Research on the Practice of Innovation and Entrepreneurship Education in Universities Abstract:Lung Wah University of Science and Technology in Taiwan offers multi-level creative and innovative courses, multi-measures to encourage teachers to guide students, multi-dimensional support for students' innovation and entrepreneurship practice, and innovation and entrepreneurship education for college students is quite distinctive. Summarize the advanced practice of Taiwan LWTU, compare and analyze the innovation and entrepreneurship education of several higher vocational colleges and universities in Changzhou, find the shortcomings, analyze the reasons, in order to promote the development of innovation and entrepreneurship education.

Keywords: innovation and entrepreneurship education; Lung Wah University of Science and Technology; reference and revelation

In vigorously promoting? mass entrepreneurship, mass innovation? Innovation leads to entrepreneurship, entrepreneurship leads to employment? Many colleges and universities in China have carried out a lot of fruitful research and exploration around the curriculum system of innovation and entrepreneurship education, teaching and assessment methods, innovation and entrepreneurship practice, and entrepreneurship guidance services for college students, etc. Among them, the Three Creation Education of Taiwan's Lung Hwa University of Science and Technology is quite distinctive, which is of good inspiration and reference significance for the reform of innovation and entrepreneurship education in colleges and universities.

1 Taiwan Lung Hwa University of Science and Technology Three Creation Education Introduction

In order to comply with the requirements of the knowledge economy era, to drive economic growth by creativity, and to improve the added value of technology research and development and soft creativity by innovation, Taiwan Lung Hwa University of Science and Technology has started the exploration of innovation and entrepreneurship talent cultivation at an early stage. in August 2009, Taiwan Lung Hwa University of Science and Technology Innovation, Creativity, and Entrepreneurship Development Center (referred to as the ? Sanchuang Center?) The center aims to commercialize or industrialize the results of the university's creativity and inventions, encourage students and faculty to turn innovation and creative R&D results into patents and other intellectual property rights, and then carry out technology transfer and self-employment, in order to strengthen the innovative energy of students and faculty and to enhance the output of innovation. The functions of Lung Wah University of Science and Technology's Three Innovation Center can be summarized as: creative practice, innovation transformation and entrepreneurial counseling. ① Creative practice belongs to the level of popular education, strengthening students' creative process experience, focusing on students' internalization and enhancement, encouraging students to boldly explore and actively think, emergence of new ideas and new ideas, and generally establish students' innovative consciousness through creative practice; ② Innovation transformation is to concretize and visualize the valuable ideas and ideas generated in the stage of creative practice, and express the innovative ideas and creativity through tangible designs and products to produce innovative and creative products. The innovation transformation is to materialize and visualize the valuable ideas and thoughts generated in the creative practice stage, and to express the innovative ideas and creativity through tangible designs and products, and to produce innovative and creative products as the goal of this stage; ③ entrepreneurial counseling relies on the new products or services generated in the innovation transformation stage to carry out entrepreneurial practice, and the school promotes the marketization of valuable new products and economic benefits through the support of venues, funds, manpower, policies and other factors. It can be seen that the functional positioning of the Tri-Creation Center follows the law of gradual, shallow and deep development, and meets the needs of university students for thinking training, innovation experience and entrepreneurial practice. The specific functions of the Center can be summarized in Figure 1.

