For the educational-focused practices:

1. To differentiate between programs focused on entrepreneurship growth as opposed to SME management.

- General exposure to entrepreneurship, change of mindset and attitudes to entrepreneurship in the Russian society;

- Functionally-oriented courses;

- Draw of attention to high-growth-oriented entrepreneurship: how to build, finance and grow stable companies in the existing market.

2. To integrate entrepreneurship into the curriculum and to build towards a multidisciplinary learning environment:

- Increase the number of entrepreneurship courses in the Russian universities' curriculum;

- Augment the number entrepreneurship courses and make them available to broader groups of students;

- Make entrepreneurship a required course within the business-oriented programs in the Russian HEIs;

- Integrate entrepreneurship across other courses;

- Build projects and programs across disciplines.

3. To set high-quality standards for entrepreneurship curricula and research:

- Ensure entrepreneurship courses in the Russian HEIs meet an international quality standard;

- Encourage the development of research-oriented entrepreneurship centers at business-oriented universities;

- Focus research and teaching on all the entrepreneurial growth phases, not just the start-up phase;

- Develop high-quality local content, case studies and course materials that can also be shared at the international level;

- Create a more broad range of degree programs, consistent with those at an international level;

- Promote entrepreneurship as a legitimate academic discipline.

General strategy and evaluation of the methods:

1. To develop appropriate measurement and evaluation of the impact instead of just outputs of entrepreneurship programs:

- Currently there is little evaluation of entrepreneurship education programs and almost no statistical evidence, outside of some output indicators that may or may not be the right measures;

- Without clear objectives and measurement, support for programs may be difficult to sustain;

- As it is obvious from the examples of Europe and the United States, entrepreneurship is a result of a long-developed cultural and education environment;

- Russia has already had many “starts and stops”, and needs to take a much more sustained and long-term approach.

To facilitate spin-outs from technical and scientific institutions:

- Advance core research and innovation in HEIs and research centers;

- Accelerate the application of science and technology to markets through well-developed technology transfer offices;

- Connect entrepreneurship and innovation programs;

- Establish stronger links between academia, business and entrepreneurs;

- Provide the necessary fiscal incentives to encourage entrepreneurship;

- Facilitate the provision of direct training and/or support programs for entrepreneurs in the process of starting companies;

- Ensure the time for the faculties to engage in entrepreneurial activities.

Stuff-upgrading strategy:

1. To build a strong pipeline of entrepreneurship professors and teachers within Russian business universities:

- Hire more professors and teachers fully dedicated to entrepreneurship;

- Prioritize recruiting professors who have experience in entrepreneurship;

- Support workshops and training programs for teachers;

- Review regulations on 3^rd parties' participation in the teaching process;

- Development of specialized entrepreneurship doctoral programs.

2. To encourage the use of interactive teaching methods:

- Promote the application of “learning by doing” through project-based learning, internships and consulting;

- Leverage the uses of case studies for discussion-based learning;

- Develop proper incentives, assessment, rewards and recognition to encourage educators to try these methods;

- Involve external parties (entrepreneurs and local companies) in entrepreneurship courses and activities.

For the financial types of practices:

1. To ensure a consistent and adequate level of funding for entrepreneurship education programs:

- Provide tax incentives to encourage donations to Russian universities and support entrepreneurship programs;

- Seek private sector resources to help fund and provide expertise to entrepreneurship teaching and research;

- Ensure that the initiatives funded are sustainable and provide the necessary funding to reach sustainability;

- Encourage the development of local angel and venture capital funds for the students' initiatives support.

International expanding strategy:

1. To encourage cross-border entrepreneurship faculty and research collaborations:

- Facilitate sharing of effective practices across borders;

- Create opportunities for professors and researchers from abroad to cooperate with Russian HEIs and to work together while developing the students' prospective projects;

- Provide support for cross-Russian and international mobility and exchanges of educators and researchers.

2. To improve Russian role models and reputation:

- Create more public recognition vehicles for high-growth entrepreneurs through the media, awards, etc.;

- Support the development of more case studies profiling successful Russian entrepreneurs.

