行政院國家科學委員會專題研究計畫 成果報告
工程與商業技術為基礎之創業教育跨國比較研究
研究成果報告(精簡版)
計 畫 類 別 ： 個別型 計 畫 編 號 ： NSC 100-2511-S-151-002- 執 行 期 間 ： 100 年 08 月 01 日至 101 年 07 月 31 日 執 行 單 位 ： 國立高雄應用科技大學資訊管理系 計 畫 主 持 人 ： 吳文雄 計畫參與人員： 博士班研究生-兼任助理人員：方隆慶 其他-兼任助理人員：黃思涵 其他-兼任助理人員：吳毅緯 報 告 附 件 ： 出席國際會議研究心得報告及發表論文 公 開 資 訊 ： 本計畫可公開查詢中 華 民 國 101 年 10 月 31 日
中 文 摘 要 ： 在創業教育的議題上，研究者已從歐美國家獲得有價值的經 驗。然而，過去的研究較少探討興新國家在此議題的發展。 本計畫以內容分析、訪談及電子郵件問卷等方法為基礎，並 對越南著名大學進行創業教育發展的探索。在研究結果方 面，本計畫發現這些學校並未提供創業教育的相關學程。再 者，依據對系所主管與教師的訪談及電子郵件問卷，本計畫 歸納三個主要因素：歷史與文化、教育體制及社會需求。綜 言之，這些發現可提供研究者對於興新國家在發展創業教育 之參考。 中文關鍵詞： 創業教育、高等教育、興新國家、國家文化
英 文 摘 要 ： Researchers and educators have learned valuable
experiences of entrepreneurship education development from developed countries such as United States and Germany. However, previous studies seldom explored the developmental status from emerging countries. This project applies the approaches of web-based content analysis and following up with interview and e-mail questionnaire from renowned Vietnamese
universities. An important result is that these universities did not provide the entrepreneurship courses or programs. Also, we found there are three major factors to impact the current status of
entrepreneurship education in higher education of Vietnam. These factors include the history and culture, the educational system, and the demand of society. In sum, these findings can provide insights for researchers and educators to understand of
entrepreneurship education development from emerging countries such as Vietnam.
英文關鍵詞： Entrepreneurship education； higher education； emerging countries； national culture
行政院國家科學委員會補助專題研究計畫 █成果報告
（計畫名稱）
工程與商業技術為基礎之創業教育跨國比較研究
計畫類別：■ 個別型計畫 □ 整合型計畫
計畫編號：
100-2511-S-151-002-執行期間： 100 年 08 月 01 日至 101 年 07 月 31 日
計畫主持人：吳文雄
共同主持人：
計畫參與人員：黃思涵等人
成果報告類型(依經費核定清單規定繳交)：□精簡報告 ■完整報告
本成果報告包括以下應繳交之附件：
□赴國外出差或研習心得報告一份
□赴大陸地區出差或研習心得報告一份
■出席國際學術會議心得報告及發表之論文各一份
□國際合作研究計畫國外研究報告書一份
處理方式：除產學合作研究計畫、提升產業技術及人才培育研究計畫、
列管計畫及下列情形者外，得立即公開查詢
□涉及專利或其他智慧財產權，□一年□二年後可公開查詢
執行單位：國立高雄應用科技大學
中 華 民 國 101 年 10 月 22 日
摘要
在創業教育的議題上，研究者已從歐美國家獲得有價值的經驗。然而，過去的研究較少探 討興新國家在此議題的發展。本計畫以內容分析、訪談及電子郵件問卷等方法為基礎，並 對越南著名大學進行創業教育發展的探索。在研究結果方面，本計畫發現這些學校並未提 供創業教育的相關學程。再者，依據對系所主管與教師的訪談及電子郵件問卷，本計畫歸 納三個主要因素：歷史與文化、教育體制及社會需求。綜言之，這些發現可提供研究者對 於興新國家在發展創業教育之參考。 關鍵詞：創業教育、高等教育、興新國家、國家文化Abstract
Researchers and educators have learned valuable experiences of entrepreneurship education
development from developed countries such as United States and Germany. However, previous
studies seldom explored the developmental status from emerging countries. This project applies
the approaches of web-based content analysis and following up with interview and e-mail
questionnaire from renowned Vietnamese universities. An important result is that these
universities did not provide the entrepreneurship courses or programs. Also, we found there are
three major factors to impact the current status of entrepreneurship education in higher education
of Vietnam. These factors include the history and culture, the educational system, and the demand
of society. In sum, these findings can provide insights for researchers and educators to understand
of entrepreneurship education development from emerging countries such as Vietnam.
