Creating a culture of innovation in contemporary Ukraine is one of the key objectives of the national economic development and Euro integration. Furthermore, the existence of effective environment for innovation in the globalized economy is actually one of the conditions for existence and development of any company in general. According to a number of research, the majority of business representatives in Ukraine are considering innovation as buying foreign technologies and equipment or purchasing off-the-shelf technologies for a song in a research institute. As a result, entrepreneurs have a very negative attitude towards most academic research and research institutes as sources of innovation projects without any practical purposes. And they are often right because most innovation projects are not integral, have nothing to do with industrial technologies and they are carried out without detailed market research. Manufacturers have to solve a number of problems related to the implementation of this technology: from legal issues to the marketing promotion strategy. They can perform none of these tasks in a good and workmanlike manner. So today in Ukraine there is hardly any comprehensive approach to the formation of innovation environment, despite the great scientific and technological potential of the country. In general innovation in Ukraine can be regarded as a set of scientific, technological,  organizational,  financial  and  commercial  measures  aimed  at  the commercialization  of  knowledge,  technologies  and  equipment.  Being  officially  a priority activity, the government support is often declarative. And the government cannot be blamed for this because the concept of innovation culture is just emerging in Ukraine. According to the legal basis of Ukraine, innovation is the activity focused on use and commercialization of scientific findings and promotion of new competitive goods and services at the market. The primary objective of national innovation policy is to create the socio-economic, organizational and legal conditions for effective reproduction,   development   and   use   of   scientific   and   technical   potential, implementation of cutting-edge, environmentally friendly, safe, energy and resource saving technologies, production and promotion of new competitive products [1 ]. 

• In Ukraine there are several types of innovations: 
• Technical innovations  appear in the production of new products or products with improved properties; 
• Technological innovations appear when improved methods of production are applied; 
• Organizational  and  management  innovations  are    related  to  the processes of optimal organization of production, transport, distribution and supply; 
• Information   innovations   are   implemented   to   organize   rationally information flow in science, technology and innovation, to improve reliability and timeliness of information; 
• Social innovations are aimed at improving working conditions, solving problems related to health, education and culture. 

Among innovation levels in Ukraine the level of research at universities and different educational institutions should be mentioned. This includes developments, inventions and research which are conducted in study groups at schools and in laboratories, clubs of technical creativity. Students and schoolchildren take an active part in creating and inventing new products. Ukrainian schoolchildren and students make inventions in different spheres of science and technology, and then many of these inventions are developed commercially. Unfortunately, Ukraine is experiencing economic crisis nowadays, so the government had to cut off funding to study groups and  centers  of  technical  creativity  for  young  people.  In  western  universities professors are often employed in research institutes which cooperate with private firms. Consequently, research institutes, whose goal is technology transfer, maintain a close relationship with both universities and industry. Professors are allowed by the university authorities to create private research centers, which are independent legal entities on the university campus. In Ukraine, despite the high scientific and technical potential of research organizations and universities, the most crucial issue is to create a culture of innovation exactly at this level. We need a clear policy on how to work with students and involve them in all stages of the innovation project, to form the basic knowledge about preparation and implementation of innovation projects etc. A comprehensive program for research organizations’ staff is also required because the level of their activity in the field of innovation can be characterized as "extremely  poor". The autonomy of universities needs diversifying sources of research funding, replacing government financing. The long-term goal of the autonomy is to fully reimburse the money spent on research. To fulfill this goal, universities should be converted  into  a  vehicle  to  transfer  scientific  ideas  to  industry  and  society  as implemented innovations. 

