Overall, in the current Russian conditions the most effective practices of teaching entrepreneurship implies the combination of innovative teaching methods with the analysis of successful stories of young entrepreneurs.

In terms of training, Souitaris, Zerbinati and Al-Laham in 2007 described the five levels of business training in the concept of entrepreneurship training:

1) getting knowledge about the value characteristics and motivation of entrepreneurs (“know why” competence);

2) improving practical skills and abilities (“know how” competencies);

3) acquisition of knowledge about entrepreneurship (“know what " competence”);

4) improving interpersonal communication skills and expanding social connections (“know who” competence);

5) improving the skills of finding new opportunities and managing them (the “know when” competence). Souitaris V., Zerbinati S., Al-Laham A. Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources. // Journal of Business venturing. - 2007. (date of reference 25.02.2020).

The concept of entrepreneurship training describes learning from different perspectives -- both gaining theoretical knowledge about entrepreneurship and acquiring practical skills necessary for entrepreneurial activity, which together can positively influence a student's intentions to become an entrepreneur.

The results of the study by G.V. Shirokova, T.V. Belyaeva, K.A. Bogatiryova and other researchers called “Factors forming entrepreneurial activity among students” 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). showed that training entrepreneurship at the University is positively associated with entrepreneurial intentions of students, but it depends on the context of the national culture and manifests itself more strongly in individualistic cultures and weaker - in cultures with a high degree of power distance or avoidance uncertainty research Institute. In addition to entrepreneurial training, which it is expressed in the formation of students' specific knowledge and computer skills of appear, the University may become a source of entrepreneurial resources needed to launch a new business. Moreover, the availability of different types of resources can be linked with the choice of the type of industry for the future sphere of student occupation. Thus, the empirical analysis within the conducted research demonstrated that access to different types of resources affects the choice of different types of industries, while country characteristics have a moderating effect on this communication.

Previous studies have shown that a favorable business environment at the university helps to form a positive attitude of students to entrepreneurship and can inspire them to create a new business. Богатырёва К., Широкова Г., Беляева Т. Предпринимательская ориентация России?ских фирм. // Форсайт. - 2015. № 3. (дата обращения 25.02.2020). Personal motivation and individual confidence in their own ability to create a new business are important factors that determine entrepreneurial behavior. From this perspective, getting the students to know about entrepreneurial values and motivations can create a positive attitude towards self-employment and increase the level of entrepreneurial intent among Russian students.

In addition to motivation practices, the HEIs should do their best to help to increase students' knowledge in the sphere of entrepreneurship, to develop practical skills and competencies and to create a favorable atmosphere for the development of entrepreneurial ideas. The HEIs should also provide students with access to all the necessary resources for enterprise development. Models of entrepreneurial intentions described by G. Segal, D. Borgia and J. Schoenfeld in the article “The motivation to become an entrepreneur” have shown that an individual's assessment of their competencies and opportunities for creating a new business is positively related to entrepreneurial intentions. Segal, G., Borgia, D. & Schoenfeld, J. The motivation to become an entrepreneur. // International Journal of Entrepreneurial Behaviour & research,11(1). - 2005. (date of reference 25.02.2020). Practical skills combined with knowledge necessary for proper entrepreneurial activity can also have an indirect impact on students' intentions by increasing their self-efficacy and creating a positive attitude to entrepreneurship.

The presence of such offers for students at the University as communication with experts, entrepreneurs and other specialists, business plan competitions, mentoring and coaching programs, business incubators and business communities, contributes to the development of students' entrepreneurial social capital, which, in turn, can contribute to the formation of entrepreneurial intentions. In addition, entrepreneurship training can help to improve skills for finding new market opportunities, which are an integral characteristic of entrepreneurial behavior. Students who develop these skills are more likely to find and use new opportunities in the market, as well as act innovatively, turning new ideas into specific entrepreneurial solutions.

Researchers note that in Russia, young entrepreneurs are in urgent need of training the basics of business activity, consulting services, financial support and other resources in order to implement their business initiatives. From this perspective, it becomes urgent to take measures to support student education. Only 40% of the business-students stated that they have an appropriate range of entrepreneurship courses in their universities. 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).

Other priority areas of support for youth education-entrepreneurship is the development of the entrepreneur's training system-support to universities and provision to young entrepreneurs institutional and resource support. Same source.