Keywords: Entrepreneurship education; higher education; emerging countries; national culture
Introduction
Regarding the initiation of entrepreneurship education, Harvard Business School opened the
first course naming “The Management of New Enterprises” since 1947 (Katz, 2003). Since then,
the entrepreneurship education gradually became a world trend. It started from the United States
then moved on to European countries and Asian countries because it is aware that
entrepreneurship education plays an important role for prosperity of each country (Klandt &
Wilson, 2008). Hence many people started to build their own enterprises. A great number of them
could not be successful due to their lack of knowledge and skills for entrepreneurship. With a
program and its courses on entrepreneurship, learners can get much more knowledge. And they
also are provided with necessary knowledge which helps them to be confident to start their
business and overcome challenges based on the provided knowledge (Charney, & Libecap, 2000;
Solomon, 2007; Solomon, Weaver, & Fernald, 1994).
Vietnam, a country has faced many historical changes and overcome them to develop
constantly. Vietnam’s economy has innovated since the early 1980s’. With a variety of the
government’s incentive policies, a wide range of enterprises were established. However, the
business spirit is always available in every Vietnamese. But why has Vietnam’s education not yet
really paid attention to entrepreneurship education until now? In this study, we will delve into
finding factors which can make effect on entrepreneurship education in system of Vietnam’s
universities.
Also, we would like to recognize that Vietnam’s educational system has been made some
dramatic reform with many high effective programs of education. Some agencies directly under
Ministry of Education or out of education system opened many training classes regarding
different fields such as management, marketing, finance, etc. These courses met learners’ real
demand when they did not have or were not good in any skill. However, according to the world’s
trend of development, people need much more like that. Those are complete courses providing
full of essential knowledge and skills for an enterprise’s owner. Based on the current situation of
Vietnamese higher education, this study conducts a survey of the actual situation of Vietnam’s
education and then to give a conclusion of Vietnam’s development of entrepreneurship education
and synthesizes major factors influencing the above results.
Methodology
This project used the following research methods: web-based content analysis, email
Firstly, based on the web-based content analysis, the first survey step in the research process
is based on a book entitled "Important information about university and college enrollment 2010
& 2011", Viet Huong web page and Science - Economy Information web page and some other
web pages. We have a list of universities and colleges in the nation, including name of the
universities (the faculty, majors, centers), universities addresses and particularly web page
addresses of total 192 universities and 230 colleges (including public and non-public universities).
Among them, the northern region has 113 universities and 118 colleges. Southern region has 79
universities and 112 colleges. Then, after having overview of Vietnam universities and colleges
system, we omitted universities belonging to group of military and police , medical schools, and
focus on local universities, economics and management universities, which includes two national
universities, local universities, institutes belonging to civil, non-public universities through the
these university websites. Hence, we selected ten major Vietnamese universities such as Vietnam
National University, Hanoi and Tay Bac University: university of Northwest Vietnam.
Secondly, we understand the finding information on web pages was not enough. A lot of
information could not be found on web pages, and incorrect information was everywhere.
Therefore, during the research process, interview questions were sent to the teachers of the top 10
universities, and of some others. Sending questionnaires via e-mail seemed to be simple, but it
really took a lot of time to wait for the reply. It took approximately six months to send email and
receive feedback. Some mails sent but ended with no reply, some answers were not complete or
assigned the wrong flavor.
Finally, the interviews were conducted before and after the traditional lunar New Year in
Vietnam. Due to difficulties of arranging location and time, interviews were only carried out at
universities in Hanoi.
Results and Discussions
This study synthesizes three major factors to impact the development of entrepreneurship
education in higher education of Vietnam. We provide more descriptions as follows.
From the historical perspective, the Vietnamese had been so closely associated with
agriculture and the self-sufficient economy, however business had not been highly appreciated in
Vietnam’s feudal society. Being influenced by Confucian, Vietnam people ranked “trade” as the
final position in the list of social hierarchies: intelligentsia – farmer – worker – trader.
Also, in the feudal society, Vietnam from the State’s policy to the people‘s mind had
considered farming as a principal occupation, but considered craft industry and trade as
unsubstantial. In fact, the operation of industrial and commercial activities took place within the
framework of autonomous self-sufficiency economic. In the general society, the business
activities were exciting and simmering in a few stages, but due to the policy of "primarily
working on farm "and "peasant in seclusion" of the feudal dynasties that business could
not developed.
