The State of Entrepreneurship Education in Universities in Shanghai , China : A Survey from Students ’ Perspective

In order to understand the status quo of entrepreneurship education in universities in Shanghai, this article draws data from a survey on college students in Shanghai. The sample covers a wide range of students from different majors, school years, and regional backgrounds. The analysis focuses on their recognition of entrepreneurship education, the curriculum, and the preparation of entrepreneurship, etc. Based on the survey data, the article also discusses the current problems of entrepreneurship education in universities and provides suggestion in terms of the conception of reforming entrepreneurship education, the entrepreneurship curriculum, and the mechanism supporting entrepreneurship among college students.


Introduction
Entering into the implementation phase of the 12th Five-year Plan, entrepreneurship education has been carried out pervasively in Chinese universities.According to regional economic environment and industry characteristics, many colleges and universities actively explore the entrepreneurship education model for training innovation personnel which combined with the school's professional characteristics and educational resources.
Shanghai creates an active environment for entrepreneurship.Many government agencies and non-profit organizations, such as Shanghai Municipal Education Commission, Shanghai Municipal Labor and Social Security Bureau, and Shanghai Technology Entrepreneurship Foundation for Graduates, provide entrepreneurial knowledge, entrepreneurial skills training, entrepreneurial guidance and venture capital support for the college students' entrepreneurial practice to realize their business dreams.
With the characteristics of openness and comprehensive, entrepreneurship education is difficult to follow a fixed pattern.Moreover, colleges and universities are shackled by a long-term and inherent professional education model and will encounter new issues and problems in implementing the reform of innovative entrepreneurship education.Therefore, it's necessary to combine different professional education and education resource configuration, meet with the needs of the educatee, innovate the teaching form and teaching management style, and seek a pragmatic approach to carry out entrepreneurship education.

Respondents
To fully understand the state of entrepreneurship education in Chinese universities and to ensure a highly representative result, a survey was administered to 700 students at seven colleges and universities in Shanghai.The respondents consist of undergraduates, postgraduates and doctoral candidates who majored in science, technology, engineering, mathematics (STEM), economics, management, arts, humanities, and so on.The profile of the filtered data set is shown in Table 1.
To avoid repeated counting, the total number of "Region" and "City/country" are smaller than that of respondents respectively.

Questionnaire Contents
In accordance with the purpose of the research, the questionnaire is mainly consisted of four modules to measure students' perceptions and personal opinions towards entrepreneurship education, entrepreneurial values and entrepreneurial preparation, along with respondents' demographic information and practical experience.As shown in Figure 1 below.

Valid Questionnaires and Data Processing
The questionnaires were distributed 700 copies, and 659 were returned.Excluding invalid surveys of 24, there are a total of 635 valid surveys for a valid response rate of about 90.7%.After filtering the surveys, we use SPSS16.0statistical software for analysis and data processing.
The reliability of the questionnaire was tested before processing.But with limitations of the time and difficulties, this article only tested the internal reliability of the questionnairethe internal consistency and split-half reliability, regardless of the test-retest reliability.The test shows that the Cronbach's reliability coefficient for this scale is 0.913, indicating good internal consistency of the questionnaire.At the same time, all odd-and even-numbered questions in this questionnaire are divided into odd array and even array with a split-half reliability of 0.869, also demonstrating good reliability.