Overall, it's obvious from the recent studies that for now the Russian system of teaching entrepreneurship can't be called perfect. Although the local universities are actively adapting themselves for the new past-pace business-oriented world economy, they are still competitive within the country but not globally, especially in the entrepreneurship education niche. The reasons for this will be revealed within this investigation after the qualitative comparative analysis is conducted.

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

This chapter assesses the system of entrepreneurship education in European HEIs in comparison with those implied in the United States, aiming to reveal the main differences of the two approaches to teaching business, as well as outline the key practices described in the relevant open courses. The analysis will be conducted on the base of the work conducted by the European Foundation for Entrepreneurship Research (EFER) over many years, as well as other recently published papers on the topic.

Difference in definition. One of the main differences between entrepreneurship education in the United States and Europe is the definition and the focus of the term “entrepreneurship”. Birch D. Slump, What Slump. / Fortune Magazine. //Small Business December. - 2002. (date of reference 29.02.2020).

In the United States, entrepreneurship generally refers to growth-oriented ventures or companies, while in Europe it is rather equated with small and medium-sized enterprises (SMEs). The fact alone of a firm being small does not make it less entrepreneurial compared with a large company. Europe has a legacy of SMEs, many of which are family-owned. These companies play an important role in the European economy. However, the recent studies have demonstrated that the majority of European SMEs are not growth-oriented. Only 3% of those, according to Professor D. Birch, are high-growth-oriented companies - or “gazelles”. Same source. While all companies should be encouraged for developing the highest possible growth rates, it is only the mentioned 3% of the growth-oriented ones that will have the most impact on economic dynamism.

This definitional difference means that in Europe, many companies focus on functional management skills for small business rather than skills for building, financing and nurturing high-growth companies. Zahra A.S. A theory of international new ventures: a decade of research. // Journal of International Business Studies. - 2005. Vol. 36, № 1. (date of reference 29.02.2020).

General aspects of American entrepreneurial concept. In the United States, entrepreneurship has always been one of the key drivers of the local economic growth. In the past several decades, the dynamics of entrepreneurial activity have been evident both in the number of new enterprises created per year and in the fact that the majority of the leading 100 United States firms did not exist 20-30 years ago. The process of renewal, in which old companies either evolve or go out of business and are replaced by more dynamic firms, is important for the vitality of economies. Birch D. Slump, What Slump. / Fortune Magazine. //Small Business December. - 2002. (date of reference 29.02.2020). (While in Europe many of the leading companies have existed for almost a century).

Entrepreneurship has been part of the universities' and colleges' curriculum in North America for over fifty years. The first relevant graduate course was offered at Harvard University in 1948 by Professor Miles Mace. Katz J.A. The Chronology and Intellectual Trajectory of American Entrepreneurship Education 1876-1999. // Journal of Business Venturing. - 2003. Vol. 18, No. 2. (date of reference 29.02.2020). Soon after that, the legendary Harvard Business School Professor Georges Doriot originated the concept of venture capital. Today, entrepreneurship courses are offered at almost all the universities across the country. The demand has been driven mainly by the students eager to take courses ranging from business planning and start-up creation to entrepreneurial finance and technology management.

Katz, J.A. (2003), “The Chronology and Intellectual Trajectory of American

Entrepreneurship education: European approach. Europe has an opportunity to learn from experiences in the United States, Canada and other countries around the world and to set up appropriate models, rather than importing models that might not be suitable for the European context. When analyzing entrepreneurship education practices around the world, it is very important to understand not only what works but also why it works. It is not simply a matter of building the infrastructure. To be integrated successfully, the practices must be market-driven and fully adapted to the local ecosystem.

European commission European Commission. // Entrepreneurship Education: A Guide for Educators. Brussels. - February 2, 2015. [Electronic source] - URL: http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/entredumanual-fv_en.pdf (date of reference 29.02.2020). has put great emphasis on Initial teacher training and continuing professional development, with active coordination of national and local support. India is far behind from European countries in entrepreneurship education. Aggrwal A. Scope of Entrepreneurship development in India [Web log post]. - 2013, March 25. [Electronic source] - URL: http://courseblogentrepreneurship.blogspot.in/2013/03/articlescopeofentrepren eurship.html (date of reference 29.02.2020).

