In the late 20th century, American scholars Burton R. Clark and Henry Etzkowitz independently put forward the concept of the “entrepreneurial university,” which quickly gained traction in many Western universities. Following the introduction of this concept to China, a number of local undergraduate colleges embraced this entrepreneurial university model.

However, the localization of this concept in China has yet to achieve significant breakthroughs, and Western experience has not been successfully adapted to the Chinese context. The reason for this is twofold. Firstly, there is a lack of profound understanding of and keen interest in the entrepreneurial university within the Chinese academic community. Secondly, unlike innovation and entrepreneurship education, the development of entrepreneurial universities is not incorporated into China’s national policy framework.

The report to the 20th National Congress of the Communist Party of China states that “We must regard science and technology as our primary productive force, talent as our primary resource, and innovation as our primary driver of growth.” Guided by this spirit, the practice of entrepreneurial universities is expected to serve as a new engine for China’s scientific and technological innovation, economic development, and social progress.

Self-reliant innovation

An entrepreneurial university is not a revenue-generating, commercial, or profit-oriented institution; rather, it is a university characterized by self-reliance and innovation. Among the internationally recognized exemplars of entrepreneurial universities are the Massachusetts Institute of Technology and Stanford University in the US, as well as the University of Warwick in the UK.

Self-reliant innovation is the essence of entrepreneurial universities. Modern universities committed to the development of entrepreneurial universities must aim to become “world-class centers of talent and innovation.” They should rely on the quality of their talent cultivation and the impact of their research achievements rather than on government protection to earn the respect and support of all sectors of society.

Burton R. Clark identified five key elements of an entrepreneurial university: a strengthened steering core, an expanded developmental periphery, a diversified funding base, a stimulated academic heartland, and an integrated entrepreneurial culture. These elements focus on enhancing the university’s capacity for self-reliant innovation, diversifying funding sources by serving society, reducing reliance on government funding, and achieving self-sufficiency through high-quality academic services. Henry Etzkowitz’s “Triple Helix” model of innovation, which emphasizes university-industry-government collaborative innovation and the commercialization of university-based research output, is also centered on the self-reliant innovation approach to university operation.

Active development

The success of entrepreneurial universities around the world demonstrates that this model offers an effective new track for higher education. China should seize this opportunity to transform entrepreneurial universities into a new growth driver for its higher education system.

First, at the theoretical level, it is essential to pursue a Chinese model for localizing the entrepreneurial university. Certain of China’s STEM research universities are already on the path of building entrepreneurial universities. Motivated by institutional incentives, many professors are shifting their research focus from traditional academic achievement to the development of advanced technological products. Local undergraduate colleges in China, however, cannot adopt the direct finance model of Western universities. Instead, they should focus on becoming applied universities as the first stage of their transformation into entrepreneurial universities.

Second, at the practical level, reforming the education evaluation system in the new era is essential. The transformation of universities cannot happen without the transformation of their faculty. Research shows that the most effective way to transform a traditional faculty into an entrepreneurial faculty is not through start-up funds, commercialization platforms, or enhanced entrepreneurial training, but rather by transforming the faculty evaluation mechanisms. In this regard, the Overall Plan for Deepening Education Evaluation Reform in the New Era, released in 2020, sets the direction for entrepreneurial universities.

Third, at the policy level, the development of entrepreneurial universities should be incorporated into the national agenda. China has officially promoted mass entrepreneurship and innovation since 2015. The 71/284 resolution adopted by the 71st Session of the UN General Assembly in 2017 acknowledged the importance of supporting mass entrepreneurship, creativity, and innovation. While entrepreneurial universities are not equivalent to entrepreneurship education, they serve as an ideal platform for its implementation. The development of entrepreneurial universities should, therefore, be integrated into national strategies, just as with innovation and entrepreneurship education.

Fu Bajun is a professor from the College of Education at Fujian Normal University.