子谦译文｜第五类（代）创业教育理论：价值创造(7)

教育中的价值创造方法从根本上讲就是让学生通过应用他们的知识来学习，为外部利益相关者创造一些有价值的东西。大量实证研究表明，这种方法能够通过强大的创业能力发展，深度融入核心课程，并将它与许多教师的人文价值相吻合，从而让老师摆脱困境。尽管这是一条充满希望的道路，但老师们也提出了一个至关重要却又令人烦恼且需要澄清的问题：什么是价值？如果创业是关于新的价值创造，那么这个问题需要一个明确的答案，无论是在教育内部还是外部，本文的目的就是试图回答这一问题。它通过对经济学和社会学的文献进行必要的全面的回顾，从而开发出针对不同类型的价值分析框架来实现的，由此产生的框架已经被分析创业教育的学者和试图将创业融入到教育的老师们认为是有用的，但这个框架是否也能被更广泛地用于分析和促进创业，还有待观察。
This article starts with a brief background of entrepreneurship, entrepreneurial education and value creation-based entrepreneurial education. This is followed by a literature review of singular and plural conceptions of value, informing the articulation of a framework with five different kinds of value. Finally, some implications for research and practice are summarized.
本文首先简要介绍了创业实践、创业教育和基于价值创造的创业教育的背景。接下来是单一和多元价值概念的文献回顾，一个框架下的五个不同类型的价值。最后，对研究与实践的启示进行了总结。
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BACKGROUND 背景
Entrepreneurship
创业
It has been argued that there are three main research strands in entrepreneurship research (Fayolle, 2007): studying entrepreneurship (1) as the creation of new organizations, (2) as the discovery or creation of opportunities, or (3) as the creation of new value. The new value creation strand has a long history in entrepreneurship research, with roots in work by Cantillon (1755) and Say (1803). Gartner (1990) has empirically identified new value creation as a main focus of entrepreneurship in the subjective views of entrepreneurship researchers, business leaders and politicians. The value creation perspective of entrepreneurship was further developed by Bruyat (1993), who proposed a definition of entrepreneurship based on two dimensions: the novelty of the value created for others, and the resulting impact of the process on the individual. Bruyat presented entrepreneurship as a dialogic between the individual and the new value created. Entrepreneurship is often assumed by many to be primarily about economic value creation (Korsgaard & Anderson, 2011). This risks neglecting other kinds of value such as social, ecological, mental and physical value potentially created through entrepreneurial processes (Hindle, 2010). Clarification and widening of the term value in connection to entrepreneurship is necessary in order to advance scholarly work in both entrepreneurship and in education.