneurship in education. What, Why, When, How. // Centre for Entrepreneurship, SMEs, Tourism and Local Development. - 2015. [Electronic source] - URL: https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf (date of reference 17.02.2020). mentions another term along with the mentioned above that is frequently used instead - “enterprise education. The author reveals the difference between the two terms, stating that the latter is primarily used in United Kingdom and has been defined as focusing more broadly on personal development, mindset, skills, whereas the term “entrepreneurship education” has been defined to focus more on the specific context of developing a certain business plan, setting up a venture and becoming self-employed. Mahieu R. Agents of change and policies of scale: a policy study of entrepreneurship and enterprise in education. // Doctoral thesis, Umea? Universitet. - 2006. (date of reference 17.02.2020).

M. Lackйus depicts some examples illustrating the current progression over time in the educational system, with shifting definition, pedagogical approaches and varying emphasis on theory over practice. He also pinpoints the problem of lacking practice in the business education systems in the world as a whole. The current lack of practice orientation in higher education in the sphere of entrepreneurship lamented by many researchers described in the article is illustrated in Figure 2. Lackйus M. Entrepreneurship in education. What, Why, When, How. // Centre for Entrepreneurship, SMEs, Tourism and Local Development. - 2015. [Electronic source] - URL: https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf (date of reference 17.02.2020).



Figure 2 Overview of terms and definitions currently used in entrepreneurial education

As depicted in the figure, the key problem of higher education on the 1^st and 2^nd cycles of studies (Bachelor and Master's levels) is the dominating theoretical approach to teaching entrepreneurship. The majority of universities focus on teaching through programs and elective courses that give only knowledge but not practical skills, while the most practice-oriented business education is provided either before or after university-level studies. Lackйus M. Entrepreneurship in education. What, Why, When, How. // Centre for Entrepreneurship, SMEs, Tourism and Local Development. - 2015. [Electronic source] - URL: https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf (date of reference 17.02.2020). The fact of practical skills shortage within higher education is the main barrier to enhancing entrepreneurial activity in many countries. The HEIs that change their approach to teaching business from theory-oriented to practice-oriented are the ones that are appropriate for analysis within this investigation.

The relevant study of the practices that are now integrated into Russian business-oriented universities was conducted in cooperation with Skolkovo Innovation Center in 2019. Отчёт о проведении работ по анализу лучших практик образовательных организаций высшего образования по технологическому предпринимательству. - 2019. (Дата обращения 29.03.2020). The research summarizes the general approach to business education in Russia by listing up the methods of supporting entrepreneurial activity within a certain range of local universities based on their type, description and involved parties.

In the article “General and special skills as components of human capital: new challenges for the theory and practice of education”, Y. Kuzminov, P. Sorokin and I. Frumin prioritize the role of the human capital in the context of education in general. The authors state the fact that, although the educational policy of developed countries has recently been based on the theory of the human capital, expert discussions often do not take into account the progress in this theory. Кузьминов Я., Сорокин П., Фрумин И. Общие и специальные навыки как компоненты человеческого капитала: новые вызовы для теории и практики образования. // Форсайт. - 2019. (дата обращения 17.02.2020).

Global entrepreneurship monitoring (GEM) provides vivid illustrations of Russia's indicators from a comparative perspective.

First, in terms of corporate entrepreneurship indicators, Russia (measured by the percentage of employees who have had experience in developing a new product or service, or improving the business process) ranks among the last 20 countries in Europe and North America, with an indicator of about 0.5%, whereas in Australia or the UK, for instance, it ranges more than 8%. Кузьминов Я., Сорокин П., Фрумин И. Общие и специальные навыки как компоненты человеческого капитала: новые вызовы для теории и практики образования. // Форсайт. - 2019. (дата обращения 17.02.2020).

Second, Russia ranks second-to-last among all the countries studied in terms of the percentage of respondents who indicated that they see good opportunities to start a business in their field, as well as the percentage of those who believe that it is easy to start a business in their country (about 30%).

Third, Russia ranks among the last three countries studied (about 50 in total) in terms of the percentage of respondents who say they have enough knowledge, skills, and experience to start a business (comparing with about 35% vs. 65% in the USA).

