创业教育：教给谁？教什么？谁来教？怎么教？

王旭燕; 黄文婧; 钟雨杏

创业教育：教给谁？教什么？谁来教？怎么教？

1.
杭州师范大学中国创新创业教育研究院，浙江杭州 311121
2.
华南师范大学教育科学学院，广东广州 510631
3.
华南师范大学心理学院，广东广州 510631

基金项目:

浙江省哲学社会科学规划2023年度项目“大学知识溢出促进机制研究——基于浙江省的探索” 23NDJC277YB

详细信息

作者简介:
王旭燕，女，河南平顶山人，杭州师范大学中国创新创业教育研究院（浙江省哲学社会科学重点研究基地）研究员，杭州师范大学经亨颐教育学院讲师，博士，主要研究方向为创业教育和比较高等教育，电子邮箱：398817920@qq.com

黄文婧，女，广东湛江人，华南师范大学教育科学学院本科生

钟雨杏，女，广东江门人，华南师范大学心理学院硕士研究生

中图分类号: G521
计量
- 文章访问数: 118
- HTML全文浏览量: 77
- PDF下载量: 3
- 被引次数: 0
出版历程
- 收稿日期: 2023-06-13
- 网络出版日期: 2023-11-06
- 刊出日期: 2023-09-25

Intended Learners, Teaching Content, Instructors, and Pedagogy in Entrepreneurship Education

1.
Institute of China Innovation and Entrepreneurship Education, Hangzhou Normal University, Hangzhou 311121, China
2.
School of Education, South China Normal University, Guangzhou 510631, Chnia
3.
School of Psychology South China Normal University, Guangzhou 510631, Chnia

摘要

摘要: 国际上对创业教育的研究和关注逐渐升温，创业教育怎么教将是未来创业教育研究领域的重点主题。本研究对创业教育的教学对象、教学内容、教学师资和教学范式这四个基本问题进行了讨论，呈现出对当前世界创业教育发展趋势的新观察和新理解。首先，创业教育应是终身的。当前世界创业教育实践涵盖了基础教育、高等教育、职业教育、继续教育和终身学习等不同的领域。创业教育对象的群体异质性强，包括创业者、学术界、成就追求者、创业活动促进者和创业教育的早期接收者等群体。其次，创业教育教学应从内容教学转向刺激学生学习的发生。再次，教师角色应从“权威”向“合作者”和“促进者”的角色转变。创业教育教学主体范围不断扩大，包括高校研究者和教师，实践领域的企业导师和行业专家，各学科领域教师，创业实践的组织者等。最后，当今世界创业教育教学可以概括为四种范式，分别是“关于创业”的教学、“为了创业”的教学、“通过创业”的教学和“超越创业”的教学。
- 创业教育 /
- 教育目标 /
- 教师 /
- 学生 /
- 教学法 /
- 教学范式
Abstract: International research and attention on entrepreneurship education have gradually strengthened. How to teach entrepreneurship will be a key topic in future entrepreneurship education research. This study discusses four basic issues of entrepreneurship education: teaching objects, teaching content, teaching staff, and teaching paradigms. It presents the latest observations and understandings of current global trends in entrepreneurship education development. First, entrepreneurship education should be lifelong. The current global practices of entrepreneurship education cover different fields including primary education, higher education, vocational education, continuing education, and lifelong learning. The target audience of entrepreneurship education is highly heterogeneous, including groups such as entrepreneurs, academics, achievement-seeking individuals, supporters of entrepreneurial activities, and early recipients of entrepreneurship education. Second, entrepreneurship education should shift from teaching content to stimulating the occurrence of students 'learning. Additionally, teachers' roles should transform from "authority" to "collaborator" and "facilitator". The subjects of entrepreneurship education are expanding, including university researchers and teachers, enterprise mentors and industry experts from the practical field, teachers across disciplines, and organizers of entrepreneurial practices. Finally, the entrepreneurship education padagogy in today's world can be categorized into four paradigms: teaching "about" entrepreneurship, teaching "for" entrepreneurship, teaching "through" entrepreneurship, and teaching "beyond" entrepreneurship.
- Entrepreneurship education /
- Educational goals /
- Teacher /
- Student /
- Pedagogy /
- Teaching paradigm

HTML全文

参考文献(52)