Greater clarity is needed regarding the purpose and goals of entrepreneurship education. These should be based on a broadly defined set of outcomes, not just on a narrow measurement of the number of start-ups created from universities.

As it is stated in the 1^st pinpoint, entrepreneurship is the thing that should be focused while restructuring the system while aiming to enhance business activity within education in the country. There is a significant difference between SME and entrepreneurship.

A small or medium business (SME) is an organization, partnership or sole proprietorship that has fewer resources and annual revenue than a large company. Differences between small businesses and entrepreneurship. // Novel Coworking. Entrepreneurship. - 2019. [Electronic source] - URL: https://novelcoworking.com/differences-between-entrepreneurship-and-small-business/ (date of reference 03.04.2020).

An entrepreneurial venture is the concept of starting a small business to offer a product or service with the intention of disrupting an industry or maximizing profit. Same source.

Entrepreneurship venture presupposes:

· Objective: Innovation, High Growth, and Profit. Entrepreneurial ventures are not just concerned with making money, they want to make more. They aim to innovative the product or feature or become the most recognized brand from the quality of service or production. Entrepreneurial ventures are typically founded with a great idea or concept behind them.

· Leadership Traits: Highly Motivated and Influential. Entrepreneurs are visionaries. They can see the strategy towards success. Entrepreneurs know how to keep people motivated while also holding them accountable.

· Team Traits. Team members of an entrepreneurial venture are constantly improving their processes and finding ways to do their work more efficiently and develop more unique products and offerings. They may also have a sense of friendly competition between teams as they constantly look to improve themselves.

· Management Strategy: High Risk and Long-Term Planning. There's a misconception that entrepreneurs are always taking risks without any plan. In reality, they are simply attempting to develop an idea, service, or product under extreme uncertainty, and planning as much as possible to minimize loss.

· Environment: Fast-pace and Competitive. Businesses looking to grow don't have time to waste, and often rely on smart time management and prioritization. Their offices are designed to encourage collaboration and discussion, while also promoting productivity. Differences between small businesses and entrepreneurship. // Novel Coworking. Entrepreneurship. - 2019. [Electronic source] - URL: https://novelcoworking.com/differences-between-entrepreneurship-and-small-business/ (date of reference 03.04.2020).

SMEs presuppose:

· Objective: Maintaining regular business. SMEs aren't always concerned with growing or becoming more profitable, but care about the work they do day-to-day. Their goal is to ensure long-term development.

· Leadership Traits: Patience and Discipline. Small and medium business owners are more driven by small gains over time and improving efficiency than competing with other businesses. They want to ensure the business continues to operate smoothly and steadily.

· Team Traits: Calm and Objective. While SMEs can still be competitive, they are made up of individuals who care less about wins or profit but prioritize their recurring duties and obligations.

· Management Strategy: Flexible and Low Risk. The overall strategy is to ensure that there is a continuous stream of work and money for the team. After reaching certain milestones, SMEs become comfortable in their processes.

· Environment: Relaxed and Comfortable. A business has a calm and quiet environment so everyone can do their work without any stress or concerns. Same source.

Entrepreneurs and SMEs are fundamentally different in terms of goals, strategies, and culture. While the former look for growth in profit and scale, the latter focus on building steady work and income. The difference mainly depends on the persuasion of growth. If the owner is content with the way the business is operating and does not wish to engage in growth opportunities, then it can be categorized as a SME. Differences between SMEs and entrepreneurship. // General management. - 2017. [Electronic source] - URL: https://www.differencebetween.com/difference-between-small-business-and-vs-entrepreneurship/ (date of reference 03.04.2020).

Entrepreneurship education is about developing attitudes, behaviors and capacities at the individual level. It is also about the application of those skills and attitudes that can take many forms during an individual's career, creating a range of long-term benefits to society and the economy. Measuring intangible outcomes is difficult. However, applying only simple measures of the potentially wrong things can result in falling far short of the intended outcomes and impact. Entrepreneurship should be embedded into curriculum to ingrain entrepreneurial mindset among students.