The important role of education in promoting more entrepreneurial attitudes and behaviors is  now  widely recognized.  However, the  benefits of  entrepreneurship education  are  not  limited  to  start-ups,  innovative  ventures  and  new  jobs. Entrepreneurship refers to an individual’s ability to turn ideas into action and is therefore a key competence for all, helping young people to be more creative and self-confident in whatever they undertake. The Bologna process can have a positive effect on the way entrepreneurial knowledge is spread. The 46 Bologna signatory countries met in London in May 2007, and recommended such measures as the recognition  of  non-formal  learning,  the  development  of  flexible  curricula  to accommodate   student   and   staff   mobility,   and   enhanced   university-employer collaboration in innovation and knowledge transfer [3]. At higher education level, the primary purpose of entrepreneurship education should be to develop entrepreneurial capacities and mindsets. In this context, entrepreneurship  education programs can have  different  objectives,  such  as:  a)  developing  entrepreneurial  drive  among students (raising awareness and motivation); b) training students in the skills they need to set up a business and manage its growth; c) developing the entrepreneurial ability to identify and exploit opportunities. Graduates’ start-up is one of a range of possible outcomes. Currently the teaching of entrepreneurship is not yet sufficiently integrated in higher education institutions' curricula. So the real challenge is to build inter-disciplinary approaches, making entrepreneurship education accessible to all students, creating teams for the development and exploitation of business ideas, mixing  students  from  economic  and  business  studies  with  students  from  other faculties  and  with  different  backgrounds [3].  The  demand  for  learning  about entrepreneurship is increasing. However, there is a short age of human resources and funding for this type of education; therefore it is not possible to meet this demand fully. Action-oriented teaching is labor - Intensive and costly, and require specific training. There is a need to graduate enough PhD students in entrepreneurship who can become teachers. Moreover, there is very little in terms of incentives to motivate and reward teachers for getting involved in entrepreneurial teaching and interaction with students. It is currently difficult to build a career in entrepreneurship, as research remains the main promotion criterion [3]. Developing and delivering entrepreneurship is significantly affected by the internal organizational structure of an institution. Faculties and departments tend to work quite separately, with many obstacles for students  who  want  to  move  and  for  teachers  interested  in  establishing  cross-disciplinary courses. A rigid curriculum structure is often an impediment to inter-disciplinary approaches. In terms of specific contents, programs and courses should be adapted to different target groups (by level: undergraduate, graduate, post-graduate, PhD; by field of study: economics/business, scientific/technical studies, humanities, arts & design, etc.). The best way to encourage entrepreneurship among students is by giving examples from the relevant technical area. As regards current teaching methods, there are a wide range of techniques to supplement lectures as the most basic teaching tool. However, there seems to be a gap between the methods  actually  used  and  those  that  are  viewed  as  the  most  effective  and appropriate.  Using  experience-based  teaching  methods  is  crucial  to  developing entrepreneurial skills and abilities. Traditional educational methods (like lectures) do not correlate well with the development of entrepreneurial thinking [3]. There is a need for more interactive learning approaches, where the teacher becomes more of a moderator   than   a   lecturer.   Crossing   boundaries   between   disciplines,   and multidisciplinary collaboration, are essential elements in building enterprising abilities. Getting real entrepreneurs involved in the teaching can make up for the current lack of practical experience among professors. Although entrepreneurs and business practitioners are in general involved in the teaching, there are few examples of entrepreneurial practitioners engaged in the full curricula experience. Most frequently, they come to give short presentations to students (e.g. as personal testimonials or guest lecturer) or as judges in competitions. European higher education institutions are not sufficiently involved and effective in working with alumni who have been successful in their entrepreneurial end devours, and who could bring back knowledge and funds [3]. Also, mobility of teachers and researchers between higher education institutions and business is in general very low, and this practice is not actively encouraged. There are in many cases few or no incentives, and in some cases outright  disincentives.  The  strength  that  gives  higher  education  institutions  an innovative capacity, and hence entrepreneurial potential, is their autonomy. While diversity is richness, institutions and educators will gain from exchanges and mutual learning, open sources of information, examples of good practice across Europe. Coordination is needed at a policy level to ensure that all higher education institutions are given the necessary incentives and opportunities to take on this challenge. It is very important to determine how entrepreneurship can be integrated into primary, secondary, and higher education; adopt legislation supporting relations between private business and universities; establish awards for entrepreneurial universities, teachers and students, and promote positive examples of academic spin-offs. At their level of responsibility, higher education institutions could: set up a strategy and an action plan for teaching and research in entrepreneurship, embedding practice-based activities, and for new venture start-ups and spin-offs; create an entrepreneurship education department, which would serve as an entrepreneurial hub within the institution and spread the teaching of entrepreneurship across all other departments; offer an introduction to entrepreneurship and self-employment to all undergraduate students during their first year. In addition, give all students the opportunity to attend seminars and lectures in this subject; set up incentive systems to motivate and reward  faculty  staff  in  supporting  students  interested  in  entrepreneurship,  and acknowledge the academic value of research and activities in the entrepreneurial field; develop clear institutional rules about intellectual property; award academic credits for practical work on enterprise projects outside the established courses [3]. The important role of education in promoting more entrepreneurial attitudes and behaviors, starting even at primary school. Entrepreneurial programs and modules offer students the tools to think creatively, be an effective problem solver, analyse a business idea objectively, and communicate, network, lead, and evaluate any given project. Students feel more confident about setting up their own business as they can now  test  their  own  business  ideas  in  an  educational,  supportive  environment. However, the benefits of entrepreneurship education are not limited to boosting start-ups, innovative ventures and new jobs. Entrepreneurship is a competence for all, helping  young  people  to  be  more  creative  and  self-confident  in  whatever  they undertake. 

