子谦创业教育译文系列
Competency based education in entrepreneurship: a call to action for the discipline
Rebecca White, Giles Hertz and Kevin Moore
行动的呼吁——基于能力的创业教育（上）
作者：[美] 瑞贝卡.怀特、吉尔斯.赫兹、凯文.摩尔
翻译：师柔剑 审稿：朱燕空
本文目录：
一、引言 INTRODUCTION
二、基于能力的高等教育 COMPETENCY BASED POST-SECONDARY EDUCATION
三、能力教育与创业教育 CBE AND ENTREPRENEUR-SHIP EDUCATION
四、学科法第一步：通用语言的开发 ADOPTING A DISCIPLINE APPROACH: STEP I DEVELOPING A COMMON LANGUAGE
（一）能力结构 The Competency Structure
（二）课程规划 Curriculum Mapping
五、学科法第二步：数据和技术的使用 ADOPTING A DISCIPLINE APPROACH: STEP 2-USING DATA AND TECHNOLOGY
六、基于学科的能力教育方式的益处 BENEFITS OF A DISCIPLINE BASED APPROACH TO CBE
七、面临的挑战 CHALLENGES
INTRODUCTION
引言
Introduced by David McClelland in the early 1970s,competencies were recognized as significant predictors of employee performance and success and were traditionally more associated with training than education. More recently, competency based learning has been adopted by the State of New Hampshire’s public school system, the health disciplines, and other advanced education systems to develop and assess mastery of knowledge and skills. The concept and practice of using competencies to define and measure performance have been widely researched and defined. For our purposes, we use the term “competency' to describe the capability of applying or using knowledge, skills, abilities, behaviors, and personal characteristics to successfully perform in a given domain.
早在20世纪70年代初，大卫麦克莱兰德就提出了能力可被当作预测员工绩效和成功可能性的重要因素这一理论。一般来说，能力的培养与实训的关联性比与理论传授更强。最近，新罕布什尔州公立学校、健康卫生学科以及其他一些先进的教育系统已经开始采用基于能力的学习方式来推进和评估知识与技能的掌握情况。把能力作为衡量标准的理念和相关实践已被广泛的研究和定义。从培养目标来看，“能力”一词用来形容能够灵活应用知识、技能、能力、行为习惯和性格特征等资源在既定领域实现价值的特质。
Competency based education(CBE)is a framework for designing and implementing education that focuses on the desired performance capabilities of the learner within this broad definitional context. While attaining a level of 'competence” has long been the goal of traditional systems, these educational models of curriculum design have largely been based on the delineation of intended learning objectives of instruction. Courses and curricula are then created based on these learning objectives that focus on identifying and measuring what a learner should know. Success is measured by the completion of hours in the classroom as much as by more direct measures of learning. By contrast, CBE makes the acquisition of selected competencies explicit by establishing observable and measurable Performance metrics that learners must demonstrate to be deemed “competent.' Whereas traditional education tends to focus on what and how learners are taught, CBE is focused on whether or not learners can demonstrate application of learning to solve problems, communicate electively, perform procedures, and make appropriate decisions within a given context.
基于能力的教育（能力教育）是一个对满足社会需求型教育机制的设计及实现具有指导性意义的框架。虽然在传统的教育中一直把能达到一定“能力”作为培养目标，但这样的教学模式很大程度上仍是基于对教学预期和学习目标的划定。这样一来，课程体系的建立也相应地根据获取知识量为目标而设定。 学习者的成绩取决于到教室上课的时长以及其他更为直接的标准。相比之下，能力教育则设立了显而易见、可量化的性能指标，如此一来，学习过程就变得很明确。传统教育倾向于关注学习者所学内容及教授方式，而能力教育关注的是学习者是否能够应用到所学知识去解决问题、有效表达、有条理执行以及在既定环境下做出适当决策。
In recent years, educators in the field of entrepreneurship have been seeking a model to define key learning outcomes for entrepreneurship education and to develop assessment models as a way to integrate curricular and co-curricular programs. CBE models Provide a meaningful solution to these challenges. Why? First, CBE is based on competency sets of knowledge, skills, abilities, and other characteristics(KSAOS)of high performance in a particular domain. These include behaviors demonstrating abilities that then can be used to assess degrees of competency. This methodology allows for clear assessment of learning in any educational program that is experiential by design. Second, CBE allows for distinguishing between top performers and average performers; thus, there is a fit with the traditional grading models. Third, CBE allows for change over time in competencies, offering an opportunity to evaluate individual student growth in competencies. Finally, the use of CBE models to design and educational program provides an opportunity to tie models of learning directly to best practices in the field.