Entrepreneurship education is nowadays important in all disciplines. In Russia, all relevant courses are offered only in a limited number of accredited universities. Entrepreneurship needs to be expanded across the campuses - particularly to the technology and science departments of the universities, where many innovative ideas and companies originate, and to separate business schools. While most business students do not start or join a new business upon graduation, statistics show that the majority in countries such as the United States do so during later stages of their careers. Therefore, exposure to entrepreneurship as well as practical training in starting and growing companies is very important.

To foster technology transfer, scientific and technical Russian universities should include modules on entrepreneurship. These would help enhance awareness within the research community of the opportunities and modalities that exist to commercialize innovative R&D. Links with business school students and faculty as well as with the business community should also be encouraged.



Conclusion and summary

Nowadays the role of higher education in society is changing. No longer are universities expected to stay within their ivory towers. In the nearest future academia is expected to be equal partners to the private and public sectors of economy. Russian university leadership should see this new role as an opportunity to make local universities more innovative and dynamic and make these changes key element of the long-term national strategy.

The analysis within this investigation made it possible to describe the worlds' most effective practices in the field of supporting entrepreneurship in higher education institutions and to point out those that could be further integrated into Russian HEIs.

First, the certain range of literature sources have been deeply studied in order to point out the current issues on the relevant topic. The Russian system of entrepreneurship education has then been evaluated on its flaws and potential ways of improvement. The currently integrated methods of business-development support of the 10 Russian and the 7 foreign higher education organizations were then studied. Each of the systems of the Russian, European and American HEIs was deeply analyzed with the help of the data collected from the open sources, quantitative data on different types of statistics, as well as feedback from the representative of one of the universities. The 44 practices of supporting entrepreneurship activity of the students were listed up into a table and described via the 5 criteria that are relevant with the research goal (Appendix 4). The case study revealed the 34 practices to be practically effective and thus - be valuable within the research. These have been compared to the list of the summarized Russian practices and to the outlined weaknesses of the local system of teaching entrepreneurship. This formed the ground for formulating the list of recommendations for improving the Russian system of entrepreneurship education and to make it competitive with those that were studied within the analysis of the world leading business-oriented HEIs.

The moment is right for significant evolution of the system of entrepreneurship education in Russia - between the fast-pace growth of the universities' role in the development of the national economy, the reform of existing HEIs, and the high level of interest in entrepreneurship by students, faculty, university administrators and policy makers.

Now, due to the global trends of building strategy based on international mobilization and communication, Russia has the unique opportunity to learn from the models integrated around the world and focus on integrating the most relevant and high-quality practices into its higher education institutions. This should be a long-term commitment, but not one that starts and then stops a few years later. Sustainability is a key issue. Thus, the objectives of these programs should be clear right from the start, and outcomes should be constantly measured to ensure that the intended results are being delivered.

Russia's competitiveness in the ability to bring valuable innovations and enhance economic growth depends on being able to produce future leaders who possess the unique valuable skills and attitudes to develop these innovations and to be entrepreneurial professionally, whether by creating their own companies or bringing value to the larger organizations. Entrepreneurship education is the primary and arguably the most important step for embedding an innovative culture in Russia, and thus, this investigation might bring value for further improvement.



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97) 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.

98) VCWs. About. // UCambridge. [Electronic source] - URL: https://www.jbs.cam.ac.uk/entrepreneurship/programmes/venture-creation-weekends-vcw/

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100) Volkmann C. Educating the next wave of entrepreneurs - unlocking entrepreneurial capabilities to meet the global challenges of the 21st century. // Cologny/Geneva - 2009.

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102) Wilson K. Entrepreneurship education in Europe. // European foundation for entrepreneurship research. [Electronic source] - URL: https://www.oecd.org/site/innovationstrategy/42961567.pdf

103) Zahra A.S. A theory of international new ventures: a decade of research. // Journal of International Business Studies. 2005. Vol. 36, № 1.