Universities  and  technical  institutions     (e.g.  polytechnics)  should  integrate entrepreneurship as an important part of the curriculum, spread across different subjects,  and  require  or  encourage  students  to  take  entrepreneurship  courses. Special  attention  should  be  paid  to  systematically  integrating  entrepreneurship training  into  scientific  and  technical  studies  and  within  technical  institutions,  to facilitate  spin-offs  and  innovative  start-ups,  and  to  help  researchers  acquire entrepreneurial  skills.  There  needs  to  be  more  focus  on  developing  the  skills necessary  for  fully  exploiting  innovation  and  knowledge  transfer  activities  in combination with the commercialization of new technologies [2].

The law defines legal, economic and organizational principles of state regulation of innovation activity in ukraine [1].  The objects of innovation activity are:

• innovation programs and projects; 
• new knowledge and intellectual products; 
• production equipment and processes; 
• infrastructure of production and entrepreneurship; 
• organizational technical decisions of production, administrative, commercial or other nature, which significantly improve the structure and the quality of production and (or) social sphere; 
• raw materials, means of their mining and processing;
• commodity output; 
• mechanism of consumer market forming and sale of commodity output. 

The subjects of innovation activity may be natural persons and (or) legal entities of ukraine, natural persons and (or) legal entities of foreign states, stateless persons, their  associations,  which  conduct  innovation  activity  in  ukraine  and (or)  attract property and intellectual values, invest own or borrowed funds in the implementation of innovation projects in ukraine.

Pursuant to the law, the state regulation of innovation activity is performed as follows: 

• definition and support of priority directions of innovation activity on state, branch, regional and local levels; 
• forming and implementation of state, branch, regional and local innovation programs; 
• creation of normative legal base and economic mechanisms for support and stimulation of innovation activity; 
• protection of rights and interests of the subjects of innovation activity; 
• financial support of implementation of innovations projects; 
• encouragement   of   commercial   banks   and   other   financial   crediting establishments, which credit implementation of innovations projects; 
• support   of   functioning   and   development   of   contemporary   innovation infrastructure.

The subjects of innovation activity may obtain financial support for implementation of financial projects by: 

• full  interest-free  crediting     (under  the  conditions  of  inflation  indexation)  of priority 
• innovation projects at the expense of funds of the state budget of ukraine, budget 
• funds of the autonomous republic of crimea and funds of local budgets; 
• partial (up to 50%) interest-free crediting     (under the conditions of inflation indexation) of priority innovation projects at the expense of funds of the state budget of ukraine, budget funds of the autonomous republic of crimea and funds of local budgets on condition, provided that the other funds necessary for project financing were invested by the project agent and (or) other subjects of innovation activity; 
• full or partial reimbursement (at the expense of funds of the state budget of ukraine, budget funds of the autonomous republic of crimea and funds of local budgets) of interests paid by the subjects of innovation activity to commercial banks and other financial crediting establishments for crediting of innovation projects; 
• granting  of  state  guarantees  to  commercial  banks  which  credit  priority innovation projects; 
• property insurance of implementation of innovation projects by the insurers in compliance with the law of ukraine “on insurance”. 

