对大学生创业教育的研究外文翻译可编辑.docx
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对大学生创业教育的研究外文翻译可编辑.docx
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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
ExaminingUndergraduateEntrepreneurshipEducation
MaterialSource:
JournalofSmallBusinessandEntrepreneurship19,no.3(2006):
pp.233-254
Author:
KyleenK.Myrah,OkanaganCollege
ABSTRACT.Theauthorsofthispaperexaminethecurrentstateofundergraduateentrepreneurshipeducation.Aftercritiquingthespectrumofliberalandvocationalelementsofeducationandtheimportanceofeach,anewframework,"SharedValuesFrameworkforEntrepreneurshipEducation,"isproposedandevaluated.Institutions'undergraduateentrepreneurshipliteratureandcoursematerialareanalysedthroughcontentanalysis,followedby12semi-structured,in-depthinterviewswitheducatorsworkinginthefield.Findingsindicatethatasawhole,undergraduateentrepreneurshipeducationisunderdevelopedandeducatorspositionedinthefieldfacechallengesinthreemajorareas;politicaltensions,philosophicaldilemmasandimplementationstruggles.Theauthorsconcludewithrecommendationstosupportentrepreneurshipeducatorsintheirpractice.
FindingsandDiscussion
Theemphasisbyeducatorsteachingentrepreneurshipcoursesonthetechnical,businessstart-upprocessandrequiredpracticalskillsdemonstratesafairlylimitedperspectivetoentrepreneurshipeducation.Italsoindicatesthatrunningabusinessisconsideredsynonymouswithentrepreneurship,anddoesnotincludeothercriteriaasdiscussedintheliteraturesuchasinnovationDrucker,1985,creativity,riskanduncertaintyDollinger,1999,opportunitiesTimmons,1990,initiative,imaginationandleadershipGibb,1987andgrowthBlawatt,1998.Thesefindingsindicatethatthemarketforentrepreneurshipcoursesislimitedandthereexistsalackofsupportorrecognitionforthistypeofprogrammingattheinstitutionallevel.
Thedocumentreviewfounddiversityintheprogramapproachestakentoteachthissubjectarea,rangingfromshort-termtechnicalprograms,tobroader-basedandmoreintegratedlong-termprograms.Havingmoreopportunityacrossawholeprogramtoprovideexposuretoagreaterbreadthoftopicsmayimpactthebroader-basedapproachesfoundintheentrepreneurshipprogramcurricula.EightinstitutionsinBritishColumbiawereidentifiedasprovidingsometypeofentrepreneurshipprogram.Manyoftheseprograms,however,appearedtobebusinesscoursespackagedtogetherandmarketedasanentrepreneurialoffering,withoutasubstantiveoruniqueapproachtoseparateitfromotherbusinessareas.Thesefindingsalsosuggesttherecouldbealackofsupportforthissubjectareaasacorepartofthebusinesscurriculum.Thiscouldbebecauseentrepreneurshipisnotawell-establishedareaofundergraduateeducationalprogramminginBritishColumbia,due,inpart,tothelimiteddemandinthepost-secondarymarketforentrepreneurshipprograms.
Thestateofentrepreneurshipeducationevidentfromthedocumentreviewappearsmorereflectiveofthevocationalapproachtoeducationidentifiedearlierinthestudy.Short-term,instrumentalcoursesandprogramsofferedatmanyoftheinstitutionsfitswellintotheemphasisonworkereducation.Pring1995definesthecharacteristicsofvocationalpreparationasfocusingonskills,attitudes,qualitiesandknowledgeprimarilyforentryintotheworldofwork.Thepursuitofcompetenceisprimary,whetheratwork,inthehome,orthecommunity,ratherthanthepursuitofintellectualexcellenceforitsownsake.Itisthebeliefthatthislearningisbestpracticedbyengagingthelearnerinanadultworld,throughpracticalandactivity-basedtasks,withauthoritiesfromindustryandcommerce.
Theideologyoffiscalrestraint,andtheneedforcapitalandacheapandmobileworkforce,ischaracteristicofamoreconservativeagendaandthedemandforjust-in-timeknowledgeworkers.Entrepreneurshipeducationisperhapsoneresponsetothisparticularagendaasindividuals,ratherthangovernment,arefocuseduponasasiteofchangethroughpersonaldevelopmentandattitudinaladjustment.AsHouse1995argues,educatorsaroundtheworldarebeingencouragedtoadoptentrepreneurshipasavehicleforcreatinganddisseminatingknowledgewiththegoalofraisingnationalcompetitiveness.Interestsandvaluesthatreflectthismoreconservativeapproacharewellhiddenundertheauspicesof"skilldevelopment,"andcouldbeseenasmoredefensibletothestakeholderlearningcommunitywhodemandrelevantandappliedprograms.Forexample,thepushforcurriculumchangeshasbeenfuelledbywhatPring1995referstoaseducationalaimsbasedonpreparationforlife,personaleffectivenessandrelevance:
"Bothparentsandpupilsbutnotteacherspututilityandrelevancetoworkinglifehighontheirlists"16.