[1]	GRIEA T, NAUDE W. Entrepreneurship and structural economic transformation[J]. Small business economics, 2010(34): 13-29.
[2]	HARDING R. Understanding social entrepreneurship[J]. Industry and higher education, 2007, 21(1): 73-84. doi: 10.5367/000000007780222723
[3]	THOMPSON E R. Individual entrerpeneurial intent: construct clarification and development of an internationally reliable metric[J]. Entrepreneurship theory and practice, 2009, 33(3): 669–694. doi: 10.1111/j.1540-6520.2009.00321.x
[4]	GALLOWAY L, Brown W. Entrepreneurship education at university: a driver in the creation of high growth firms?[J]. Education+ training, 2002, 44(8/9): 398-405. doi: 10.1108/00400910210449231
[5]	HAMEED I, IRFAN Z. Entrepreneurship education: a review of challenges, characteristics and opportunities[J]. Entrepreneurship education, 2019, 2(3): 135-148.
[6]	HAGG G, SCHOLIN T. The policy influence on the development of entrepreneurship in higher education: a Swedish perspective[J]. Education+ training, 2018, 60(7/8): 656-673. doi: 10.1108/ET-07-2017-0104
[7]	WINKLER C. Entrepreneurship education & pedagogy: an interview with eric liguori[J]. Entrepreneurship education and pedagogy, 2023, 0(0): 1-11.
[8]	FAYOLLE A, VERZAT C, WAPSHOTT R. In quest of legitimacy: the theoretical and methodological foundations of entrepreneurship education research[J]. International small business journal, 2016, 34(7): 895-904. doi: 10.1177/0266242616649250
[9]	WANG X, CHEN F, NI H. The dark side of university student entrepreneurship: exploration of Chinese universities[J]. Frontiers in psychology, 2022(13)942293-942293.
[10]	JONES, C. A signature pedagogy for entrepreneurship education[J]. Journal of small business and enterprise development, 2018, 26(2): 243-254.
[11]	BLOCK Z, STUMPF S A. Entrepreneurship education research: experience and challenge[A]//The state of the art of entrepreneurship. Boston: PWS-Kent Publishing Company. 1992: 19.
[12]	ALBERTI F, SCIASCIA S, POLI A. Entrepreneurship education: notes on an ongoing debate[A]//14th Annual IntEnt Conference. Eindhoven: University of Napoli Federico. 2004.
[13]	LACKEUS M. Entrepreneurship in education-what, why, when, how: entrepreneurship 360 background paper[R/OL]. OECD. 2015: 7. https://www.oecd.org/cfe/leed/bgp_entrepreneurship-in-education.pdf.
[14]	MANIMALA M J, THOMAS P. Entrepreneurship education: innovations and best practices[A]//Entrepreneurship education: experiments with Curriculum, Pedagogy and Target Groups. Singapore: Springer, 2017: 3–53.
[15]	KRUSE P, WACH D, WEGGE J. What motivates social entrepreneurs? a meta-analysis on predictors of the intention to found a social enterprise[J]. Journal of small business management, 2021, 59(3): 477–508. doi: 10.1080/00472778.2020.1844493
[16]	GARTNER W B. Who is an entrepreneur? is the wrong question[J]. American journal of small business, 1998, 12(4): 11-32.
[17]	SHANE S. VENKATARAMAN S. The promise of entrepreneurship as a field of research[J] Academy of management review, 2000, 25(1): 217-226.
[18]	LACKEUS M. What is value? a framework for analyzing and facilitating entrepreneurialvalue creation[J]. Uniped, 2018, 41(1): 10-28. doi: 10.18261/issn.1893-8981-2018-01-02
[19]	RAMSGAARD M B, BLENKER P. Reinterpreting a signature pedagogy for entrepreneurship education[J]. Journal of small business and enterprise development, 2022, 29(2): 182-202. doi: 10.1108/JSBED-03-2021-0115
[20]	GARAVAN T N, O' CINNEIDE B. Entrepreneurship education and training programmes: a review and evaluation–part 1[J]. Journal of European industrial training. 1994, 18(8): 3-12. doi: 10.1108/03090599410068024
[21]	GIBB A. Can we build 'effective' entrepreneurship through management development?[J]. Journal of general management, 1999, 24(4): 1–21.
[22]	HATT L. Using the threshold concept framework to enhance entrepreneurship curricula in higher education[D]. Durham: Durham University. 2020: 70.
[23]	VESPER K H. Unfinished business entrepreneurship of 20th century[A]//Entrepreneurship: The way ahead. New York: Routledge. 2004: 45-78.
[24]	JUHA K, PAVLOS T. The experiential perceptions of entrepreneurial competencies: avenues for the next-generation entrepreneurship education[A]//Progress in entrepreneurship education and training: new methods, tools, and lessons learned from practice. Cham: Springer. 2023: 245.
[25]	黄兆信, 郭丽莹. 高校创业教育课程体系构建的核心问题[J]. 教育发展研究, 2012, 32(19): 81-84. https://www.cnki.com.cn/Article/CJFDTOTAL-SHGJ201219019.htm