Appendix

1) Типология практик поддержки предпринимательства.

1. Педагогические практики

1.1 Курс/образовательная программа/модуль по предпринимательству (как обязательная(ый), так и факультативная(ый)), в том числе онлайн.

1.2. Мастер-классы/лекции/митапы от действующих предпринимателей/экспертов

1.3 Образовательные мероприятия, направленные на генерацию идей для создания проектов/стартапов (хакатоны и пр.)

1.4 Образовательные мероприятия, направленные на формирование команд или проектов

1.5 Обучающая практика/стажировка в стартапах/бизнес-проектах

1.6 Программы проектного обучения

1.7. Экскурсии на предприятия

1.8. Система менторской/наставнической/консультационной поддержки студенческих проектов

1.9. Защита ВКР в виде проекта/стартапа

2. Финансовая поддержка

2.1.Гранты (от вуза)

2.2. Конкурсы с финансовыми призами (от вуза)

2.3. Наличие соглашений / совместных программ с фондами по финансовой поддержке предпринимательских проектов и стартапов

3. Инфраструктурная поддержка

3.1. Наличие (предоставление доступа к) бизнес-инкубатору/технопарку

3.2. Наличие (предоставление доступа к) коворкингу (на без/возмездной основе)

3.3. Наличие (предоставление доступа к) инжиниринговому центру / фаблабу

3.4. Наличие (предоставление доступа к) услугам ЦКП (центра коллективного пользования) (на возмездной или безвозмездной основе)

3.5. Наличие (предоставление доступа к) услугам центра трансфера технологий

3.6. Наличие (предоставление доступа к) цифровой платформе для коммуникации между авторами проектов и другими стейкхолдерами/фиксации достижений и др.

4. Юридическая и консалтинговая (правовая) поддержка

4.1. Курс/занятия по правовым аспектам ведения бизнеса/предпринимательской деятельности

4.2. Курсы/занятия/консультации по управлению интеллектуальной собственностью (ИС)

4.3. Помощь в оформлении объектов ИС

4.4. Организация встреч с экспертами(ом) по другим юридическим вопросам

4.5. Консультации по получению грантов в области поддержки технологического предпринимательства

4.6. Консультации, сопровождение команд и проектов в части формирования стартапов как юридических лиц

5. Организационная и информационная поддержка

5.1. Консультации, сопровождение команд и проектов в части организации

5.2. Экспертиза проектов и заявок

5.3. Информационная поддержка - размещение информации о проектах и стартапах на спец порталах, поддержка в СМИ.



2) Российские ВУЗы, реализующие деятельность по поддержке предпринимательства Отчёт о проведении работ по анализу лучших практик образовательных организаций высшего образования по технологическому предпринимательству. - 2019. (Дата обращения 29.03.2020).