The authors summarize that in terms of supporting the creative potential of Russia's human capital, it has a very significant weak point: both in terms of the institutional environment (barriers to entrepreneurship) and in terms of the content characteristics of human capital itself (knowledge, skills, and experience necessary for innovative behavior and entrepreneurship in the corporate sector, as well as in the field of entrepreneurship and self-employment). Same source.

Education systems around the world, and in Russia as well, face unprecedented challenges related to the growth of financial and time costs for education and to a decrease in effectiveness and value of such costs. The human potential created by education is being now increasingly capitalized: global and national economic growth is slowing down. As a result, the authors state that new attempts are now being made to theoretically justify the uselessness or unimportance of education for the economic growth and individuals' success. So far, these attempts have not had a direct impact on education policy, but in many countries they serve as a background for making budget decisions that are not in favor of education. Educational systems need to be significantly supplemented with practices aimed at forming key elements of human capital. The most promising from this perspective may be those theoretical developments that have not yet become part of the mainstream in discussions about human capital, but are necessary for understanding the mechanisms of its formation and its role in socio-economic progress in the short and long term. Кузьминов Я., Сорокин П., Фрумин И. Общие и специальные навыки как компоненты человеческого капитала: новые вызовы для теории и практики образования. // Форсайт. - 2019. (дата обращения 17.02.2020).

The relevant academic and public literature sources distinguish at least three different niches where different viewpoints concerning entrepreneurial education and the nature of an “entrepreneurial university” are present.

First, the significant number of researchers have long been analyzing the problems of teaching entrepreneurship and developing the stable level of entrepreneurial activity among younger ambitious generations - as, for example, the most obvious role a university can play in supporting entrepreneurship. One of the studies on this topic was conducted by S. Rossano-Rivero and I. Wakkee that was recently published in the “Journal of Science and Technology Policy Management” Rossano-Rivero S., Wakkee I. Academic entrepreneurship in the context of education: The role of the networking behavior of academics - Journal of Science and Technology Policy Management. // Volume 10. Issue 4. October, 2019. p. 951-974. (date of reference 17.02.2020).. The study aims to extend literature on academic entrepreneurship and entrepreneurial networking by examining how academics, in their role of entrepreneurial educators, network for the creation and execution of novel teaching practices in cooperation with external actors. The methodology of the work implies qualitative inquiry, using the case study approach: the eight cases constituting innovative teaching practices originating at three universities in Germany, The Netherlands and Mexico were examined. The investigation reveals the fact that the networking behavior of entrepreneurial educators is crucial for the generation of proximity with external actors and for the acquisition of key resources, which results in successful entrepreneurship education process within the local HEIs. The entrepreneurial and industrial experience of entrepreneurial educators emerges as an opportunity to network with external actors, helping them to achieve common understanding of the innovative idea. This research of S. Rossano-Rivero and I. Wakkee equips managers of HEIs with critical insights into innovating the teaching mission of the university and developing closer and stronger relationships with external actors of the university.

Second, there are studies emphasizing the possible ways of the university itself to become more entrepreneurial. The article by L. Rashid “Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches” 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). is a good example of such an investigation. The author analyzes challenges that a certain higher education system faces, but also pursues the ways universities response. The central concern of the literature on the topic of “entrepreneurial universities” is focused on the relations between the university and various internal and external stakeholders that interact with the HEI: students, academic and administrative stuff, nongovernmental organizations, government, industry partners, etc. L. Rashid claims that entrepreneurship has the potential to influence the country in a greater extent than just business development: it will help to reduce poverty, to stimulate economic growth and to boost innovation, and, in addition, to enhancing social and environmental sustainability.

The author standpoints that, in accordance with the human capital theory and previous empirical studies, it is assumed that entrepreneurship education and training (EET) directly correlates with positive entrepreneurial outcomes and therefore with sustainable development. Although several scholars have attempted to review and analyze the relevant literature over the past decade, none of these reviews directly links EET with sustainable development or focuses on the role and status of EET in less-stable areas of the world. This systematic review attempts to analyze recent literature to identify the extent to which EET research addresses Sustainable Development Goals (SDGs) United Nations' 2030 Agenda. [Electronic source] - URL: www.un.org/sustainabledevelopment (date of reference 17.02.2020)..



