对大学生创业教育的研究外文翻译(可编辑)

对大学生创业教育的研究外文翻译 外文翻译 原文 Examining Undergraduate Entrepreneurship Education Material Source: Journal of Small Business and Entrepreneurship19,no.3(2006):pp.233-254 Author: Kyleen K. Myrah, Okanagan College ABSTRACT. The authors of this paper examine the current state of undergraduate entrepreneurship education.After critiquing the spectrum of liberal and vocational elements of education and the importance of each, a new framework, "Shared Values Framework for Entrepreneurship Education," is proposed and evaluated.Institutions' undergraduate entrepreneurship literature and course material are analysed through content analysis,followed by 12 semi-structured, in-depth interviews with educators working in the field. Findings indicate that as a whole, undergraduate entrepreneurship education is underdeveloped and educators positioned in the field face challenges in three major areas; political tensions, philosophical dilemmas and implementation struggles.The authors conclude with recommendations to support entrepreneurship educators in their practice. Findings and Discussion The emphasis by educators teaching entrepreneurship courses on the technical, business start-up process and required practical skills demonstrates a fairly limited perspective to entrepreneurship education. It also indicates that running a business is considered synonymous with entrepreneurship, and does not include other criteria as discussed in the literature such as innovation Drucker, 1985, creativity, risk and uncertainty Dollinger, 1999, opportunities Timmons, 1990, initiative, imagination and leadership Gibb, 1987 and growth Blawatt, 1998. These findings indicate that the market for entrepreneurship courses is limited and there exists a lack of support or recognition for this type of programming at the institutional level. The document review found diversity in the program approaches taken to teach this subject area, ranging from short-term technical programs, to broader-based and more integrated long-term programs. Having more opportunity across a whole program to provide exposure to a greater breadth of topics may impact the broader-based approaches found in the entrepreneurship program curricula. Eight institutions in British Columbia were identified as providing some type of entrepreneurship program. Manyof these programs, however, appeared to be business courses packaged together and marketed as an entrepreneurial offering, without a substantive or unique approach to separate it from other business areas. These findings also suggest there could be a lack of support for this subject area as a core part of the business curriculum. This could be because entrepreneurship is not a well-established area of undergraduate educational programming in British Columbia, due, in part, to the limited demand in the post-secondary market for entrepreneurship programs. The state of entrepreneurship education evident from the document review appears more reflective of the vocational approach to education identified earlier in the study. Short-term, instrumental courses and programs offered at manyof the institutions fits well into the emphasis on worker education. Pring 1995 defines the characteristics of vocational preparation as focusing on skills, attitudes, qualities and knowledge primarily for entry into the world of work. The pursuit of competence is primary, whether at work, in the home, or the community, rather than the pursuit of intellectual excellence for its ownsake. It is the belief that this learning is best practiced by engaging the learner in an adult world, through practical and activity-based tasks, with authorities from industry and commerce. The ideology of fiscal restraint, and the need for capital and a cheap and mobile workforce, is characteristic of a more conservative agenda and the demand for just-in-time knowledge workers. Entrepreneurship education is perhaps one response to this particular agenda as individuals, rather than government, are focused upon as a site of change through personal development and attitudinal adjustment. As House 1995 argues, educators around the world are being encouraged to adopt entrepreneurship as a vehicle for creating and disseminating knowledge with the goal of raising national competitiveness. Interests and values that reflect this more conservative approach are well hidden under the auspices of "skill development," and could be seen as more defensible to the stakeholder learning community who demandrelevant and applied programs. For example, the push for