子谦译文｜第五类（代）创业教育理论：价值创造(4)

现在有两种方法可以将创业融入到教育当中去。一种方法被称为创业实践教育，其基础就是狭义地将创业定义为创办新企业，目的是对那些对创业感兴趣、且数量相对较少的学生进行教育，让他们为成为创业者做好准备。另一种成熟方法称为创业者教育，它基础就是将创业更广泛的定义为发现或创造新机会。它的目的是培养学生的创造力、自信心、主动性、机会导向、对不确定性的宽容和保持毅力的能力，即让人更具创业精神。
A new third way to infuse entrepreneurship into education has been discussed by researchers in recent years (Sarasvathy & Venkataraman, 2011; Neck & Greene, 2011; Blenker et al., 2011; Lackéus et al., 2016). While this new approach does not have an established term yet, it is here provisionally termed value creation-based entrepreneurial education. It is based on entrepreneurship being defined as new value creation for others (Bruyat & Julien, 2001; Moroz & Hindle, 2012). According to Bruyat (1993, p. 69), the greater the novelty of the value created, and the greater the impact the process has on the individual managing it, the more people tend to describe a process as entrepreneurship. Such a view of entrepreneurship is well established among both scholars and practitioners (Gartner, 1990), but has Christian Bruyat and his colleagues (Bruyat & Julien, 2001; Bruyat, 1993; Fayolle, 2007), there is little recent work to rely on.