子谦译文｜第五类（代）创业教育理论：价值创造(36)

虽然图1的确是一个简化形式，但是这里进行的广泛和跨学科的文献综述说明了启发式教学方法的有用性，这种方法可以将诸如“价值”这样的复杂术语总结为一个单一的图形表示。对于需要这种概览的教师来说，这样一种简化是很重要的，因为他们需要这样一种概览，以便能够将基于价值创造的创业教育应用到他们的教学当中去，教师参与专业发展活动的框架的初步测试证实了这一点。这种价值框架还经常引发教师之间更深层次的理解。它还通过明确不同的可能出发点，帮助他们为学生设计有关价值创造的作业。该框架还促进了对创业教育的学术评估，允许以之前从未考虑过的维度，对不同类型的创业教育进行详细比较。在这些比较中，老师们发现了一个有趣的现象：他人的娱乐价值和自身的影响价值似乎对正在接受创业教育的学生来说影响力特别大。因此，在最近发展基于价值创造的创业教育的尝试中，这个框架已经成为实践者和研究者的一个有用工具，尽管它不是第一个被提出的价值框架，但是特别适合于与基于价值创造的创业教育相关的问题。
The value framework in relation to entrepreneurship
和创业有关的价值框架
The framework in Figure 1 could also be viewed as an answer to a modified question that is more general: If entrepreneurship is about new value creation, what, then, is value? The answer provided by Figure 1 could thus trigger new perspectives on entrepreneurship, departing from the common dualistic view of social versus economic entrepreneurship (cf. Austin et al., 2006). A view of entrepreneurship as consisting of ten different perspectives as shown in Figure 1 is more pluralistic, allowing for ten fundamentally different but at the same time integrated motives to engage in entrepreneurship. The value framework thus contributes to a deeper understanding of what entrepreneurship is, and why people engage in entrepreneurship. This also implies a need to avoid separating out social entrepreneurship as one distinct kind of entrepreneurship, since such an act could represent a dangerous disembedding of the market from the society (cf. Polanyi, 1944; Granovetter,1985) or a risky dichotomization of value versus values (Stark, 2011cf. ; Dewey, 1939). Since the framework has not yet been tested outside the field of entrepreneurial education, it remains to be seen if it could be used to analyze and facilitate entrepreneurial processes more in general. This represents a possibility for future work.