[雙語(yǔ)翻譯]創(chuàng)業(yè)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（英文）

1、Research ArticleIs Innovation Being Addressed in Entrepreneurship Undergraduate Programs? An Exploratory StudyRobert I. Berry, Anil Kumar, and James P. ScottCentral Michigan University, Mt. Pleasant, MI 48859, USACorresp

2、ondence should be addressed to Robert I. Berry; berry1ri@cmich.eduReceived 29 April 2014; Accepted 26 June 2014; Published 16 July 2014Academic Editor: Yi-Shun WangCopyright © 2014 Robert I. Berry et al. This is an

3、open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Entrepreneurial p

4、rograms have experienced a 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

5、 the objective of determining 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 sugg

6、est that entrepreneurship programs 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

7、market needs with academic 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

8、 wealth creation. Drucker [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 pr

9、esented as a discipline, capable 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 b

10、eing a new or incremental improvement by itself is not innovation unless the idea is capable of creating value or capacity for wealth cre- ation. Entrepreneurship is the exploitation of the innovation activities. Innovat

11、ion creates the potential to 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. Sustai

12、ning economic growth in a nation 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 ma

13、rketplace (see [2, page 10]). While the number of startups created can be used to estimate innovation in startups, it is challengingto determine innovation in established organizations. Data from the Kauffman Foundation

14、report titled Kauffman Index 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

15、from the 2008–2011 periods, 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 innovati

16、ve solutions. Booz & Company’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]

17、. If innovation is to continue, 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 understa

18、nding of innovation in order 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 e

19、ducation institutions. A recent report titled The Innovative and Entrepreneurial University: Higher Education, Innovation and Entrepreneurship in Focus published by the US Department of Commerce in October 2013 reports t

20、hatHindawi Publishing Corporation Education Research International Volume 2014, Article ID 839505, 7 pages http://dx.doi.org/10.1155/2014/839505Education Research International 30 20 40 60 80 100Technology (required)Tech

21、nology (elective)InnovationFinanceMarketingManagementCorporate innovationNo course One courseTwo courses Three or more courses(%)Figure 2: Courses offered by entrepreneurship programs.organization to create new products

22、and services or how to improve organizational processes. The data suggests that entrepreneurship programs rely on a departmental approach when it comes to course offerings. Although innovation and technology courses offe

23、r the oppor- tunity to an instructor to integrate concepts from business disciplines, most departmental courses focus on teaching business skills that emphasize functional knowledge. It is interesting to note that there

24、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 new ventures are not being offered as required courses by the pr

25、ograms surveyed.3. Focus of Entrepreneurship EducationInnovation is critical for driving organizational growth in both startups and established organizations. While in the case of startups innovation helps introduce some

26、thing completely new in the marketplace, corporate innovation requires the capability to create and acquire new knowledge that brings new ideas to the marketplace. It is clear that both star- tups and existing organizati

27、ons need and value innovation. Entrepreneurial programs need to help students understand both perspectives and equip them with skill sets that can be used in either type of organizations. In this study of the 84 undergra

28、duate entrepreneur programs that we explored, approximately one-third (32%) of the programs focused on innovation in both startup and established organizations. Slightly more than one-third (35%) of the programs focused

29、on startup organizations and only 1%focused on established organizations. The final third (32%) did not focus on either, which means that their program websites do not specifically mention the focus of the program. It is

30、 quite possible that they may focus on one, either, or both but do not mention it on their website. The findings indicate that innovation in startups is more popular as a focus for undergraduate entrepreneur programs tha

31、n innovation in established organizations. The focus on innovation in startups is understandable as the popular media is full of stories about new companies that emerge in the marketplace and often create a buzz that exc

32、ites both faculty and students. The Western region (24%) of US leads in terms of the programs that focus on startups followed by the Northeast (21%) and Midwest (21%). Technology clusters based in the Silicon Valley, Bos

33、ton, and New York areas explain why programs in these regions focus on startup innovation. After the downfall of the Midwest manufacturing base it has tried to reinvent itself as a technology hub, which provides a possib

34、le explanation for the entrepreneurial programs focus on startup innovation in the region. It is surprising that corporate innovation is not the focus of entrepreneurial programs as these organizations are constantly dis

35、rupted by newcomers and have a dire need for innovation.4. Aligning Innovation NeedsAn organization that needs to hire human talent for inno- vation will rely on an individual’s skills or knowledge base to assess if they

36、 are a good fit. For example, in the case of a startup organization the founding partners may be looking for creativity as a key skill. A creative individual may be able to help the founders with improving the design of

37、a new product or service. Similarly a manager in an established organization might be more interested in someone with collaboration and teamwork skills. This helps them work with people from different functional areas to

38、 solve complex organizational problems. Entrepreneurial programs have to ensure that their course offerings help students acquire skills and build a knowledge base that are aligned with needs of the market they serve. Ke

39、ierleber [4] reports findings from a Gallup-Lumina Foundation partnership study that shows that only 11% of business leaders believe that college graduates have the necessary skills and competencies to work in business o

40、rganizations. An overwhelming majority (96%) of academic leaders expressed confidence in their school’s ability to prepare students for the workplace. The results from the surveys clearly highlight the misalignment that

41、exists when it comes to perceptions about graduates’ competency levels. Fischer [5] reports similar findings by pointing out that over half of the employers surveyed in a study conducted by Maguire Associates Inc., a hig

42、her- education consulting firm, on behalf of The Chronicle and American Public Media’s Marketplace, struggled to find the right candidates. It is also interesting to note that in the Gallup-Lumina Foundation study findin