Наименование образовательной организации	Город	Регион	Официальный сайт	Достижения вуза в развитии предпринимательства
1. Магнитогорский государственный технический университет имени Г. И. Носова (МГТУ им. Г.И. Носова)	Магнитогорск	Челябинская область	https://magtu.ru/	1. Активное участие вуза в федеральной инициативе РВК (курс «Инновационная экономика и технологическое предпринимательство»): рекордное (среди всех вузов-участников) количество преподавателей прошли обучение в 2019 году (13). 2. Один из лидеров из 50 вузов, использующих материалы Курса РВК по количеству студенческих проектов, поданных в федеральные институты развития (9). Один из лидеров по суммарному количеству потенциальных «историй успеха» (потенциально успешных проектов) в области предпринимательства - 32 (по данным преподавателей, работавших в 2019 году по материалам Курса РВК). 3. ВУЗ стал со-организатором Междисциплинарной многопрофильной олимпиады «Технологическое предпринимательство»: 12000 участников в 2018-2019 гг. Университет проводит ежегодный внутривузовский конкурс студенческих проектов «Технологическое предпринимательство». В 2019 году участвовало 106 проектов (613 участников).
2. Иркутский национальный исследовательский технический университет (ИРНИТУ)	Иркутск	Иркутская область	https://www.istu.edu/	1. Запущены механизмы поддержки предпринимательства: есть студенческий бизнес-инкубатор, основан в 2013 году. Резидентами бизнес-инкубатора стали 20 студенческих объединений. 2. С 2013 года имеется инфраструктура поддержки технологического предпринимательства. Технопарк создан в 2000 году. За 2013-2015 годы создано 12 новых малых инновационных предприятий; создано более 100 рабочих мест; в работе хозяйственных обществ приняли участие 80 студентов, аспирантов и молодых ученых; прошли стажировки и повышение квалификации по программам инновационного предпринимательства 200 человек (в т.ч. студенты, аспиранты, молодые ученые, сотрудники ВУЗа). 3. Налажено взаимодействие с федеральными институтами развития: сотрудничество с Федеральной корпорацией по развитию малого и среднего предпринимательства (Корпорация МСП), МСП Банком и Центром поддержки субъектов малого и среднего предпринимательства в Иркутской области. Источник - URL: https://www.istu.edu/local/modules/doc/download/51235 Вуз участвует в федеральной инициативе РВК (курс «Инновационная экономика и технологическое предпринимательство»): рекордное (среди всех вузов-участников) количество историй успеха по данным преподавателей за 2018\19 год - 20.
3. Санкт-Петербургский государственный электротехнический университет «ЛЭТИ» им. В.И. Ульянова	Санкт-Петербург	Ленинградская область	https://etu.ru/	1. Имеется экспертиза в области поддержки студенческого предпринимательства: опыт выполнения НИР по итогам выигранного федерального конкурса грантов. 2. Опыт выступлений с гостевыми лекциями по техно-предпринимательству в Дании по приглашению зарубежной стороны. 3. Реализуется несколько курсов, ориентированных на технологическое предпринимательство, включая как авторские курсы, так и курсы, поддерживаемые федеральными институтами развития (РВК). 4. Имеется инновационная инфраструктура: технопарк создан в 1991 г. Сегодня около 40 резидентов. Полный список - URL: https://etu.ru/ru/nauchnaya-i-innovacionnaya-deyatelnost/tehnopark/rezidenty-tehnoparka/ 5. Участие в конкурсе «Всероссийский конкурс молодых предпринимателей» (innomol.ru). Второе место в региональном туре с разработкой «Инновационный подход к применению рентгенодиагностического комплекса для неонатологии».
4. Дальневосточный федеральный университет (ДВФУ)	Владивосток	Приморский край	https://www.dvfu.ru/	1. Pеализуются 2 курса и отдельные программы по технологическому предпринимательству, включая совместные программы с фондом Сколково и РВК. 2. Имеется развитая инфраструктура поддержки технологического предпринимательства. Технопарк «Русский» основан в 2017 году, резидентами в 2018 году являлись 58 компаний. Существует профильная Дирекция технологического предпринимательства с опытом поддержки коммерциализации студенческих проектов. 3. Имеется линейка акселерационных программ и хакатонов. 4. Реализуется практика ВКР в виде старт-апа с 2017 г.