Figure 3 Entrepreneurship education and training in the context of Sustainable Development Goals

Several gaps that potentially hinder entrepreneurial education from adequately advancing sustainable development are identified. These include shortage of research on demographic diversity, limited access to business education for non-university students, general lacking of focus on progressive education approaches and innovation in some countries compared to stable ones (Figure 3). In conclusion, the paper offers insights on how educational technology could mitigate EET challenges in fragile environments to ultimately ease barriers towards SDG advancement and provides recommendations for future research directions.

Third, there are those specifying how a certain university contributes to entrepreneurship development in a broader sense than only teaching students. This implies contributing to what may be called “entrepreneurial ecosystem”, seen as a more broaden context than just individual students launching their start-ups or cooperation with nongovernmental organizations in the industry. This concept was described by Q. Lui, X. Chen and B. Nju in the article “The effects of characteristics, attitudes and perceived environment conditions on youths' entrepreneurial intent” Liu, Q.a,b, Chen, X.a Song, X.b, Niu, B.a,b. The effects of characteristics, attitudes and perceived environment conditions on youths' entrepreneurial intent. / 16th International Conference on Service Systems and Service Management. - 2019. Article № 8887675. (date of reference 17.02.2020).. Here the authors develop the idea that it is not the university that should be in the center of interest while studying entrepreneurial education - but rather the larger societal systems. The authors mention the necessity to establish an effective coordination mechanism within HEIs to promote the training of talents. According to this idea, a reasonable education mechanism needs the coordination of both sides - HEIs and enterprises (Figure 4).

Figure 4 Implementing measures for education-training

Therefore, HEIs need to complete their own teaching tasks, while enterprises need to take enterprise efficiency as the primary goal and employ talents to meet market demand. In this background, universities should increase the demand for students, adjust the existing curriculums which are based on the needs of enterprises. The collaboration mechanism of enterprises-HEIs needs to be based on the common concept, which is the issue that has yet to be solved.

Overall, the range of literature studying the supporting of entrepreneurial ecosystems within higher education institutions is rather insufficient and incomplete: nearly all the sources were published after 2010, and the figures are not high (Figure 5). This is mainly due to the fact that the interest in business development has appeared only recently, and the role of entrepreneurial education in the context of general economic and social development is not clearly determined.

Figure 5 Statistics on the different types of publications on entrepreneurial education by year 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).

On the one hand, from what can be found today, the studies mark the importance of the relations with external stakeholders, as it is present in the article of S. Rossano-Rivero and I. Wakkee, mentioned above. On the other hand, the authors analyze entrepreneurial education in general, however the majority of the studies available in the open sources for analysis appear more peripheral, as the larger focus is put on such issues as spin-offs, commercialization of research results, contracts with industry for Research & Development, etc.

Finally, the analysis of the relevant literature reveals the fact that entrepreneurial education is not seen as the primary contributor to building an “entrepreneurial ecosystem” by higher education institutions. As it has been revealed above (Figure 5), very little research has been conducted due to the recent interest in the innovation and business sectors of economy that have become key drivers of development at an extremely fast pace. Consequently, not all economies of the world have already managed to develop and integrate proper approaches to business activity enhancement, particularly - to entrepreneurship education.

Thus, further investigation might be useful for expanding the boundaries of the concept of business education, as well as for setting an emphasis on it within the institutional curriculum. This may become the option for finding the worth techniques of enhancing entrepreneurial education and activity in the universities.

1.2 The system of supporting entrepreneurial activity within higher education institutions in Russia

There is a common belief that entrepreneurship is not a profession or a way to get wealthy, but rather a way of life. Is this lifestyle attractive for future graduates of Russian universities at the present stage? And do universities have the appropriate conditions, facilities and potential to prepare and motivate students for entrepreneurial activity after graduation?

Currently, the structure of the Russian economy is small and medium-small business occupies a small place, which in many ways constrains the country's economic growth rate. Its share in Russia's GDP is 17%, while in developed countries it can reach more than 50%. 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 25.02.2020).

