[雙語翻譯]創(chuàng)新外文翻譯--本科創(chuàng)業(yè)課程是否涉及創(chuàng)新？一個(gè)探索性研究

1、英文 英文 4500 單詞， 單詞，25500 英文字符 英文字符，中文 ，中文 7700 字文獻(xiàn)出處： 文獻(xiàn)出處：Berry R I, Kumar A, Scott J P. Is innovation being addressed in entrepreneurship undergraduate programs? An exploratory study[J]. Education Research International

2、, 2014 , 2014(25, article a15):1-7.Is Innovation Being Addressed in Entrepreneurship Undergraduate Programs? An Exploratory StudyRobert I. Berry, Anil Kumar, and James P. ScottEntrepreneurial programs have experienced a

3、phenomenal growth in the past two decades. In this exploratory study the authors survey undergraduate entrepreneurship programs to identify courses that are being offered by these programs with the objective of determini

4、ng if innovation is being addressed in the programs. The study explores innovation from both startup and corporate perspectives to see if industry needs are being met by academia. Findings suggest that entrepreneurship p

5、rograms focus on functional knowledge and an opportunity exists to include courses that address innovation, design, intellectual property, and social media. Further research is needed to align market needs with academic

6、offerings in entrepreneurship programs.1. IntroductionEntrepreneurial education should be an enabling education that focuses on innovation, which we define as the creation of new capacities for wealth creation. Drucker [

7、1] defined innovation as “the specific tool of entrepreneurs, the means by which they exploit change as an opportunity for a different business or a different service. It is capable of being presented as a discipline, ca

8、pable of being learned, capable of being practiced” (page 17). We define innovation as the process of creating a product or service solution that delivers significant new customer value. Just being a new or incremental i

9、mprovement by itself is not innovation unless the idea is capable of creating value or capacity for wealth creation. Entrepreneurship is the exploitation of the innovation activities. Innovation creates the potential to

10、fuel economic growth in a nation. New products, services, or redesigned processes that result from innovation create new markets or enhance existing markets leading to economic growth. Sustaining economic growth in a nat

11、ion can be challenging unless the potential to innovate is harnessed. Innovation can take place either in a startup organization or an existing organization that is well established in the marketplace (see [2, page 10]).

12、 While the number of startups created can be used to estimate innovation in startups, it is challenging to determine innovation in established organizations. Data from the Kauffman Foundation report titled Kauffman Index

13、 of Entrepreneurial Activity published in April 2013 indicates that 300 out of 100,000 adults created a new business each month in 2012 in the United States. This rate, which is a slight drop from the 2008–2011 periods,

14、is at the same level with findings from 2007. Organizational innovation is difficult to measure as money spent by organizations on research and development may not necessarily lead to innovative solutions. Booz & Com

15、pany’s findings in their annual report, The Global Innovation 1000 Study indicates, “What really matters is how those R&D funds are invested in capabilities, talent, process and tools” [3]. If innovation is to contin

16、ue, it is important that academic institutions are prepared for this challenge. Therefore, entrepreneurship programs need to provide the students with the basic business skills and an understanding of innovation in order

17、 to build the capacity for the exploitation of new business opportunities.To address innovation needs there has been an interest in offering undergraduate entrepreneurship programs by higher education institutions. A rec

18、ent report titled The Innovative required a technology course 46% were based in the Midwest. Technology courses as an elective were most popular in the Midwest (27%) followed by Northeast (24%) and the West (16%). Techno

19、logy courses generally help a student understand the transformative and disruptive potential of digital technologies. These courses also help a student develop skills that pertain to creating a digital presence.Of the 84

20、 programs surveyed for this study, 52% offered at least one course in innovation. Innovation courses provide the foundational theories and frameworks that help students understand how to create new products and services

21、for the global marketplace. Entrepreneurial programs in the Midwest region (28%) offer the most courses on innovation followed by the Northeast (23%). A third (33%) of the programs offered at least one course in corporat

22、e innovation. Again, the Midwest (26%) led in offering the corporate innovation course followed by the Northeast (22%) and Southeast (22%). Corporate innovation helps a student understand the complexities of working with

23、 cross-functional teams in an organization to create new products and services or how to improve organizational processes.The data suggests that entrepreneurship programs rely on a departmental approach when it comes to

24、course offerings. Although innovation and technology courses offer the opportunity to an instructor to integrate concepts from business disciplines, most departmental courses focus on teaching business skills that emphas

25、ize functional knowledge. It is interesting to note that there were no offerings that focus on design, a critical concept for new product or service offering. Similarly courses that focus on leveraging social media for n

26、ew ventures are not being offered as required courses by the programs surveyed.3. Focus of Entrepreneurship EducationInnovation is critical for driving organizational growth in both startups and established organizations

27、. While in the case of startups innovation helps introduce something completely new in the marketplace, corporate innovation requires the capability to create and acquire new knowledge that brings new ideas to the market