Europe has recently been also putting focus on entrepreneurship and innovation to help enhancing competitiveness, growth and job creation, and to achieve the goals set out in the Lisbon Agenda. The low exposure to entrepreneurship combined with the lack of role models and the repercussions for failure, makes the barriers to entry in Europe significantly higher than in North America. On the other hand, there is too much focus in Europe on SMEs instead of entrepreneurship growth. Companies are not encouraged to expand internationally, and administrative and financial complexity still burdens cross-border activity within Europe. Katz J.A. The Chronology and Intellectual Trajectory of American Entrepreneurship Education 1876-1999. // Journal of Business Venturing. - 2003. Vol. 18, No. 2. (date of reference 29.02.2020). The entrepreneurship-supporting practices within the HEIs set the primary goal to develop the students' ideas to the level of SMEs, and the long perspective will still have to be formed by the external environment.

Birch, D., (2002), “Slump, What Slump”, Fortune Magazine, Small

The current context of entrepreneurship education in Europe shows a rich diversity of teaching methods, approaches, and strategies of delivering and managing entrepreneurship training in higher education. For instance, the book comprising a compilation of 20 cases of European HEIs and their entrepreneurial activities in the 19 countries 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 29.02.2020)., which will be the basis for this whole investigation, aims to capture a fraction of this diversity.

Comparison of the European and American approaches to entrepreneurial education.

1. Entrepreneurship within the university. Wilson K. Entrepreneurship education in Europe. // European foundation for entrepreneurship research. [Electronic source] - URL: https://www.oecd.org/site/innovationstrategy/42961567.pdf (date of reference 29.02.2020).

One of the key differences between European and American concepts of business education has always been the place of entrepreneurship within the university and academia more broadly. In the United States, many business and technology schools quickly created a niche and have been “incubators” for growing local entrepreneurship.

Since the very beginning of the “age of entrepreneurship”, many US universities have academic entrepreneurship departments and a large percentage of schools offer entrepreneurship courses.

On the contrary, in Europe, entrepreneurship has been trying to find its home for quite a long time. At first, the business activities were fragmented and often driven by external actors instead of education system itself. European Commission. Final Report of the Expert Group “Best Procedure”. // Project on Education and Training for Entrepreneurship. Brussels. - November 2002. (date of reference 29.02.2020). However, within the last decade, European universities and business schools managed to take the leading positions not only in entrepreneurship-related programs and extracurricular activities, but in terms of the successfully operating start-ups, launched by the students and graduates. Solomon G. An examination of entrepreneurship education in the United States. // Journal of Small Business and Enterprise Development. 14 (2). - 2007. [Electronic source] - URL: https://doi.org/10.1108/14626000710746637. (date of reference 29.02.2020).

Procedure”, Project on Education and Training for Entrepreneurship,

This difference in the pace of adaptation to the process of business concept becoming key driver of the global economy and development also had an impact on formation of the local institutional culture, practice and policies within the HEIs. Entrepreneurship champions play critical roles within the universities but there must also be strong commitment from the university leadership (provosts, rectors and vice chancellors). This requires radical changes in the entire university, including the fundamentals of the university's operating system and its role in society.

Other differences lie in the attitude and approach to teaching, which In the United States has always been very closely linked with business practice, whereas in Europe most entrepreneurship courses have firstly been taught by the lecture method (same as in Russian HEIs). NIRAS Consultants, FORA and ECON Pцyry. Survey of Entrepreneurship in Higher Education in Europe. // Brussels: European Commission, Directorate-General for Enterprise and Industry. - 2008. (date of reference 29.02.2020). The approach was changed within the last several decades, which had a great impact on the quality of education and the performance of the graduates.

Now, both European and US universities try their best to foster networks with entrepreneurs, business practitioners, venture capital firms and business angels as part of a mutually reinforcing learning and sharing process. In Europe, most universities are government funded and, in many cases, they used to lack the experience and incentives to initiate proactive outreach with the private sector. However, this problem has been solved after switching the focus from theoretical to practical learning.

However, a certain number of institutions, particularly in the United Kingdom, Ireland, Spain and other countries have always been playing a more active role with the local business community and engaging entrepreneurs as well as alumni. Schramm C.J. Building Entrepreneurial Economies. / Foreign Affairs. // Council of Foreign Relations. - 2004. (date of reference 29.02.2020).