5. Московский государственный университет (МГУ)	Москва	Московская область	https://www.msu.ru/	1. Лидер рейтинга предпринимательских университетов "Эксперт" за 2019 год (рейтинг формируется на основе данных о всей совокупности российских вузов, описывающих успехи в области поддержки предпринимательства). 2. Имеется разветвленная инфраструктура поддержки предпринимательства, включая технопарк и бизнес-инкубатор (3 выпускника Бизнес-инкубатора МГУ вошли в ТОП-50 российских стартапов 2014 года по версии RSR, сейчас 39 резидентов), бизнес-клуб (создан в 2008 году), регулярные межвузовские мероприятия StartUp day, МФК «Основы предпринимательства», лекции от действующих предпринимателей. Создана Высшая школа управления и инноваций. 3. Наличие специально разработанного курса по основам технологического предпринимательства для студентов естественно-научных дисциплин - Doing Business. Первый запуск в 2017 году.
6. Национальный исследовательский университет «Высшая школа экономики» (НИУ ВШЭ)	Москва	Московская область	https://www.hse.ru/	1. Разнообразие образовательных продуктов, ориентированных на предпринимательство (обязательные и факультативные курсы в бакалавриате и магистратуре, запущены профильные магистерские программы по инноватике и т.п.). Запущен рекордный по охвату факультативный курс по предпринимательству для студентов бакалавриата (охват 700 студентов в первый год реализации (2019)). 2. Развитая инфраструктура: бизнес-инкубатор основан в 2006 году, 10 постоянных резидентов, базовые кафедры, партнёрства с предприятиями.
7. Московский физико-технический институт (МФТИ)	Москва	Московская область	https://mipt.ru/	1. Разветвленная система поддержки предпринимательства. С 2011 года - наличие профильной кафедры технологического предпринимательства (читается 13 курсов, 11 преподавателей, 18 научных руководителей). Существует сеть базовых кафедр, а также имеется бизнес-инкубатор, который основан в 2012 году. 2. Создан Образовательный онлайн - курс по технологическому предпринимательству на международной платформе «COURSERA». 3. С 2017 года обучение на кафедре техно-предпринимательства стало доступно в онлайн-формате (магистратура). С 2014 года кафедра является участником Межвузовской программы подготовки инженеров в сфере высоких технологий.
8. Университет ИТМО	Санкт-Петербург	Ленинградская область	http://www.ifmo.ru/ru/	1. Разветвлённая инфраструктура по поддержке технологического предпринимательства. Практически ежедневно проходят для предпринимателей мероприятия. Расписание/календарь мероприятий - URL: https://news.itmo.ru/ru/events/ За ноябрь 2019 проведено 31 мероприятие. 2. Практика приема ВКР в виде проекта с 2017 г. 3. Наличие преакселератора для проектов более ранней стадии развития и успешное его существование. Подробнее - URL: https://news.itmo.ru/ru/startups_and_business/startup/news/8830/
9. Новосибирский национальный исследовательский государственный университет (НГУ)	Новосибирск	Новосибирская область	https://www.nsu.ru/n/	1. С 2018 г. - специально разработанный курс по технологическому предпринимательству для студентов естественно-научных дисциплин совместно с РВК. Курс межуниверситетский, в НГУ прослушали 21 студент из 56 заявившихся, 14 лекторов на курсе, 9 бизнес-партнеров, 3 приглашенных экспертов. Сформированы 6 студенческих проектов. 2. С апреля 2017 г. работает Центр трансфера технологий и коммерциализации, деятельность которого направлена на развитие инновационной экосистемы, синхронизации работы с объектами инновационной инфраструктуры региона, развитию кооперации с высокотехнологичным бизнесом.
10. Санкт-Петербургский политехнический университет Петра Великого (СПбПУ Петра Великого).	Санкт-Петербург	Санкт-Петербург	https://www.spbstu.ru	1. Существует Высшая школа технологического предпринимательства (ВШТП) Института передовых производственных технологий Санкт-Петербургского политехнического университета Петра Великого (ИППТ). Школа создана в 2017 году. Партнеры: ABB, Airbus, Boeing, BMW Group, Daimler, Ferrari, General Electric, General Motors, LG Electronics, Schlumberger, Volkswagen Group, ГК “Ростех”, ГК “Росатом”, ОАК, Роскосмос, Газпром, АВТОВАЗ, КАМАЗ, “Силовые машины”. 2. На 2019 год существует развитая инфраструктура поддержки технологического предпринимательства: Центр Национальной технологической инициативы «Новые производственные технологии», Инжиниринговый центр “Центр компьютерного инжиниринга” (CompMechLab®) и Российско-немецкий Центр Предпринимательства “Polytech-Stracheg” для поддержки бизнес-идей студентов. 3. Имеется две профильные магистерские программы по технологическому предпринимательству: - Technology leadership and entrepreneurship (international educational program) (Russia - CompMechLab (Russia`s leading engineering center). Партнеры: BIOCAD, Russian-German Center for innovation and entrepreneurship “Polytech Strascheg”, Germany -- Strascheg Center for Entrepreneurship, Munich University of Applied Sciences); - Технологическое предпринимательство.

