The Changing Face of Entrepreneurship Education
探讨创业教育作为学术领域的合法性，强调通过体验式学习、自主性和动机激发，将教育方法从技能培养转向经验构建，并呼吁教育者以创业思维改革教学。
Is entrepreneurship a legitimate academic discipline? Is entrepreneurship a legitimate field of research? Can entrepreneurship be taught? Should we teach business plans or business models? “Entrepreneurship education” seems to have an interesting conflict just in those two words. For generations, the idea of entrepreneurship conjured up notions of isolated men (and rarely women) losing sleep and their hair over their obsession with some radical transformation of a process or product they identified as broken or inefficient. Education, on the other hand, conjures up notions of a collective, of groups of students being led by one instructor—the sage on the stage in the traditional model. Entrepreneurship education presents a unique opportunity; it is a domain which is uniquely poised to engage students in experiential learning. The articles in this special issue highlight how this is being done, and how well this is being done. But we can always improve, and we should. We can work to redefine the mechanism that connects the student and the teacher; we should focus more heavily on autonomy and motivation so students will own the process of finding and digesting content. We should teach competencies, and make the learning adaptive so each student experiences a powerful, personal learning environment. What we need to do is take an entrepreneurial approach to education. Our strong focus on skill building should shift to experience building. Our focus on what happens inside the classroom should shift to a focus on the educational possibility that lies outside the classroom. We as a community of educators are failing our students because we are not thinking and acting entrepreneurially as we ask them to do. Within these pages, we present ways to do that, and some results of attempts at doing that.