2. The educational system
Because Vietnam has the target to become a modern industrial country by 2020, it is essential
to completely speed up innovation, industrialization, and modernization together with the
development of economy as well as positively comprehensive and international integration. This
objective puts Vietnam’s education and training in new requests, missions and challenges.
However, from the viewpoint of the pedagogical demand, there is now a severe lack of
human resource, especially the high-qualified human resource in Vietnam’s main academic fields
such as pedagogy, medicine-pharmacy, economics, agriculture – forestry – fishery, technology
and military technique. For reaching the targets, it is compulsory for the Vietnam’s universities to
train a great number of high qualified human resources to meet the social demand in above
sectors before 2020. Hence, Vietnam Ministry of Education and Training‘s targets which are
regarded as general guidance for universities are to train high qualified human resource.
3. The demand of society
Vietnam’s labor forces are abundant and each year some a million labors join in the labor
forces. However, the average skill level is low and improves slowly. Nearly half of Vietnam’s
the general census of population and housing in Vietnam in 2009, 18.9% of the population aged 25
or older graduate from secondary education and only 5.4% access to a higher education level. The
proportion of Vietnam’s population with secondary and higher education is lower than that of other
Southeast Asian countries. More importantly, Vietnam’s economy lacks severely of capable and
knowledgeable staffs.
4. Summary
Based on the above results, we found that Vietnam’s system of universities has not yet set up
a complete program of entrepreneurship education till now. Above criteria are quite suitable to
this result. Those criteria made business spirit hardly rise and boom although the spirit existed
and smouldered inside many people, especially the youngster. Truly, we still believe that
Vietnamese’s business spirit is always strong and lively. The spirit is like a fire. And it can burn
with light wind.
Conclusions
Based on the above results, Vietnam’s education has not yet really set up a programme on
entrepreneurship education up to now. The lack of entrepreneurship education can be regarded as a
big mistake when the target of Vietnam to become a country of modernization and industrialization
by 2020. One country is just considered as a rich developed country when there are many rich
enterprises. In addition, owner’s leading ability plays a very important role in contribution to
sustainable development of enterprises.
In recent years, although the number of small and medium private enterprises has rapidly
increased, at the same time, the quantity of bankrupted enterprises has also increase in direct ratio.
Beside objective reasons such as global economic recession, no competition with cheap products
imported from China, and no access to state supporting policies, another important reason is that
there have been a variety of limit in the operation ability of enterprise’s owners.
Also, almost small and medium private enterprises have founded in spontaneous way. It means
They have enough adventure but not enough knowledge of operation. They seem to be confused
when facing to any challenge.
In sum, Vietnam has had rapid growth but it cannot avoid many weaknesses compared with
other countries in the region. For the program on entrepreneurship education, neighbor countries
such as China, Singapore, Malaysia and Taiwan have set up for long time. Hence we suggest
Vietnam needs to pay much attention to the development of entrepreneurship education.
References
1. Charney, A. & Libecap, G. (2000). Impact of entrepreneurship education. Insights: A Kauffman Research Series. Kauffman Center for Entrepreneurship Leadership.
2. Katz, J. A. (2003). The chronology and intellectual trajectory of American entrepreneurship education 1876-1999. Journal of Business Venturing, 18, 283-300.
3. Klandt, H. & Volkmann, C. (2006). Development and Prospects of Academic Entrepreneurship Education in Germany. Higher Education in Europe, 31(2), 195-208. 4. Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends,
and challenges. Entrepreneurship Theory and Practice, 29(5), 576-597.
5. Kuratko, D. F. & Hodgets, R.M. (1992). Entrepreneurship: A Contemporary Approach (2nd ed.). The Dryden Press, Sydney.
6. Ohland, M. W., Frillman, S. A. & Zhang, G.. (2004). NC state’s engineering entrepreneurs
program in the context of US entrepreneurship programs. Paper presented at the meeting of
the NCIIA 8th Annual Meeting, San Jose, CA.
7. Solomon, G. T. Weaver, K., M. & Fernald, L. W., Jr. (1994). Pedagogical Methods of Teaching Entrepreneurship: An Historical Perspective. Gaming and Simulation, 25(3), 67-79.
8. Solomon, G. (2007). An examination of entrepreneurship education in the United States.
Journal of Small Business and Enterprise Development, 14(2), 168-182.