Schramm, C.J. (2004), “Building Entrepreneurial Economies”, Foreign

2. Quality of the curriculum.

The proliferation of entrepreneurship programs in both the United States and Europe has been positive in terms of validating interest in the field and the fast pace of integrating business into the majority of global economic and social processes. However, for effective integration, more depth and rigor are needed to ensure that entrepreneurship courses, materials and research are of high quality. Research and curriculum development are particularly important in the relevant disciplines.

The Kauffman Foundation has been focusing on this issue and recently set up a multidisciplinary panel of distinguished scholars to provide recommendations on the core elements necessary for a high-quality, university-level entrepreneurship program. One of the recent developments is the “Entrepreneurship Ecosystem Building Playbook” Entrepreneurship Ecosystem Building Playbook. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/ecosystem-playbook-draft-3/ (date of reference 05.04.2020). involving the general aspects and theoretical basis on entrepreneurial ecosystem.

The Foundation assumes the certain components to form the effective entrepreneurship learning process:

· Communities. The foundation aims to create supportive communities for entrepreneurs to make an idea a reality by empowering entrepreneurs everywhere as agents of progress. The strategy models a new approach to economic development by pioneering the principles, culture, tools, and metrics for successful entrepreneurial communities.Communities. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/entrepreneurship/communities/ (date of reference 05.04.2020).

· New Entrepreneurial Learning. While creating a learning community of entrepreneurs, providing people with ideas the connections, tools, and support is needed to be successful. New entrepreneurial learning. Programs and initiatives. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/entrepreneurship/new-entrepreneurial-learning/ (date of reference 05.04.2020). The entrepreneurship integration into the curriculum includes the 3 tools listed in Table 2:

Table 2

Entrepreneurship courses forming the curriculum of EE New Entrepreneurial Learning. Courses. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/entrepreneurship/new-entrepreneurial-learning/ (date of reference 05.04.2020).

Tool of Entrepreneurship Course	Description
“1 Million Cups”	Based on the notion that entrepreneurs discover solutions and engage with their communities over a million cups of coffee, the Kauffman Foundation developed “1 Million Cups” in 2012 - a free program designed to educate, engage, and inspire entrepreneurs around the country. Through the power of volunteers, 1 Million Cups has grown to 169 communities. New entrepreneurial learning. 1 Million Cups. // Kauffman Foundation. [Electronic source] - URL: https://www.1millioncups.com (date of reference 05.04.2020).
“Kauffman FastTrac”	“Kauffman FastTrac” is an interactive course designed to support entrepreneurs as they start a business and begin their journey to success. The immersive course offers information, tips, exercises, and tools to help makers, doers, and dreamers develop their business ideas. FastTrac. // Kauffman Foundation. [Electronic source] - URL: https://www.fasttrac.org (date of reference 05.04.2020).
Kauffman Entrepreneurs (Entrepreneurship.org)	Entrepreneurship.org is a comprehensive source of information, tools, and resources that helps aspiring entrepreneurs start businesses, create wealth, and employ people. The platform features in-depth content, guides, and videos to help entrepreneurs, business mentors, policymakers, investors, and educators through each phase of the entrepreneurial journey. Kauffman Entrepreneurs. // Kauffman Foundation. [Electronic source] - URL: https://www.entrepreneurship.org (date of reference 05.04.2020).

· Entrepreneur Support Organizations. Through grant-making, Kauffman Foundation works to benefit entrepreneurs across the Heartland region of the United States (Missouri, Iowa, Nebraska, Kansas) by ensuring entrepreneurs have equitable access to the resources they need to start and grow businesses. The foundation convenes and makes grants to Heartland ESOs in order to develop programs, forge partnerships, and build organizational capacity to serve more entrepreneurs with high-quality support. Entrepreneur Support Organizations. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/entrepreneurship/support-organizations/ (date of reference 05.04.2020).

· Policy. Starting a business is difficult, thus, government shouldn't make it harder or more complicated. Kauffman Foundation empowers advocates to educate policymakers about why new businesses matter so that the voices of entrepreneurs can inform policy debates at the local, state, and federal level. Policy. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/entrepreneurship/policy/ (date of reference 05.04.2020).

· Research. The Foundation aims to create actionable insights and practical tools to reduce barriers to entrepreneurs through problem-based grant-making, advances in data, and translation capacity and infrastructure. Entrepreneurship research. // Kauffman Foundation. [Electronic source] - URL: https://www.kauffman.org/entrepreneurship/research/ (data of reference 05.04.2020).