Theoretically, Russia is currently developing the ecosystem for entrepreneurship and innovations and is taking a rather wide range of measures to support small and medium-sized businesses and, especially, to support start-up at their early stages:

- a preferential tax policy is declared;

- the number of inspections is reduced;

- an attractive credit policy is implemented;

- the President and the government have set a goal of creating 25 million high-performance jobs by 2020, most of which should be created in small and medium-sized businesses. Бобрицкая Ю.М., Морозова Н.В., Загорская М.К. // Обучение студентов предпринимательству: перспективы использования европейского опыта в России. - 2018. / [Электронныи? ресурс]. Режим доступа: https://ipi1.ru/images/PDF/2017/87/obuchenie-studentov.pdf (дата обращения 25.02.2020).

However, practice shows that there is a sufficient number of factors that complicate the development of “youth” entrepreneurship. Among those, Dmitry Kravchenko, Chairman of the Association of young entrepreneurs of Russia, identified:

· the existing state barriers;

· unavailability of loans;

· unauthorized inspections;

· increased insurance premiums;

· 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 25.02.2020).

According to the data obtained by the Real-time analytical service, 377.6 thousand new companies appeared in Russia in 2018. At the same time, the major part of Russian businesses is concentrated in big cities: in Moscow - 104.7 thousand companies were registered, in St. Petersburg - 40.1 thousand. (Table 1).



Table 1

Statistics of the opened/closed businesses in Russia for the end of year 2018 Statistics of the opened/closed businesses in Russia for the end of year 2018. [Electronic source] - URL: https://realnoevremya.ru/attachments/1037 (date of reference 25.02.2020).

Region	Number of opened businesses (by the end of 2018)	Number of closed businesses (by the end of 2018)	Closed companies per opened
Russian Federation	377600	673059	1,78
Moscow	104668	216908	2,07
St. Petersburg	40134	67120	1,67
Moscow oblast	17731	35578	2,01
Leningrad region	2242	2654	1,18

Thus, more than a quarter (28%) of new legal entities were registered in the capital, and if you add the indicator of the third -- place Moscow region - 17700, then the share will grow to almost one third. Adding here the indicators of St. Petersburg and the Leningrad region, we find that almost half of all Russian companies -- 164800, or 43.6% -- are registered in Moscow, St. Petersburg and the corresponding regions.

If we take Switzerland, for example, new Businesses registered data for the year 2017 was reported at 24135 (Figure 6.1.). This records a very slight decrease from the previous year's figure of 24244. Switzerland's new businesses registered data is updated yearly, averaging 23587 number from December 2006 to 2016, with 11 observations. The data reached an all-time high of 25085 number in 2014 and a record low of 19257 number in 2006 Switzerland Business Statistics. [Electronic source] - URL: https://www.ceicdata.com/en/switzerland/businesses-registered-statistics (date of reference 25.02.2020)., which has been not fluctuating and rather stable during the analyzed period and throughout the country regions, in contrast to the Russian statistics.

Figure 6.1 Switzerland's CH: New Businesses Registered from 2006 to 2016 Same source.

If we take a look at the Swiss data reflecting the cost of establishing new business, for instance - of the Cost of Business Start-Up Procedures (Figure 6.2.) - we can see the reason of the stability of the business statistics within the country: it has been almost constantly falling, resulting from around 2500 in 2006 to 2300 in 2017. Switzerland Start-up statistics. [Electronic source] - URL: https://www.ceicdata.com/en/switzerland/company-statistics (date of reference 25.02.2020).



Figure 6.2 Switzerland's CH: Cost of Business Start-Up Procedures: % of GNI per Capita - 2006 to 2017 Same source.

Thus, despite the seemingly good results in the number of new legal entities, it's clear: in 2018, much more companies closed than opened. In General, 673000 legal entities have ceased their activities in Russia. That is, for every open company, there are almost 1,8 closed ones.

The contradiction between what is set out in the documents and decisions of the government on the development of small and medium-sized businesses, and what exists in real life, is one of the main reasons of the vast majority of students being reluctant to planning their professional future in the field of entrepreneurship and business.

Among the most critical issues for Russia also imply:

1. Low higher education costs (per student) combined with high coverage. This means that Russian HEIs programs that can potentially be mass-produced, and at the same time cheap, in other words - effective.