9. Wilson, K. (2008). Entrepreneurship Education in Europe. In J. Potter (Ed.),
出席國際學術會議心得報告
計畫編號 100-2511-S-151-002- 計畫名稱 工程與商業技術為基礎之創業教育跨國比較研究 出國人員姓名 服務機關及職稱 吳文雄 高雄應用科技大學資管系/教授 會議時間地點 2012 年 05 月 21 日~24 日(多倫多,加拿大)會議名稱 American Canadian Conference for Academic Disciplines
發表論文題目 Exploring the Entrepreneurship Education Development of Emerging Country- Findings from Vietnamese Universities
一、參加會議經過
敝 人 十 分 榮 幸 至 加 拿 大 多 倫 多 參 與 American Canadian Conference for Academic Disciplines 國際研討會。該研討會在 Ryerson University 的 ILLC 舉行為期 4 天的會議。該研 討會聚集來自國際的學者與研究生來呈現他們在各專業領域的研究成果。以敝人為例，這次 發表的題目為：Exploring the Entrepreneurship Education Development of Emerging Country- Findings from Vietnamese Universities，主要是在探討創業教育的議題。
二、與會心得 綜觀這次參與研討會的心得，敝人提出如下成果，並冀望後續能有進一步之學術交流。 除了探討 ENT education 的課題外，也獲得工程與商業學術領域的相關知識，有助於 未來在此課題進一步研究的機會。 了解各國在創業教育的發展狀況，是符合本計畫跨國比較分析的目的。 認識多位不同國家的與會專家學者，後續可進行國際學術交流與研究合作。 在研討會發表的文章將再行修改並投稿至國際期刊。
Exploring the Entrepreneurship Education Development of Emerging Country-
Findings from Vietnamese Universities
Abstract
Researchers and educators have learned valuable experiences of entrepreneurship education development from developed countries such as United States and Germany. However, past studies seldom explored this developmental status from emerging countries. This study takes web-based content analysis and following up with interview and e-mail from ten major Vietnamese universities. An important result is that these universities did not provide the entrepreneurship courses or programs based on the investigation from web-based content analysis. After following up with interview and e-mail via faculty of thee universities, we synthesize that there are three different perspectives to view the current status of entrepreneurship education in higher education of Vietnam. Firstly, from a historical and cultural perspective, Vietnamese culture has been influenced by Confucianism deeply. In the concept of the general public, the civilians are divided into four classes as scholar, farmer, artisan and merchant. The business people are at the lowest rank. The present generation still aspires to be in the top class as a doctor or scholar, but to be a businessman as their ancestors did for generations. Secondly, from the perspective of the educational system, under the direction of the ministry of education, the development of educational system falls behind the new trend thoroughly. Teaching in college is still focused on the fundamental courses, and scarcely offers the knowledge concerned with entrepreneurship. Finally, from the perspective of the demand of the society, Vietnam has been in the stage of swift developing and flourishing for the past decade, therefore the skilled technicians in a variety of specialties are in demand much more than the leaders or managers. These findings may provide insights for researchers and educators into understanding of entrepreneurship education development from emerging countries.
國科會補助計畫衍生研發成果推廣資料表
日期:2012/10/29國科會補助計畫
計畫名稱: 工程與商業技術為基礎之創業教育跨國比較研究 計畫主持人: 吳文雄 計畫編號: 100-2511-S-151-002- 學門領域: 應用科學教育無研發成果推廣資料
100 年度專題研究計畫研究成果彙整表
計畫主持人：吳文雄 計畫編號： 100-2511-S-151-002-計畫名稱：工程與商業技術為基礎之創業教育跨國比較研究 量化 成果項目 實際已達成 數（被接受 或已發表） 預期總達成 數(含實際已 達成數) 本計畫實 際貢獻百 分比 單位 備 註 （ 質 化 說 明：如 數 個 計 畫 共 同 成 果、成 果 列 為 該 期 刊 之 封 面 故 事 ... 等） 期刊論文 0 0 100% 研究報告/技術報告 0 0 100% 研討會論文 0 0 100% 篇 論文著作 專書 0 0 100% 申請中件數 0 0 100% 專利 已獲得件數 0 0 100% 件 件數 0 0 100% 件 技術移轉 權利金 0 0 100% 千元 碩士生 0 0 100% 博士生 0 0 100% 博士後研究員 0 0 100% 國內 參與計畫人力 （本國籍） 專任助理 0 0 100% 人次 期刊論文 0 0 100% 研究報告/技術報告 0 0 100% 研討會論文 1 1 100% 篇 論文著作 專書 0 0 100% 章/本 申請中件數 0 0 100% 專利 已獲得件數 0 0 100% 件 件數 0 0 100% 件 技術移轉 權利金 0 0 100% 千元 碩士生 0 0 100% 博士生 0 0 100% 博士後研究員 0 0 100% 國外 參與計畫人力 （外國籍） 專任助理 0 0 100% 人次其他成果