As for Europe, it's worth mentioning that since the implementation of the Bologna Agreement, local universities have been undergoing tremendous change aiming to create more standards among institutions of higher education by 2008. During this process, curriculum content had to be rapidly overhauled and geared towards developing problem-solving skills, which are now greatly needed in methods that are not traditional but more creative, interactive, student-centered learning methods. EUA (European University Association). Trends IV: European Universities Implementing Bologna. // Presented to European Ministers of Education at the Ministerial Conference in Bergen. - 19-20 May 2005. (date of reference 29.02.2020). The Bologna process was an opportunity for European HEIs to leverage the reform process in order to make their institutions more innovative and entrepreneurial. It also opened the door for more radical changes, including the way in which the universities manage themselves and the faculties, the programs they teach, the flexibility of incorporating new topics and the way they teach them, and the students they attract.

EUA (European University Association), (2005), “Trends IV: European

In Europe, the most of business courses are offered in business schools. Entrepreneurship needs to be expanded across the campus - particularly to the technology and science departments, where many innovative ideas and companies originate. While most business students do not start or join a new business upon graduation, statistics show that the majority in such countries as the USA do so during later stages of their careers. Therefore, exposure to entrepreneurship as well as practical training in starting and growing companies is important. Technical and scientific universities, on the other hand, are potential sources of start-ups and spin-offs. Increasingly, business and technical faculties are linking efforts to encourage the exchange of skills and ideas among students.

A very wide range of entrepreneurship research and teaching topic areas are being addressed both in Europe and in America, including:

- business planning;

- SME management;

- family business;

- business strategy;

- technology and science innovation;

- gender and minority issues;

- policy and socially responsible entrepreneurship etc.

At the same time, there has been a popularization tendency of business plan competitions and other initiatives and programs focused on the start-up phase. Students need to learn how to manage and grow enterprises, not just how to start them. Although it's the most unstable and important stage of any idea development, many respondents to the recent surveys commented that the heavy focus on the start-up phase may be overshadowing the more important trends in entrepreneurship. NIRAS Consultants, FORA and ECON Pцyry. Survey of Entrepreneurship in Higher Education in Europe. // Brussels: European Commission, Directorate-General for Enterprise and Industry. - 2008. (date of reference 29.02.2020).

In Europe, case studies and other interactive pedagogy are implied, as well as the inclusion of business people and entrepreneurs in the classroom. Almost half of all materials used in the entrepreneurship courses in Europe are generated locally, as faculty teach with a mix of lectures as well as formats that do not use conventional course materials. Fayolle A., Gailly B., Lassas-Clerc N. Assessing the impact of entrepreneurship education programs: A new methodology. // Journal of European Industrial Training. 30(9). - 2006. [Electronic source] - URL: https://doi.org/10.1108/03090590610715022. (date of reference 29.02.2020). Greater emphasis has been placed on experiential and action learning. Val E., Gonzalez I., Iriarte I., Beitia A., Lasa G., & Elkoro M. A design thinking approach to introduce entrepreneurship education in European school curricula. // The Design Journal. 20 (sup1). - 2017. [Electronic source] - URL: https://doi.org/10.1080/14606925.2017.1353022. (date of reference 29.02.2020).

In the US and Canadian academic structures of entrepreneurship education, there are numerous pedagogies that can be utilized, including the most frequently integrated and effective ones, such as:

- case studies;

- team projects;

- co-operative activities within the discipline;

- activities with entrepreneurs and 3^rd parties. Solomon G. An examination of entrepreneurship education in the United States. // Journal of Small Business and Enterprise Development. 14 (2). - 2007. [Electronic source] - URL: https://doi.org/10.1108/14626000710746637. (date of reference 29.02.2020).

Using active learning methods is more complex than traditional teaching methods. It requires engaging students more deeply in the learning process. Thus, educators must be able to create an open environment of trust, in which students can develop the necessary confidence and be able to take responsibility and risks.