2 Practices and Inspiration of Three Creations Education in LWUT

2.1 Provide Hierarchical Creative and Innovative Education Courses

In order to meet the needs of different levels of innovation and entrepreneurship such as project experience, entrepreneurial simulation, and entrepreneurial combat, LWUT's Three Creations Center has followed the developmental law of entrepreneurial education, which is step by step and shallow by deep, and constructed a hierarchical curriculum system, including: the specific functions of the Center are summarized in Figure 1, and the specific functions of the Center are summarized in Figure 2. Specifically, it includes: ① For sophomore students, it offers the program "Creative Thinking", which is designed to provide them with the opportunity to experience and practice entrepreneurship. Creative Thinking As a compulsory course, the content of the course is Mind Mapping of Creative Thinking Techniques and TRIZ of Creative Invention Methods. ② Innovation Management Course for junior students, which requires students to set up innovation teams, undertake practical topics, carry out research on innovation topics under the guidance of teachers, and complete the tasks of the course with product designs or creative reports. It is worth noting that in this course, students must be required to form a team, students are not allowed to work alone, so that students understand that innovation and entrepreneurship must be a process of teamwork. (iii) Entrepreneurial operation course for senior students, encouraging students to carry out entrepreneurial operation based on their own products on the basis of the results of the production of junior practical topics. At present, some mainland universities have also gradually constructed a program based on ? vocational quality training and innovation and entrepreneurship training? as the core of the comprehensive quality training system for college students, the innovation and entrepreneurship ability cultivation of college students for systematic design, modular implementation, and gradually formed? Popular education + project experience + entrepreneurship incubation + entrepreneurship practice? The four columns of the program are as follows Four Verticals training and education system, but it is still necessary to further clarify the training objectives and contents of each level. Popular education aims to cultivate college students' awareness of innovation and entrepreneurship, and provide general education on entrepreneurship to all students through courses, activities and training; project experience aims to let students participate in, plan and operate entrepreneurial projects through innovative thinking training, professional skills development, and scientific and technological project incubation; entrepreneurial incubation mainly relies on on-campus entrepreneurial incubation platforms and encourages students to carry out entrepreneurial practice, experience the hardships of entrepreneurship, and understand the risks of entrepreneurship [1]. Entrepreneurial risk[1]; entrepreneurial combat is aimed at guiding the incubation of mature college student entrepreneurial projects business registration, participate in market competition, so that students in the actual combat to enrich entrepreneurial experience, enhance the quality of entrepreneurship.

2.2 Enriching the dimension of teacher evaluation, encouraging teachers to guide students' innovation and entrepreneurship

Teachers play an extremely important role in students' innovation and entrepreneurship programs, and the successful operation of the program cannot be separated from the guidance of teachers, whose advantage lies in the storage of knowledge, however, teachers are limited to their own teaching and scientific research workload, and are not highly motivated to guide students. In order to encourage teachers to take the initiative to undertake student entrepreneurship guidance services, LWUT has made bold innovations in teacher appraisal and incentives. LWUT divides teachers' promotion (title promotion) into four types: first, academic promotion, with the number of SCI publications as the main indicator; second, teaching promotion, with teaching quality assessment as the indicator; third, practical promotion, with the case of University-Industry Cooperation and funding as the main indicator; fourth, student counseling promotion, with the counseling of students' competitions, innovation and entrepreneurship as the main indicator. Teachers can choose their own promotion path, which allows teachers with specialties in guiding and serving students to find an effective way to mobilize teachers' motivation to guide, and many patent applications of students are completed under the guidance of teachers. In order to do a good job of guidance and service for college students' entrepreneurship, universities in mainland China also attach great importance to the construction of entrepreneurship faculty and classified the construction of guidance teams, including: ① on-campus professional mentors, to help students solve professional and technical problems encountered in the process of entrepreneurship, and to assist entrepreneurs to use the on-campus research laboratories and equipments. ② Entrepreneurship Mentor Group, formed by professional managers, industry experts, professional teachers, legal experts, financial and tax professionals and other composition of the college student entrepreneurship mentor group, to provide college students with entrepreneurship consulting, project demonstration, taxation, industry and commerce, legal and other series of consulting services. ③ Enterprise Operation Consultation and Support Group, based on the characteristics of industries and products, selects enterprises in the park with the same or similar types as mentors of university students' entrepreneurship, providing assistance and counseling, and consulting and diagnosing the problems of university students' entrepreneurship. The mentor team construction is relatively perfect, but compared to the lack of incentives for universities in Taiwan, how to fully mobilize the enthusiasm of these entrepreneurial mentors, entrepreneurial guidance services for college students to put into practice still need to be explored and thought.