Basic Situation of Students' Opinions towards Entrepreneurship Education
To understand students' demand and develop the entrepreneurship education effectively, the survey inquired the respondents' opinions towards entrepreneurial curriculum, such as whether entrepreneurship education is necessary even if he/she has no entrepreneurial intention, whether he/she has ever attended entrepreneurship as elective courses, and whether the entrepreneurial courses will influence their entrepreneurial ideas.
The survey data show that 71% of students think that the entrepreneurship curriculum is necessary even if there is no entrepreneurial plan.This result indicates that students have strong demand for entrepreneurial courses, as well as high level of acceptance.
With respect to the implementation of entrepreneurship education, 52% of respondents said that they had ever minored in entrepreneurship.This data show that entrepreneurship education enjoys a high degree of popularity.Furthermore, many colleges and universities have gradually emphasized on the development of entrepreneurial curriculum, and offered entrepreneurial course as required course.
330 students in this survey have ever attended entrepreneurrial curriculum, of whom 21.5% believe that the entrepreneurial curriculum have a significant effect, 51.5% think a certain ef- indicate that the existing entrepreneurial courses have received wide acceptance, though challenges remain for the ongoing entrepreneurship education and curriculum system.
Besides, in reply to "whether he/she has an entr an", 46% of students expressed their intention to start a business.The enthusiasm for entrepreneurship and the demand for entrepreneurship education both promote the development of entrepreneurship education in shanghai.

Differential Analysis of Entrepreneurial Curriculum Evaluation
To study th is survey makes gender, grade, major, and origin as basic variables to explore the diversified needs.This paper uses cross analysis, Scheffe and LSD comparison for data processing with SPSS16.0.
The resu ghly of entrepreneurial curriculum are males.Apparently, males hold a higher regard for entrepreneurial curriculum than females.
The stu rriculum varies with different majors and grades.Of the students who think highly of entrepreneurial courses, 39.4% are in STEM majors, 32.4% in arts and humanities majors, while 28.3% in economics and management majors.Of the students who think entrepreneurial courses have modest effect, 38.8% are in STEM majors, 25.9% in economics and management majors, while 35.3% in arts and humanities majors.Of the students who think entrepreneurial courses have little effect, 28.1% are in economics, management and STEM majors, while 43.8% in arts and humanities majors.

Curriculum Evaluation of Entrepreneurship Education by Students in Different Majors
Students in different majors hold different opini trepreneurial curriculum.Students in economics and management majors have learned much more knowledge of business operation and management in their specialized courses.But students in STEM majors have little access to such professional knowledge, therefore, they have an intense interest in entrepreneurial management knowledge, as well as much more demand for transforming the professional technology into business value (Postigo & Tamborini, 2005).This is one of the reasons that students in STEM majors think much highly of the effect of entrepreneurial curriculum.

Education by Students in Different Grades
Students in different grades also hold different op wards entrepreneurial curriculum.46.5% of the students who think highly of entrepreneurial curriculum are postgraduates and doctoral candidates, while 19.7% are junior and senior college students.And only 15.6 of all the freshmen and sophomores think highly of the effect of entrepreneurial curriculum.Of the students who think entrepreneurial courses have little effect, 56.2% are freshmen and sophomores, while only 11.2% postgraduates and doctoral candidates.The details of variance analysis are shown in ntiation in curriculum evaluation of entrepreneurship education based on various basic variables.

Gender Major Grade
Due to the respondents' pers ture career planning, the respondents' degree of concern and the demand for the entrepreneurial courses is different.All in all, among the students who think highly of entrepreneurial curriculum, students in higher grades are more than that in lower grades, males are more than females, postgraduates are more than undergraduates, and students in STEM majors are more than in economics, management, arts and humanities majors.

Demand Analysis n and Demand Analysi
In order to understand students' demand for en ucation, such as curricular design, the forms and contents of education activities, the survey inquired respondents through some ranking questions such as the effective entrepreneurial curriculum, the most interested entrepreneurial knowledge, the important qualities that teachers should possess in entrepreneurship education and so on.The results are shown in Table 3.
According fective entrepreneurial curriculums are entrepreneurship internship and entrepreneurial management course.Entrepreneurial course which involved in professional curriculum and short-term internship course rank the third and fourth, but public elective courses and career guidance rank the last two.This indicates that students pay more attention to entrepreneurial management and the experience of entrepreneurship internship, need more opportunities for entrepreneurial practice and attend the professional entrepreneurial management courses.The general courses for entrepreneurship and career guidance can no longer meet the students' demand for entrepreneurship education (Yu, 2006).
Entrepreneurial knowledge that the students most want to learn is start-up business management.Technological management, laws and regulations, and finance management rank the second, third and fourth respectively.And students show the slightest interest in marketing and the support policy for entrepreneurship.This findings provide a useful reference to curricular design and the preparation of teaching plans for academic leaders and educational administrators.
According to the survey on the qualities that teachers should possess in entrepreneurship education, students choose the "entrepreneurial experience" and "practical experience" much higher than the other options.It indicates that students need the direct guidance from entrepreneurs, and entrepreneurial practice as much as possible.There for it's important and necessary to promote school-enterprise cooperation for faculty development in entrepreneurship education.