2. Geography. Russia is a very large country. Long distances make online sources of communication key instrument for development.

3. Russia qualifies the world leader in the proportion of engineering students, while the quality of their skillset at the starting point is often low. Therefore, special programs that will focus on the involvement of engineering students in entrepreneurship are needed.

According to surveys, the number of young people in Russia who consider private entrepreneurship as their nearest prospect-immediately after graduation - ranges only from 1 to 3%. 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 25.02.2020). And not all of them are university students. Even if we take as a starting point the positive indicator of 3% for those who are studying or graduating from a university, the number of potential young businessmen is extremely small: for a long time in our country, there was a stable decrease present in the number of young people of the appropriate age, so (referring to the Federal state statistics service), in the 2015-16 academic year, the number of university students was only 5 million 209 thousand.

A.K. Markova Маркова А. К. Формирование мотивации учения. // А. К. Маркова, Т. А Матис, А. Б. Орлов. М.: Просвещение. - 1990. (дата обращения 25.02.2020). , V.V. Davydov Давыдов В. В. Теория развивающего обучения. /Российская академия образования. Обучение. // М.: ОПЦ «ИНТОР». - 1996. (дата обращения 25.02.2020). and many other researchers emphasize that the meaning of education is not only and not so much in the assimilation of knowledge, but in the formation of a complete structure of personal qualities in students. This is especially important from the perspective of preparing students for entrepreneurial activity, since the practical component of training is of primary importance here. In European universities, the policy of interaction with business is the leading one for now. In addition to “residency” (this word and the concept behind it is used in all areas to describe student practice) in real-life and successfully functioning companies, the training itself is primarily practice-oriented. Thus, all innovative training methods aim at modeling situations of future professional activities. According to N.V. Bordovskaya and A.A. Rean, the quality of education is determined, among other things, by the degree of “compliance of theoretical knowledge and skills with their practical use in life and professional activity”. Бордовская Н. В., Реан А. А. Педагогика: Учебное пособие. // СПб. - 2009. (дата обращения 25.02.2020).

In Russia, the topic of introducing innovative teaching methods has recently been one of the most discussed. The development of the student's personality, his desire and ability to develop a strategy for personal growth, conduct goal setting, evaluate opportunities and risks - these factors form the basis of innovative teaching methods.

In the current situation, the following two goals are of primary importance:

1. Creating conditions, motivation and facilities for preparing students for possible entrepreneurial activities;

2. Raising the level of this training to the maximum level.

But why is it difficult in Russia to talk about the widespread successful implementation of the European and American experience of using innovative methods in relation to entrepreneurship training? Surveys show that the key problem is that most students are not sure that such training can have a practical output. Богатырёва К., Широкова Г., Беляева Т. Предпринимательская ориентация России?ских фирм. // Форсайт. - 2015. № 3. (дата обращения 25.02.2020). For instance, a project method that involves a high level of problem-solving, which always provides high motivation for students, can be successfully implemented within the University. However, in reality, graduates are faced with the rejection of new ideas and desire of officials to drive any innovative project into the established existing frameworks. Business incubators that exist in Europe and America cannot be compared to what we call “practical approach” in Russia. Even if considering examples of well-organized practices in the possible field of application of professional skills and knowledge of students obtained at the HEI, we have to admit that in most cases it is not associated with the development of any business projects. Russian HEIs do not conduct any “idea fairs” related to the development of really necessary programs for the development of any district or to the promotion of any already developed program or product; nor Express projects, for instance, when it is necessary to bring the initial idea to its practical implementation in 24 or 48 hours.

Nowadays, one of the most promising innovative practices is the TAMS (Teams Development as a Measure for Sustainability) method described by S. V. Tereshchenko and T. R. Tereshkina Терешкина Т.Р., Терещенко С.В. Инновационныи? метод обучения предпринимательству // Инновационные технологии в науке и образовании. - 2015. № 3. (дата обращения 25.02.2020).. This method is described to imply dividing the group into subgroups based on the high level of problems, roles, etc. The approach has a number of advantages: the ideas are not submitted in their final form but are generated during brainstorming. Moreover, since at the initial stage it is the number of ideas that is welcomed, rather than their quality, conditions are created for the disclosure of the participants' creative potential.