2.3 Multi-dimensional support for outstanding college students' innovation and entrepreneurship projects

Lung Wah University of Science and Technology Sanchuang Center to encourage students to carry out entrepreneurial practice, open up a special entrepreneurial site, but due to the small site, the threshold of entry is high, for example, the project must be stationed in the project must have their own products, and must be a technological research and development products, simple trade type of business, the practice base generally do not consider the introduction; at the same time. The project applying for stationing must pass the ? Profitability, employment opportunities, tax, expansion? Four indicators of the comprehensive assessment, only excellent college students innovation and entrepreneurship projects can be stationed in the specialized entrepreneurship park. Once they pass the assessment, the college will provide multi-dimensional support covering project justification, funding support, financial management, legal counseling, patent agency, curricular activities, simulated combat and other elements of help, for example, the resident project can directly apply for the 3 million Taiwan dollars of entrepreneurial dream fund, the instructor can help them apply for government support funds, to participate in entrepreneurial competitions. Colleges and universities in mainland China have also continued to integrate resources and strive to help college students start their own businesses in terms of venues and other aspects. For example, most colleges and universities have launched the construction of college student entrepreneurship parks to create ? Zero fee? The entrepreneurial base, college students entrepreneurial projects can be free or pay a lower site rent to move in. Compared with the universities in Taiwan, the hardware support of university entrepreneurship parks is an advantage, while the soft services including funds, projects and guidance are relatively weak. With the guidance and support of the state for mass entrepreneurship, the relevant support policies around university student entrepreneurship have been introduced one after another, while the universities do not have a full understanding of the policy and the use of the policy, it is necessary to make full use of the relevant policies for entrepreneurial college students to apply for various types of entrepreneurship and social security subsidies, to develop an entrepreneurship fund management system for college students to start up businesses. Entrepreneurial fund management system, for college students to provide a wider range of channels for entrepreneurial investment and financing [2].

2.4 Integration of resources, the establishment of specialized management and service institutions

In order to improve the management and service capacity of college students' innovation and entrepreneurship, LWTU integrates the faculty and administrative resources, and establishes the Center for Innovative and Creative Entrepreneurship Development, which is in charge of college students' innovation and entrepreneurship in a comprehensive way. The work of the organization includes: ① to carry out creative and innovative education; ② to provide creative and innovative resources; ③ to provide entrepreneurial practice bases and supporting counseling; ④ to assist in the development of patent applications and related consulting; ⑤ to assist in the transfer of research and development results of technology, commercialization; ⑥ to participate in or carry out the organization of innovative and creative competitions and academic activities; ⑦ to assist in the docking of patented technologies and enterprises; ⑧ to host the creative and innovative product research and development or exhibition activities. activities, etc. The establishment of specialized management and service institutions has taken advantage of the integration of resources and the promotion of college students' innovation and entrepreneurship education. With the continuous promotion of college students' entrepreneurship demonstration school and demonstration base construction, some colleges and universities in the mainland region have set up a leading group of innovation and entrepreneurship work by the main leaders of colleges and universities, with the participation of the heads of functional departments, striving to form a unified deployment, up and down the linkage, and full participation in a good situation [3]. However, it should not be overlooked that the leading group is a non-permanent institution, the work of the relevant functional departments, which will inevitably affect the development of innovation and entrepreneurship work, especially compared to the social incubator of college students, the lack of full-time, specialized personnel to become the constraints of in-depth implementation of the relevant work.

3 Further Thoughts on Promoting Innovation and Entrepreneurship Education

Based on the concept, curriculum, platform and other dimensions, the author compares the innovation and entrepreneurship education of Longhua University of Science and Technology in Taiwan with that of several higher vocational colleges and universities in Changzhou, and finds that the innovation and entrepreneurship education of higher vocational colleges and universities in mainland China suffers from the following problems:

1) Innovation and entrepreneurship education has not yet been given sufficient attention. Because of the questioning of the teaching of the curriculum to enhance the creative innovation and entrepreneurial ability of college students, innovation and entrepreneurship education has not been included in the formal credit course system for a long time, but only in the form of public elective courses, short-term training courses.