3. The proper stuff.

Entrepreneurs and other parties with entrepreneurial experience should be allowed, encouraged and trained to teach. Both European and American business education systems imply the idea that it is vital to create a critical mass of entrepreneurship educators who are able to create the right learning experiences for students. Carrier C. Pedagogical challenges in entrepreneurship education. In The dynamics of learning entrepreneurship in a cross-cultural university context. - 2005. (date of reference 01.03.2020). Growing the base of experienced educators does not only mean providing the necessary training and education, but it also requires expanding other practitioners. These individuals also serve as role models, particularly if they are alumni of the school, as well as coaches and mentors. They enhance the entrepreneurial spirit within the university, and create stronger links between the HEI and the local community. Robinson S., Neergaard H., Tanggaard L., Krueger N.F. New horizons in entrepreneurship education: From teacher-led to student-centered learning. // Education + Training. 58(7/8). - 2016. [Electronic source] - URL: https://doi.org/10.1108/ET-03-2016-0048. (date of reference 01.03.2020).

Many of European professors focus on teaching entrepreneurship and business rather than multiple disciplines. In addition, in many European faculties entrepreneurship teaching excludes involvement of part-time or visiting lecturers. Carrier C. Pedagogical challenges in entrepreneurship education. In The dynamics of learning entrepreneurship in a cross-cultural university context. - 2005. (date of reference 01.03.2020).

It is evident that the countries need to invest primarily in the training and development of entrepreneurship professors and researchers. Surveys indicated a need for training programs and workshops in areas such as case method teaching and other action-oriented innovative approaches. Same source.

Currently, there are a lot of entrepreneurship doctoral programs in Europe. Short-term training programs and workshops are valuable but long-term solutions are also needed to enable the local system of business education to build a pipeline of high-quality, well-trained entrepreneurship professors. Birch D. Slump, What Slump. / Fortune Magazine. //Small Business December. - 2002. (date of reference 01.03.2020).

4. Funding entrepreneurship.

Funding is one of the key factors establishing the performance of the institution. This factor has a great impact not only on the range of the facilities that the university possesses, but also influences the general reputation and recognition of the university and its graduates within the business sphere.

In the United States, many HEIs have been integrating entrepreneurship centers and chaired professorships of entrepreneurship funded by external sources for quite a long time. Most of the funding for the centres and chairs in the United States is provided by successful entrepreneurs who graduated from those institutions. According to the research conducted for the Kauffman Foundation, the 400 chairs of entrepreneurship in the United States amount to approximately $ 1 billion. Katz J.A. The Chronology and Intellectual Trajectory of American Entrepreneurship Education. // Journal of Business Venturing. - 2004. (date of reference 01.03.2020).

In Europe, the same system of external funding has been implemented recently in the majority of business schools and HEIs. The bulk of the funding here used to come mostly from governments, although this has been changing lately as companies and foundations have begun to contribute. Now almost every recognized HEI in Europe has external funding courses in the face of companies and ventures. The funding centers are most likely connected to universities, but some are stand-alone centers collaborating with universities and businesses in the local area. Many of them were preceded by units or departments focused on entrepreneurship, while most started in the past five years, some have existed for 20-30 years or more. Fayolle A., Gailly B., Lassas-Clerc N. Assessing the impact of entrepreneurship education programs: A new methodology. // Journal of European Industrial Training. 30(9). - 2006. [Electronic source] - URL: https://doi.org/10.1108/03090590610715022. (date of reference 01.03.2020).

5. Cross-border faculty and research collaborations.

To facilitate faculty collaboration, exchanges and research across borders within Europe have been conducted over decades. While collaboration may be strong between universities within a given country - as in case of the USA, until recently there used to be a large gap in cross-border activities among European countries. Currently, this problem has almost disappeared due to digitalization and mobile networking between the HEIs, the faculty teaching entrepreneurs across Europe that led to practice sharing.

Greater mobility and exchange of experience is now essential for stable development of all businesses and European countries in general, not only between universities, but also between academia and the business world. Short exchanges are easier to implement and provide much-needed international exposure and experience for the professors involved, often leading to longer-term engagement abroad. Longer-term exchanges allow educators to spend a significant amount of time at other institutions or in the private sector to truly engage, learn and develop, but these are more expensive and more difficult to implement. Robinson S., Neergaard H., Tanggaard L., Krueger N.F. New horizons in entrepreneurship education: From teacher-led to student-centered learning. // Education + Training. 58(7/8). - 2016. [Electronic source] - URL: https://doi.org/10.1108/ET-03-2016-0048. (date of reference 01.03.2020).