3) Practices of supporting entrepreneurial activity within the leading universities Referring to the data supported by UNESCO: Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations

HEI Practice	Milan Polytechnic university (Italy)	University of St. Gallen (Switzerland)	University of Stanford (USA)	Kaunas University of Technology (Lithuania)	Lund University (Sweden)	Technical University of Kosice (Slovakia)	University of Cambridge (UK)
Course/educational program	Present	Present	Present	Present	Present	Present	Present
Educational events (summer schools, hackathons etc.)	Present	-	Present	Present	Present	-	Present
Cooperating organizations	Present	Present	Present	Present	Present	Present	Present
Practices/internships in co-op companies	-	Present	Present	Present	Present	Present	Present
Contests with financial support of projects	Present	Present	-	-	Present	-	Present
Curriculum practices (academic researches)	Present	Present	Present	Present	Present	Present	Present
Co-op programs with organizations (Venture funds, commercial companies etc.)	Present	Present	Present	Present	Present	Present	Present
Grants & awards for project financing	Present	Present	-	-	Present	-	-
Business incubators	Present	Present		Present	Present	Present	Present
Accelerators/ special programs	Present	Present	Present	-	-	-	Present
Infrastructure opportunities (co-workings, laboratories, online-sources of communication etc.)	Present	Present	Present	Present	Present	Present	Present
Consulting practices	-	Present	Present	-	Present	-	Present
Organizational/information support (Conferences, business forums)	Present	Present	Present	Present	Present	Present	Present

4) Effective practices of supporting entrepreneurial activity in world leading business universities Referring to the data supported by UNESCO: Christine K. Volkmann, David B. Audretsch (eds). Entrepreneurship Education at Universities - 2017, Springer (2018) - p. 20. URL: http://www.bookmetrix.com/detail/book/5f0084a5-0f1c-46eb-ac52-10023cb6b285#citations.

