子谦译文｜第五类（代）创业教育理论：价值创造(11)

基于价值创造的创业教育的另一个重要时间节点是2011年，当年有三篇关键性的文章进行了发表。萨拉斯瓦西（Sarasvathy）和维卡塔拉曼（Venkataraman）发表了一篇文章，试图将创业定义为一种有助于创造价值的教育方法，指出应该大规模地教授创造价值的工具，并使之成为”基础教育的重要组成部分”。Neck和Greene指出，对价值创造方法的关注代表了创业教育的一种新方法。而Blenker，Korsgaard，Neergaard和Thrane发表的第三篇文章提出，创业教育应该将重点放在最广泛意义上的价值创造上，就像日常实践一样。就在第二年，丹麦创业基金会提出了基于价值创造的创业教育的定义。
Entrepreneurship Education is defined from a broad understanding of entrepreneurship: Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social.
创业教育的定义来自于对创业的广泛理解：创业是利用机遇和想法并将它们转化为对他人有用的价值，它可以是有关经济的、文化的，或者是社会的。
This definition has, in a relatively short period of time, come to influence both theory and practice around Europe. According to a researcher at the Danish Foundation for Entrepreneurship1 , the idea to place value creation at the core of this definition came after Alain Fayolle had visited them and talked about his book from 2007. Based on these developments, and on access to rich empirics from a number of different learning environments, Lackéus, Lundqvist and Williams-Middleton (2016, p. 790) recently proposed a more detailed definition of value creation-based entrepreneurial education: “[Let] students learn by applying their existing and future competencies to create something preferably novel of value to at least one external stakeholder outside their group, class or school”.