[26]	HAGG G, GABRIELSSON J. A systematic literature review of the evolution of pedagogy in entrepreneurial education research[J]. International journal of entrepreneurial behaviour research, 2020, 26(5), 829-861.
[27]	SOLOMON G T, WEAVER K M, FERNALD L W. A historical examination of small business management and entrepreneurship pedagogy[J]. Simulation gaming, 1994, 25(3): 338-352. doi: 10.1177/1046878194253003
[28]	SOLOMON G T. An examination of entrepreneurship education in the United States[J]. Journal of small business and enterprise development, 2007, 14(2): 168-182. doi: 10.1108/14626000710746637
[29]	BECHARD J P, GREGOIRE, D. Understanding teaching models in entrepreneurship for higher education[A]//The dynamics of leaning entrepreneurship in a cross-cultural university context. Tampere: University of Tampere. 2005: 104–134.
[30]	VARAMAKI E, JOENSUU S, TORNIKOSKI E, VILJAMAA A. The development of entrepreneurial potential among higher education students[J]. Journal of small business and enterprise development, 2015, 22(3): 563-589 doi: 10.1108/JSBED-02-2012-0027
[31]	JESSELYN C M, MITCHELL B. Entrepreneurship education in South Africa: a nationwide survey[J]. Education + training, 2006, 48(5): 348–359. doi: 10.1108/00400910610677054
[32]	HENRY C, HILL F, LEITCH C. Entrepreneurship education and training: can entrepreneurship be taught? part Ⅱ[J]. Education + training, 2005, 47(3): 158-169. doi: 10.1108/00400910510592211
[33]	HOPPE M, WESTERBERG M, LEFFLER E. Educational approaches to entrepreneurship in higher education – a view from the Swedish horizon[J]. Education + training, 2017, 59 (7/8): 751-767. doi: 10.1108/ET-12-2016-0177
[34]	JAMIESON I. Schools and enterprise[A]//Education for enterprise. Cambridge: CRAC. 1984: 19-27.
[35]	JOHNSON C. Enterprise education and training[J]. British journal of education and work, 1998, 2(1): 61-65.
[36]	ISMAIL A B T, SAWANG S, ZOLIN R. Entrepreneurship education pedagogy: teacher-student-centred paradox[J]. Education + training. 2018, 60(2): 168-184. doi: 10.1108/ET-07-2017-0106
[37]	HYTTI U, O' GORMAN C. What is 'enterprise education'? an analysis of the objectives and methods of enterprise education programmes in four European countries[J]. Education + training, 2004, 46(1): 11-23. doi: 10.1108/00400910410518188
[38]	PLASCHKA G, WELSCH H. Emerging structures in entrepreneurship education: curricular designs and strategies[J]. Entrepreneurship theory and practice, 1990, 14(3): 55-71.
[39]	PITTAWAY L, EDWARDS C. Assessment: examining practice in entrepreneurship education[J]. Education + training, 2012, 54(8/9): 778–800. doi: 10.1108/00400911211274882
[40]	NECK H M, GREENE P G. Entrepreneurship education: known worlds and new frontiers[J]. Journal of small business management, 2011, 49(1): 55-70. doi: 10.1111/j.1540-627X.2010.00314.x
[41]	HEINONEN J. An entrepreneurial-directed approach to teaching corporate entrepreneurship at university level[J]. Education + training, 2007, 49(4): 310–324.
[42]	亚历山大·奥斯特瓦德, 伊夫·皮尼厄. 商业模式新生代[M]. 黄涛, 郁婧, 译. 北京: 机械工业出版社, 2016: 7.
[43]	SABRINA C E, CAROLIN S. Future proof: hackathons as occasions to experience entrepreneurial thinking[A]. //Progress in entrepreneurship education and training: new methods, tools, and lessons learned from practice. Cham: Springer. 2023: 418.
[44]	ISMAIL A B, SAWANG S. Entrepreneurship education, pedagogy and delivery[A]//Entrepreneurship education: a lifelong learning approach. Cham: Springer. 2020: 1-10.
[45]	张玉利, 田新, 王瑞. 创业决策: Effectuation理论及其发展[J]. 研究与发展管理, 2011, 23(02): 48-57. https://www.cnki.com.cn/Article/CJFDTOTAL-YJYF201102008.htm
[46]	KAKOURIS A, MORSELLI D. Addressing the pre/post-university pedagogy of entrepreneurship coherent with learning theories[A]. //Entrepreneurship education: a lifelong learning approach. Cham: Springer, 2020: 35–58.
[47]	CHARLOTTE P, BART C, MIKE W, JONAS V H. Understanding a new generation incubation model: the accelerator[J]. Technovation, 2016: 13-24.
[48]	李·舒尔曼, 黄小瑞, 崔允漷. 标志性的专业教学法: 给教师教育的建议[J]. 全球教育展望, 2014, 43(1): 3-13. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN201401001.htm
[49]	卓泽林. 论创业教育学作为一门学科的争议及其建设路线[J]. 兰州大学学报(社会科学版), 2018, 46(1): 189-196. https://www.cnki.com.cn/Article/CJFDTOTAL-LDSK201801023.htm
[50]	BIESTA G. Risking ourselves in education: qualification, socialization, and subjectification revisited[J]. Educational theory, 2020, 70(1): 89-104.
[51]	王占仁. "广谱式"创新创业教育的本体论研究[J]. 高校辅导员, 2015(4): 8-13. https://www.cnki.com.cn/Article/CJFDTOTAL-GXFY201504003.htm
[52]	黄兆信, 曾尔雷, 施永川等. 以岗位创业为导向: 高校创业教育转型发展的战略选择[J]. 教育研究, 2012, 33(12): 46-52. https://www.cnki.com.cn/Article/CJFDTOTAL-HIGH201408017.htm