The sources of financial support of innovation activity shall be:

• funds of the state budget of ukraine;
• funds of local budgets and funds of the autonomous republic of crimea;
• own funds of specialized state and communal innovation financial crediting establishments; 
• own or borrowed funds of subjects of innovation activity; 
• other sources which are not prohibited by the legislation of ukraine [3]. 

Universities activities from primarily regulated by the law of ukraine "on higher education". This law hasn’t questions concerning innovative activities, innovative research, but chapter 10 of law is devoted to research and scientific activities in the universities. In this chapter discusses the purpose and objectives of scientific and scientific-technical activities in higher education, organization and management of scientific and technical activities. Also it has links to two documents - to the law of ukraine " on higher education " and the law of ukraine "on the scientific and technical activities", the second one determines legal, organizational and financial principles of operation and development of scientific and technical sphere, creates conditions for scientific and scientific-technical activities, ensuring needs of society and the state in technological development.

There are a set of laws dealing with innovations in ukraine [1]:

• the law of ukraine "on the innovation" 
• the law of ukraine «on the scientific and technical activities» 
• the  law  of  ukraine     «on  priority  directions  of  innovative  activity  in Ukraine» 
• the law of ukraine «on special regime of technological parks»
• the law of ukraine «on the scientific and technical information»
• the law of ukraine «on the scientific and technical expertise» 
• the president of ukraine decree of 30.12.2005, № 1873/2005 "on the establishment of the state agency of ukraine for investments and innovations"
• the  decree  by  ministry  of  education  and  science  of  ukraine  "on approval of the procedure of innovative educational activities" (from 07.11.00, № 522) 
• the  decree  by  ministry  of  education  and  science  of  ukraine  «on approval of monitoring the implementation of innovative projects in the priority areas of technological parks» (from 17.04.03, № 245). 

O the decree of the president of ukraine from 07.11.2006 № 606/2006 "on the decision of the national security and defense council of Ukraine on april 6, 2006" on the state of scientific and technological areas and measures to support innovative development of Ukraine" the verkhovna rada of ukraine "on compliance for the development of scientific and technological capacity and innovation activity in ukraine" (№ 1786-vi). 

• the civil code of ukraine (chapter iv "intellectual property") 
• the law of ukraine «on property» 
• the law of ukraine «on state regulation in the field of technology transfer» 

such legal documents can be divided into two groups: base and specific. Base acts are laws, which regulate economic activity in general, and these laws itself do not create the special favorable conditions for establishing of innovation business. Specific laws are laws and legal acts, which take into account the specific of scientific and  technical  and  innovation  activity,  such  normative  acts  which  more  or  less expressly determine the subjects of innovation sphere. We will consider laws of ukraine “about general principles of creation and functioning of the special economic zones (further  sez)  in  ukraine”, “about  the  special  mode  of  investment  and innovation activity of technological parks in ukraine” and statute about the order of creation and functioning of technoparks and innovation structures of other types. As ukraine  is  a  young  state,  there  is  not  enough  experience  on  establishing technoparks;   moreover   nowadays   there   are   some   confusions   in   legislation background of technoparks activity. 

So,  in  the  law  of  ukraine     “about  sez”  technopark  and  technopolis  are considered as such special economic zone. It automatically determines the order of their creation, essence of which is that technostructure is created by the parliament of ukraine after presentation of the government, president of ukraine or local governments. Such process of establishing, obviously, cannot assist to development of technostructure, as, at first, creation takes the heap of time; secondly, enterprises and other organizations can not support this technopark, and thirdly, technoparks in this terms are dependent on government.

Moreover it is not the same technopark and sez, as there is a wide difference between   them:   different   goals,   different   organizational   aspects.   So,   the representatives of universities or scientific units are necessarily presence in the organization structure of technostructure, moreover they act leading part in the management of technopark activity; unlike sez, where such role belongs to public authorities   and   local   government.   The   process   of   decision   making   about implementation of innovation & investment project changes according to it. Also approval of project of activity and constituent documents is carried out by committee for support of the technoparks and other innovation structures development and has aimed to receipt of innovation status. It means actually that a definite economy subject can be a technopark structure, but formally not be legislatively acknowledged, and consequently, do not get definite preferences [3].