Entrepreneurial Curriculum Design and Differential Demand Analysis
The survey data show that the demand for entrepreneurship education varies with different grades and professional background.To meet the different needs of students, developing entrepreneurship education properly can not only allocate education resources effectively to improve the efficiency and effect of the entrepreneurship education, but also avoid becoming a mere formality or a sandwich between entrepreneurship education and professional education (Xu, 2008).

iffere al Demand for E in
There are significant differential needs of undergraduates, postgraduates and docto culum.The undergraduates show great interest in entrepreneurial internship courses, while the postgraduates and doctoral candidates pay more attention to entrepreneurial management courses that related to their majors and research directions.Most of postgraduates and doctoral candidates have work or internship experience, or have ever participated in their professor's research project, so they need to involve entrepreneurship education in professional learning and practice, and integrate entrepreneurship education with their professional and research directions.

Differenti
The students of different majors show interest in different entrepreneurial courses.
nts in economics, management, arts and humanities majors put stress on learning professional entrepreneurial management, attending entrepreneurship internship in business entities, and wish to integrate entrepreneurship education with their professional courses.On the other hand, the students in STEM majors think that it's difficult to integrate entrepreneurial knowledge with their expertise, and choose to acquire entrepreneurial knowledge in public elective courses, graduate internship programs, and short-term internship courses.
There are four reasons for the results: Firstly, the students in STEM majors ar l course credits (hours), so the professi r most of time that teachers can just instruct professional theories in class.
Secondly, STEM education is short of professional teachers and weak in trans ic and technological achievements.Thirdly, to some extent, the results reflect the low efficiency and effectiveness of the teaching plan in Lastly, the curriculum system in economics and management majors has included the knowledge of marketing and b erations, so the students desire to attend entrepreneurship internship and entrepreneurial management courses directly.

Entrepreneurial Preparation and Perceptions urvey on Entrepreneurial Preparation and erceptions
In order to further understand the students' entre values and demand for entr preneurial motivation, the most difficult problems and the most desirable assistance in establishing a business.The survey results are shown in Table 4.
As the results shown, more than half of the students believe that the most appropriate entrepr ter work, the option of starting a business before graduation ranks the second, but only 4.9% of students choose to drop out of college to establish a business.
The survey on the entrepreneurial motivation aims to study the entrepreneurial values of the co ow that more than half of the students to choose to realize individual ideal and create personal wealth as the main motivetion, while the employment pressure only ranks the fourth.This indicates that the students' incentive to start a business is to realize or add self-value, reflects the positive entrepreneurial values of contemporary college students, and proves that the type of entrepreneurial activity of young people has turned to the "challenging" entrepreneurship (Davey et al., 2011).
Lack of funds and ideal entrepreneurial projects rank the top two for the most difficult problems in establishing a bu d lack of guidance and legal knowledge rank thereafter.This indicates that lack of entrepreneurial start-up funds and ideal entrepreneurial projects are the most difficulties that the college students encountered in the early days of starting their new business.
Start-up funds, entrepreneurial knowledge and skills training rank the to al practice.The results coincide with the rank of the most difficult problems.It shows that college students eager to get financial support for start-up, as well as more comprehensive and professional entrepreneurship education and skills training.

