子谦译文｜第五类（代）创业教育理论：价值创造(12)

这个定义在较短的时间内，影响了整个欧洲的理论和实践。据丹麦创业基金会的一位研究人员介绍，将价值创造置于这个定义的核心的想法，是在阿兰·法约尔(Alain Fayolle)拜访了他们并谈论了他2007年写的一本书之后提出的。在不断更新发展的基础上，以及从一些不同的学习环境中获得丰富的经验，lackéus，lundqvist和williams-middleton等人最新提出了一个更详细的基于价值创造的创业教育的定义：”让学生通过运用他们现有的和未来的能力来创造一些新的价值，最好是跟他们所处的群体、班级或学校之外的至少一个外部利益相关”。
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VALUE AND ITS CREATION 价值和创造
The main proponents of the value creation strand in entrepreneurship research have not provided much guidance on the deeper meaning of value and its creation. In their seminal article on entrepreneurship as new value creation, Bruyat and Julien (2001, p. 170) merely stated that they did “not need to take up this old (and somewhat outmoded) debate”. Fayolle (2007, p. 46) at least hinted that value “relates to exchanges between market players at prices determined by the market”. Hindle (2010, p. 610) outlined a more pluralistic but equally brief view by stating that “new value may take many forms: economic, social, monetary, ecological, mental, physical, etc.” While these views on value might be enough when studying entrepreneurship in isolation, they do not give teachers enough guidance when the purpose is to infuse entrepreneurship, viewed as new value creation, into education. This review of value creation therefore needs to venture outside the field of entrepreneurship.