② The curriculum is not perfect. At present, Changzhou, several higher vocational institutions have opened a technological innovation methods TRIZ, innovation and entrepreneurship foundation courses, as well as GYB, SYB and other entrepreneurial training, but most of these courses are carried out in the form of network teaching, special lectures, centralized short-term lectures, and so on, the lack of articulation between the courses and the linkage, the complete curriculum system has not yet been built.

③Teacher construction is weak. At present, most of the innovation and entrepreneurship courses in several higher vocational colleges and universities in Changzhou are taught by counselors, and there is a serious lack of professional teacher teams. In addition, compared to Taiwan's Lung Hwa University of Science and Technology, several higher vocational colleges and universities in Changzhou have not fully affirmed the performance of teachers in the entrepreneurship of college students, which has led to the lack of initiative and motivation of professional teachers to guide the practice of innovation and entrepreneurship among students.

④ The entrepreneurial atmosphere of college students is not strong. According to the survey data of McKesson in recent years, the entrepreneurship rate of graduates from several higher vocational colleges and universities in Changzhou is about 3%, which is still a gap with the entrepreneurship rate of college students in Taiwan.

In view of the above problems, drawing on the advanced experience of Taiwan's Longhua University of Science and Technology, it is believed that efforts should be made to improve the following aspects:

① Further unify the innovation and entrepreneurship education syllabus, and improve the construction of the curriculum. Universities and colleges should unify the innovation and entrepreneurship general curriculum and make it a mandatory course for college students, so that students can have a more in-depth understanding of innovation techniques and entrepreneurship basics. Further integrate innovation and entrepreneurship training courses, public elective courses and network courses scattered at various stages in a piecemeal manner, and offer courses at different levels according to grades. Entrepreneurial practice into the practical teaching process of students, the introduction of the appropriate assessment system, the completion of the theoretical and practical training in a reasonable structure of the curriculum system.

② Diversified evaluation of the work of entrepreneurship instructors, to encourage professional teachers to guide college students to innovation and entrepreneurship. The college should introduce a diversified teacher evaluation system, such as professional teachers guiding college students to achieve excellent results in the field of innovation and entrepreneurship, the guidance workload can be offset against the amount of teaching or scientific research, and their access to innovation and entrepreneurship professional qualification certificates can enjoy the same treatment as the corresponding title. Only in this way can the enthusiasm of professional teachers be fully mobilized to enhance the quality of innovation and entrepreneurship guidance and services.

③ While vigorously promoting the construction of hardware such as entrepreneurship bases, strengthen the soft services in the dimensions of funds, programs, and guidance. Colleges and universities should be in close contact with the relevant government departments to collaborate with the full use of national support policies; they should actively cooperate with banks and venture capital institutions to solve the problem of financing difficulties for college students' startups; they should increase the construction of business incubation platforms and integrate resources from all sides to help college students' entrepreneurship.

④ Strengthen the construction of institutions with clear responsibilities to promote the sustainable development of college student entrepreneurship. Colleges and universities should learn from the practice of social youth creator space, college student business incubator, set up a special department, arrange special personnel specifically responsible for college student entrepreneurship project selection, incubation, financing, finance and other aspects of the work, in particular, to strengthen the entrepreneurial services for college students, including a series of professional services such as project demonstration, marketing, risk avoidance, etc., and constantly enhance the quality of college student innovation and entrepreneurship services.

4 Conclusion

In today's society encourages young people to innovate and dare to start their own business, college students should take up the historical responsibility of innovation and entrepreneurship, and as the cradle of talent cultivation of colleges and universities, they should take the initiative to think about how to better serve college students and how to optimize the work of innovation and entrepreneurship education.

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