Thepurposeofinterviewswastodeterminethegoalsandvaluesthatarereflectedineducators'approaches,howtheybelievetheentrepreneurshipfieldshoulddevelopandthekindsofchallengestheyfaceintheirpractice.Threemajorthemesaroseoutoftheseconversations:
politicaltensions,philosophicaldilemmasandimplementationstruggles.
Politicaltensions.Thefindingsdemonstratethattheparticipantsworkinpoliticalenvironments;theyhavetonavigatebetweenmanycompetingconstraintsthatcanimpingeuponstudentsuccessandthelearningenvironment.Whattheseeducatorsareabletoprovide,andwhatactivitiesanddiscoursestheyengageindepends,inpart,oncertainpoliticalfactors:
Ittellsmealotaboutthefactthattheydon'thaveagreatdealofcommitmentforthecourseandalsothattheydon'thaveanybodywiththerealexpertiserequiredtodoanexcellentjobofthecourse.Terry
Educatorshavetofittheirperspectivewithinaninstitutionalcontextthatmayberesistedbycolleagues,bystudents,bytheorganizationorthemarketplacetheirschoolserves-tensionswhichmanyoftheparticipantsrevealed.Restrictionsoninstructors,orunrealisticexpectations.Billasserted,underminesthequalityofprogrammingtheyareabletooffer:
"Weteachentrepreneurship,butwedonotallowanyoneheretobeentrepreneurial."Thisincludeslimitationsonstudentactivitiessuchasoperatingactualshorttermbusinessesorperformingmarketresearch,andfacultyworkloadsthatdonotrecognizethecontributionofself-employmentexperience.Themajorpoliticaltensionsthatparticipantsidentifiedincludedinstitutionallimitationsandcurriculumpolitics,studenttensionsandresourcegaps.
BoththeparticipantsandliteratureseeFinkleandDeeds,2001;Katz,2003discussedresourceconstraintslimitingthegrowthofentrepreneurshipeducation.Relevanttotheparticipantswasthelackoffacultyordisinteresttoteachinthisarea,andlimitedinstitutionalsupportandresources,whereastheliteraturearguedmoreabouttheneedforacademicallyqualifiededucators,andtenured,career-trackopportunitiesascriticalfactorsforitsdevelopment:
Alotofthemdon'teverwanttoteachentrepreneurshipeither,becausetheyaretoofocusedononeparticularsideofthebusinesseducationandtheycan'tbeageneralistandtheycan'tthinkaboutallthingsatonce.Dan
Researchershavearguedforabroaderinterdisciplinaryparadigmthatwouldbemoreconducivetoaholisticandintegratedapproach.Theparticipantsdidnotspecificallydiscusstheneedforanewframework,buttheydididentifylimitations,particularlytime,whichimpactedtheirabilitytoofferabroaderapproach:
Yes,thereisalotofmaterialinthetextbookandweneedtospendmoretimeonsomethingelse.Iamnotsayingit[ethics]isnotimportant;allIamsayingisthatwewouldskimthesurface,touchonit,ofcourse.Randy
Becausemanyparticipantsspokeaboutthelackoftimeallottedinthecurriculumforentrepreneurshipprogramming,theirinabilitytoengageinanintegratedapproachis,inpart,relatedtowhatcouldbeperceivedasinsufficientinstitutionalsupport.
Pressurebystudentswasalsoidentifiedascontributingtotimelimitations.BothGrantandSandradiscussedthematurestudentmarketwhichtheyfeltwasnotinterestedinsmallbusinessdesignations.Rather,thesestudentswantshort-termprogramsthatprovidethemwiththetrainingtogettheirbusinessupandrunningquickly:
"Theyjustwantedin,givemethetools,givemetheskills,andletmegetoutasfastaspossible"Grant.
Theparticipantsalsoindicatedthatthegrowthofentrepreneurshipeducationappearstoberelated,tosomedegree,by"champions"intheinstitution,andadministrativebacking.TheprocessthatLaurausedtodevelopanewentrepreneurshipprogramincludedathoroughscanofwhatotherschoolsweredoingaroundtheworld,aswellasamajorliteraturereview.Shesurveyedbroadereducationprogramsandentrepreneurshipconcentrations,majorsandminors,andwasveryinformedaboutthedifferentphilosophiesguidingthistypeofprogramming.Bobrevealedasimilarprocessathisinstitutioninvolvingtwoprofessorsconductingascanofapproximately34differententrepreneurshipprogramsaroundtheworld,assessingwhatworkedandwhatdidnotwork,andwhatcouldbestbedevelopedfortheirparticularsituation.Forthemajorityofparticipants,however,theyappearedtobetheonlyentrepreneurshipeducatorattheirinstitution,whichmaygreatlyinfiuencethetypeofinstitutionalsupporttheyareabletogain.Thiscouldbeanotherreasonwhytheliteraturesostronglyarguesfortheneedtohavemoreacademicallytrainedentrepreneurshipeducatorspositionedintheinstitutionalarena.
Philosophicaldilemmas.Theparticipantsindicatedtheywrestledwithphilosophicaldilemmasasaresultofthepoliticaltensionsintheirteachingenvironments.Whatisemphasizedandavailablewithintheirinstitutional
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