Differential Analysis
The students with vari entrepreneurial plan.Acc nts who have entrepreneurial intention, males are more than females, students in STEM, arts and humanities majors are more than in economics and management majors, postgraduates and doctoral candidates are significantly more than undergraduates.With regard to the origin of students who have entrepreneurial intention, the students from the Midwest are significantly more than from the east, and 55.3% from the middle and 53% from the western have entrepreneurial intention respectively.Meanwhile, 56.0% from the village and township have entrepreneurial intention, significantly more than 36.0%from the provincial capitals and municipalities.Detailed statistical data are shown in Table 5 Besides, the survey shows that the entrepreneurial enthuse-education (Mao, 2009), such as innovating the mentality, estaba e junior and senior students, namely students in lower grades have greater entrepreneurial enthusiasm than who in higher grades.This indicates that the students become much more rational at the choice of future career and entrepreneurship with age.

R Education in Colleges and Universities h Importance to the "Principals" Projects
The attitude of university presidents has a great impact effect of entrepreneurship education.Only the top policy on the aker

of Entrepreneurship Education
Lack of skilled professional teac the colleges and universities attach importance to the entrepreneurship education, the following key issues can be solved:  Whether to involve entrepreneurship education into the school's educational plan. Whether to involve entrepreneurship education into the overall teaching system. Whether to establish entrepreneurship education institutions of self-management.Entrepreneurship education is a strategic and systematic project that can't just be a fo sence of entrepreneurship education is quality-oriented education and innovative education, so the task of entrepreneurship education is to create good cultural atmosphere which can encourage the initiatives and innovative spirit of the educational administrators and professional teachers (Kirby & Ibrahim, 2010;Lee et al., 2005).

Innovate the Curricu Education
The survey shows that the demands of students with various characteristics needs, Developing entrepreneurship education is not on lleges and universities should offer different levels of entrepreneurial courses for different objects, and integrate them into professional courses.The curricular design should not be "one size fits all", and enforced as "required courses".To some extent, this way is not only contrary to the original intention of entrepreneurship education, but also against the laws of scientific education.
The curriculum system of entrepreneurship education should break the shackl credit platform, making full use of the existing teaching practice and identifying the equivalent extracurricular activities and technological achievements.These methods provide some innovative ways of curricular management to realize the "soft-landing" of entrepreneurship education which address two key issues:  The proper curricular design. "Equivalent" evaluation of students' innovative and entrepreneurial abilities.

Strengthen and Emphasize th
in entrepreneurship education.In the practice of entrepreneurship education, a stable faculty is urgently needed.Currently the university teachers who have en d are familiar with the students, the development of industry and the demand trends of new products, are valuable resources for entrepreneurship education.Therefore it's an important task to develop these potential professionals.
The double-tutors system involving schools' and enterprises' is an effective resource to develop teachers out of campus and also more suitable for the higher grades of the undergraduate stage.Off-campus tutors are valuable r urship education, especially welcomed by students in practical activities.And this model addresses three key issues:  Attracting the qualified entrepreneurship teachers in colleges and universities. Training the professional entrepreneurship teachers. Developing off-campus entrepreneurship faculty.

Make Full Use of Socia Entrepreneurship Education
sponsibility of the colleges and universities, but als whole society.Universities should make full use of all social resources to develop a system s are the main part and encourage positive interaction among the four elements of governments, schools, enterprises and society.The joint platform promotes the implementation of the entrepreneurship education effectively which can provide comprehensive support, such as policy support, school support, corporate funds and social practice for college students to start their own business.
The government puts forth various policies to encourage students to start business and widely publicize these policies.The colleges and universities enhance cooperation with enterprises to build internship platforms for students.
' Start-up House for entrepreneurial guidance.All of these should be the important chains of entrepreneurship education

Table 1 .
The profile of respondents.
* Corresponding author.Y. Y. FAN ET AL.