Practice	Type of practice	Description of the practice	Project life cycles	HEI's resources for the practice realization	Cases of effective realization
Milan Polytechnic University (Italy)
1) CREA Network Summer Academy [Electronic source] - URL: http://www.creasummeracademy.eu	Educational internship (Summer school) aimed at generating ideas for creating new projects. [Electronic source] - URL: http://www.cilab.polimi.it/crea-summer-academy/	CREA is a network of European summer schools focused on entrepreneurship, innovation management and creativity. The partnership of the 9 European universities, incubators, regional development agencies, and business support initiatives makes the CREA Network unique in its kind and enables participating students to benefit from knowledge and experience gathered from all over Europe. At CREA summer competition "Academy and business", students will become part of the startup team at the initial stage of development and will work on their business ideas, combining knowledge and experience of creativity, business-theory and technology.	Early-stage startups.	· Department of business and innovation of the University, cooperation with other European business schools while organizing the events. · Buildings/offices for conducting the Summer School (with the necessary rooms for the hackathons/business games in the program). · Students of the University's business areas with promising ideas for potential implementation · University Program for online mentoring of participants ' ideas.	1. Milan Polytechnic University (Ostuni, Italy) -Design thinking for new entrepreneurship. (18-29.06.18) 2. HKU - Utrech, the Netherlands 3. BWCON - Ludwigshafen, Germany 4. 13 Summer academies in 7 countries, 340 participants from 68 nations, 80 early-stage ideas, 8 winners of an incubator business program.
2) CREA Business Contest [Electronic source] - URL: http://www.creasummeracademy.eu/?page_id=80	Availability (granting access to) the business incubator on a competitive basis.	The best ideas selected from the Summer Academy participate in the CREA international business idea contest and the winning teams present projects to investors and reach incubators all over Europe.	Early-stage startups.	· Department of business and innovation of the University. · Facilities for conferences and competitive events. · Business department students - participants of the Summer Academy of CREA Network SAN · Databases with the results of the CREATIVE Summer School	The practice is implemented annually after the CREA Network SA Summer Academy. 32 teams pitched in the contest.
3) PoliHub [Electronic source] - URL: https://www.polihub.it/en/	Startup District & Incubator, attached to the university. [Electronic source] - URL: https://www.polimi.it/fileadmin/_migrated/content_uploads/PoliHub-Brochure_03.pdf	· Providing help for students in developing their promising ideas and launching startups; · Collaboration with existing innovative companies: sharing experience and providing access to the network of one of the best European technical universities to implement innovations. · Allows novice startups to collaborate with venture funds and networks of business angels.	Business ideas, prototypes, business models in current development, early-stage projects, stable running projects of innovative companies.	· Business incubator · Business students with promising ideas for potential development and support · Organization of University's business meetings of students with promising ideas and representatives of the incubator · Online platform for communication between students and other stakeholders.	Collaboration with students of Milan Polytechnic University. Already more than 5000 startups with statistics of 83% of successful companies. [Electronic source] - URL: https://www.polimi.it/ricerca-scientifica/la-ricerca-al-politecnico/polihub-incubatore-dimpresa/
4) Spin-Offs [Electronic source] - URL: https://www.polimi.it/en/third-mission/innovation/	Availability (providing access to) the business incubator and technology transfer center's services.	New high-tech enterprises aimed at turning scientific and technical Know-How into innovations that can be used from the commercial perspective via the sales of products or services.	Business ideas, prototypes, business models in current development, early-stage projects.	· Department of business and innovation of the University, cooperation with other European business schools while organizing the events. · Buildings/offices for conducting the Summer School (with the necessary rooms for the hackathons/business games in the program).

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  презентация [394,4 K], добавлен 29.11.2011
  

• The comparative analysis of an education system in Finland and Kazakhstan

  The impact of the course Education in Finland on my own pedagogical thinking and comparison of the Finnish school system and pedagogy with my own country. Similarities and differences of secondary and higher education in Kazakhstan and Finland.
  
  реферат [15,2 K], добавлен 01.04.2012
  

• The American system of school education

  History of school education system in the USA. The role of school education in the USA. Organisation of educational process in American schools. Reforms and innovations in education that enable children to develop their potential as individuals.
  
  курсовая работа [326,6 K], добавлен 12.01.2016
  

• The structure, particularities and meaning of distance learning

  The basic tendencies of making international educational structures with different goals. The principles of distance education. Distance learning methods based on modern technological achievements. The main features of distance education in Ukraine.
  
  реферат [19,1 K], добавлен 01.11.2012
  

• Education system of Great Britain

  Studying the system of education in Britain and looking at from an objective point of view. Descriptions of English school syllabus, features of infant and junior schools. Analyzes the categories of comprehensive schools, private and higher education.
  
  презентация [886,2 K], добавлен 22.02.2012
  

• Edcation system in the USA

  School attendance and types of schools. Pre-school and elementary education. Nursery schools and kindergartens which are for children at the age of 4 - 6. The ideal of mass education with equal opportunity for all. Higher education, tuition fees.
  
  реферат [20,5 K], добавлен 01.04.2013
  

• Education in Italy

  Italy - the beginner of European education. Five stages of education in Italy: kindergarten, primary school, lower secondary school, upper secondary school, university. The ceremony of dedication to students - one of the brightest celebrations in Italy.
  
  презентация [3,8 M], добавлен 04.04.2013
  

• The development of profile education in Kazakhstan

  Transfer to profile training of pupils of 11–12 classes of 12-year comprehensive school its a stage in implementation of differentiation of training. Approaches to organization of profile education and their characteristic, evaluation of effectiveness.
  
  курсовая работа [39,4 K], добавлен 26.05.2015
  

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