Certainly, there are significant differences present in university structures across countries in Europe, which makes both the sharing of best practices and cross-border collaboration more difficult. Val E., Gonzalez I., Iriarte I., Beitia A., Lasa G., & Elkoro M. A design thinking approach to introduce entrepreneurship education in European school curricula. // The Design Journal. 20 (sup1). - 2017. [Electronic source] - URL: https://doi.org/10.1080/14606925.2017.1353022. (date of reference 01.03.2020). These difficulties are deepened by language and cultural differences. And here digitalization helps again: learning the culture and the specifics of another country is available for everyone, no matter where you are. Now, the universities use a great variety of collaboration techniques online, and what might start as an online formal meetup or shared course could later turn into a research project or other academic and teaching collaborations.

6. Spin-outs from technical & scientific institutions.

Innovation and R&D drive economic growth, competitiveness and employment, notably in high-tech, high-skilled and high-value areas of the economy. Europe has a tremendous asset in the strength of its technical and scientific universities. European universities provide some of the finest engineering, technology and science training in the world. A significant number of European HEIs have been proactive in this area, as well as in encouraging links between academia and the private sector and in sharing the best of the technology transfer practices across European countries. Neck H.M., Greene P.G. Entrepreneurship education: Known worlds and new Frontiers. // Journal of Small Business Management. 49 (1) - 2011. [Electronic source] - URL: https://doi.org/10.1111/j.1540-627X.2010.00314.x. (date of reference 01.03.2020).

Venture capital firms now play the key role in working with technical universities to structure and fund spin-outs in both America and Europe. This includes attracting and retaining the most talented PhDs from around the world. Robinson S., Neergaard H., Tanggaard L., Krueger N.F. New horizons in entrepreneurship education: From teacher-led to student-centered learning. // Education + Training. 58(7/8). - 2016. [Electronic source] - URL: https://doi.org/10.1108/ET-03-2016-0048. (date of reference 01.03.2020). Generally comparing, the EU produces more science and technology graduates than the United States.

“Entrepreneurship is not only about creating business plans and starting new ventures. It is also about creativity, innovation, and growth, a way of thinking and acting relevant to all parts of the economy and society as well as the whole surrounding ecosystem”. Volkmann C. Educating the next wave of entrepreneurs - unlocking entrepreneurial capabilities to meet the global challenges of the 21st century. // Cologny/Geneva - 2009. (date of reference 01.03.2020). Therefore, the role of entrepreneurial universities evolves from technology transfer and spin-off creation towards the “university for the entrepreneurial society. Audretsch D.B. Academic policy and entrepreneurship: a European perspective. // The Journal of Technology Transfer - 2014. (date of reference 01.03.2020). Entrepreneurship education in HEI is not an isolated issue but rather constitutes an entrepreneurial ecosystem that includes the university organization, new ventures and established companies, the region, and other stakeholders. Morris M.H. A Competency-Based Perspective on Entrepreneurship Education: Conceptual and Empirical Insights. // Journal of Small Business Management. - 2013. (date of reference 01.03.2020).

Conclusion of Chapter 1

Europe's competitiveness, innovation and economic growth depend o

The goal of Chapter 1 of this investigation involved outlining the key features of the concept of entrepreneurship education depicted in the available studies and articles by different authors, as well as revealing the specifics of the Russian system of teaching business with all of its flaws, and comparing the European and American systems of entrepreneurship supporting practices within HEIs.

The analysis of the relevant literature and open source data reveals the fact that entrepreneurial education has been described from a lot of various perspectives, especially within different countries. The problems of the current Russian approach to business education are clearly depicted in the analyzed studies, which enables to spot the weaknesses and to propose the potential “cure”. The information about the two world leading systems Based on the cases within the study by Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) [Electronic source] - URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations (date of reference 01.03.2020). of entrepreneurial education - European and American have been compared via different criteria:

- Inner-university support of entrepreneurial activity;

- Quality of the curriculum;

- Stuff structure;

- Funding sources;

- Spin-out opportunities.

The information revealed from the literature throws light on the general structure of the three different approaches to supporting business development within education, and makes it easier to identify the weak points of ones and the strong sides of the others.

The literature review also shows that:

1) Business training in Russia is not perfect, although in accordance with the current political agenda (Federal programs and the Sustainable Development Goals) entrepreneurship is becoming an important factor in the structure of development.

2) There is useful experience in approaches to entrepreneurship education in the world, even though it is rather diverse (different approaches in the USA and Europe).

