子谦译文｜第五类（代）创业教育理论：价值创造(8)

有人认为在创业研究中有三个主要的研究方向，研究创业：(1)创建新公司，(2)发现或创造机会，(3)新价值的创造。在创业研究中，新价值创造方向有着悠久的历史，其根源可以追溯到坎特隆（Cantillon)和萨伊(Say)当时的研究。高德纳(Gartner)在创业研究者、商业领袖和政治家的主观性的观点中，确定了新价值创造是创业的主要关注点。1993年，布鲁亚特（Bruyat）进一步发展了创业的价值创造视角，他从两个维度对创业进行了定义：为他人创造价值的新颖性，以及在这个过程对个人产生的影响。布鲁亚特将创业描述为个人与新创造价值之间的对话。通常许多人认为创业主要是关于经济价值的创造，但这可能会忽视其他类型的价值，比如通过创业过程可能创造的社会、生态、精神和物质价值，因此明确和扩大与创业相关的术语价值，是推动创业和教育学术工作的必要条件。
Entrepreneurial education
创业教育
The interdisciplinary field occupying the border space between entrepreneurship and education is characterized by two main approaches: a narrow approach termed entrepreneurship education, and a broad approach termed enterprise education (Jones and Iredale, 2010). Entrepreneurship education focuses on developing competencies needed to set up a venture for oneself, and enterprise education is often self-oriented in terms of aiming to develop student self-reliance, self-insight, self-efficacy, creativity, initiative taking and action orientation (QAA, 2012; Mahieu, 2006). In order to avoid the conceptual confusion that two such different approaches could result in, the term‘entrepreneurial education’has been proposed as a unifying term for entrepreneurship education and enterprise education (Erkkil, 2000). This unifying term will be used here, instead of the more common but also more confusing term ‘enterprise and entrepreneurship education’.