3) The specific parameters that are used in the leading business schools to identify effective entrepreneurship training programs and that can be used in Russia as well: the results of the analysis of foreign experience in the development of student education-studies have shown that in developed countries there are various forms of business support that are widely used:

- STU-student business clubs based on the University,

- business incubators for the young entrepreneurs,

- charitable foundations,

- consulting-services,

- discussion clubs, and other ways to support the enterprise-research activities. Карпунина М.А., Савинова С.Ю., Шубнякова Н.Г. Формирование молодежного предпринимательского сообщества как инструмент повышения предпринимательскои? активности в Pоссии // Современные проблемы науки и образования (электронныи? журнал). No 2. - 2014. [Электронный ресурс] - Режим доступа: http://science-education.ru/ru/article/view?id=12360 (дата обращения 01.03.2020).

Modern University education faces the task of transforming the main directions of development in response to the changing socio-economic situation in the country and the establishment of entrepreneurship as a priority directions of modernization of the country's economy. New requirements are being put forward for the training of the qualified personnel, including in addition to training in basic and professional disciplines, activities that help to bring up personal qualities and abilities, such as-perseverance, initiative, ability to generate new ideas and re-use them in practice. Захарова А.А. Проблемы развития предпринимательскои? активности студентов в современных условиях // Инновации в современнои? науке. Материалы II Международного осеннего симпозиума / Под ред. Г.Ф. Гребенщикова. М.: Спутник+. - 2013. (дата обращения 01.03.2020).

Thus, Further investigation might be useful for finding the possible ways of dealing with the existing shortcomings of the Russian practices of teaching entrepreneurship and for upgrading it to be therefore competitive with the leading systems of business education.



2. Methodology of the research

2.1 General methodological foundations

The overall analysis is qualitative: the 7 European and American business-oriented HEIs will be described in terms of the practices of supporting entrepreneurship that are integrated into curriculum and extracurricular activities. Then, the relevant cases will be studied for the depicted practices to figure those that have been practically efficient so far. The ones that either have been mentioned in the courses of successfully developed companies or that have led to development in business sphere of the certain country or at least university ecosystem, will be figured out for potential implementation into Russian HEIs if they fit the criteria for integration.

Thus, all the steps of the investigation are listed and described below:

1. First, the practices currently used within Russian HEIs will be listed up. The relevant study was 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). , summarizing the practices that are now integrated into a certain list of Russian universities (see Appendix 2). The 10 Russian HEIs that integrate business and entrepreneurship-supporting practices into their spheres of teaching were listed up and described in terms of the implied methods.

2. Secondly, the weak points of the Russian entrepreneurial education system have to be outlined. These have already been depicted within the analysis of the relevant literature:

- 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: 10.02.2017).

Statistics show the fact that small and medium-small businesses occupy a small place in the structure of Russian economy. Its share in Russia's GDP is 17%, while in developed countries it can reach 50%, which constrains the country's economic growth.

In Chapter 1, the contradiction was revealed 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 reality. The most critical issues for Russia now that have been mentioned, imply:

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

2) Geography. Russia is a huge country in terms of territory. 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.

As it was stated by G.V. Shirokova and others, the 2 goals are now of primary importance for Russia:

a) To create specific conditions, maintaining motivation and facilities for preparing students for entrepreneurial activity;

b) To maximize the level of students' and stuff training within the HEIs. 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).

3. The third step of the research methodology implies studying the 2 world leading systems of supporting entrepreneurship - the ones integrated in the European and American business-oriented universities.

The research will compile the analysis of a certain range of European and American HEIs. Each of the institutions was either mentioned in the book supported by UNESCO - “Entrepreneurship Education at Universities” by Christine K. Volkmann and David B. Audretsch 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). who analyze the 20 cases of the European higher education institutions and their entrepreneurial activities in 19 countries 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 11.03.2020)., or is internationally accredited and recognized as the leading University in business education in the world rating systems, such as 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 11.03.2020).

Overall, the research will cover a considerable number of entrepreneurship programs and extracurricular activities that will be studied via several 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 reasons for choosing the criteria will be justified in the next paragraph.

The process of conducting the analysis on this stage compiles the 2 steps:

1) Data gathering, implying studying information from the 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 11.03.2020). and supported by UNESCO.

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

- Interviews: feedback and additional information gathering from universities' or business organizations' representatives (in case any information is lacked).

2) Data analysis, 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 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 of that given by respondents of the interviews (if applicable).