近年来，创业领域的教育者也一直在寻求一种可以界定创业教育主要学习成果的方式，并试图开发一种评估机制去完善创业及相关课程体系的建立。能力教育为创业教育者面临的这些挑战提供了可行的策略。原因如下：首先，能力教育是一种在特定领域内集知识、技能、能力和其他高效能特质为一体的教育模式，这些特质包括可鉴别能力高低的行为表现力。这种方法论适用于任何一个需经设计的教学项目，可为其提供一个明确的测评方法。其次，能力教育有利于区分出优劣，这一点与传统的评分机制相符。第三，能力教育认可时间变化下的能力增长，提供了一个可对学习者个体能力的成长进行评估的机会。最后，将能力教育用于设计课程及教学项目为理论与实践完美的结合提供了可能性。
A few scholars have attempted to explore competencies as a way to understand entrepreneurial behavior. Additionally, a small number of schools are in the early stages of attempting to apply CBE in their entrepreneurship programs. However, there is significant misunderstanding of what this application must include in order to ensure the delivery of the desired results. In early 2016, a group of scholars from 10 US universities came together to apply and extend this work based upon the principles of competency based education that have been successfully applied in other contexts and are in the early stages of application to entrepreneurship education at the University of Tampa. This chapter is a call to action for entrepreneurship educators and a discussion of why a discipline wide approach is the most effective and efficient pathway to CBE.
一些学者试图通过洞悉能力素质去了解创业行为。此外，少数学校已处在尝试将能力教育融入创业项目的初期阶段。然而，对于应用中须涵盖哪些内容才得以在交付时达到预期效果仍存在着很大的误区。2016年初，来自美国10所大学的学者们齐聚一堂，推广基于能力的教育原则。这一原则已成功应用在某些领域，并在美国坦帕大学的创业教育应用中初见成效。本文是对创业教育者付诸行动的呼吁，也是对为什么各学科的大范围参与是实现能力教育最佳途径的探讨。
COMPETENCY BASED POST-SECONDARY EDUCATION
基于能力的高等教育
CBE models are at the root of a learning revolution which is being driven by the advancement of technology as well as a new competitive landscape that includes institutions with missions that promise to deliver education anytime, anywhere. In this new paradigm of learning, delivery options are multiple, learning products are explicitly defined and assessment is made at a new level of granularity not captured by traditional transcripts (Voorhees, 2001). However, we argue that embedded in the model of CBE is a method to create and assess learning that can be adapted to and enhance traditional higher education models -especially in highly applied disciplines. Voorhees (2001, p 5) describes the role of CBE as follows: “The bridge between the traditional paradigm, which depends on traditional credit hour measures of student achievement and the learning revolution can be found in competency based approaches.”
能力教育模式是学习方式变革的根源，这一变革正受到技术进步和全新竞争格局的驱动，其中包括能保证随时随地提供教育的机构。 在这种全新的学习范式中，获取知识的渠道是多种多样的，学习产品是被明确定义的，评估方式是在一个传统成绩单无法采集到的新层面上进行的（沃里斯，2001）。然而，我们认为嵌入能力教育模式是一种可使学习发生并能评估学习结果的方法，这可与传统的高等教育模式特别是高频应用的学科相适应，并有利于其发展。沃里斯（2001，p5）这样描述了能力教育模式的作用：“一座连接基于学分评测的传统范式教育和基于能力的教育变革之间的桥梁。”
CBE is not new. These models were introduced in the early 1970s (McClelland, 1973) and have been used for the past 40 years to enhance human performance in the workplace (Ennis, 2008). The interest in applying CBE in higher education was first formalized in the US with the establishment of the National Skill Standards Board, an entity created in 1994 in the Goals 2000: Educate America Act. Since that time a number of states and institutions have adopted CBE in some form, most notably the movement toward the three-year degree programs funded by the Department of Education and instituted at Southern New Hampshire University, Grace College in Indiana, Arcadia University in Pennsylvania, and Lynn University in Florida. These programs seek to address the issues of the accelerating cost of higher education, increasing competition from non-traditional higher education and the need for an opportunity to institute curriculum Innovation (Bradley et al., 2012).
能力教育并不是一个全新概念。 20世纪70年代早期这一概念就已被引入（大卫麦克莱兰德，1973），并在过去40年中一直在被用于提升人们在职场的表现（恩尼斯，2008）。创建于1994年“千年发展目标：美国教育法”倡导下的实体——美国国家技能建立标准委员会第一次正式提出能力教育在高等教育中应用的益处。从那时起，许多国家和机构便开始逐步采用能力教育，最引人注目的是由教育部资助并在南新罕布什尔大学、印第安纳州格雷斯学院、宾夕法尼亚州阿卡迪亚大学以及佛罗里达州林恩大学展开的三年制学位课程运动。这些项目旨在解决高等教育成本上升、非传统高等教育竞争加剧以及课程改革机会的需求等问题（布兰得利等，2012）。
The practice of using competencies to define and measure performance has been widely researched and discussed. However, as with many concepts, the term “competency” has suffered from multiple definitions both in research and in application. The definition of “competency” dominated the early CLM literature. In 1997, the Society of Industrial and Organizational Psychology (SIOP)established a task force led by Jeffery Shippmann and leading researchers and practitioners to focus on the following five questions:
1. What is a competency?
2. What is the difference between competency modeling and job analysis?
3. Why are competencies so appealing to consumers in business and industry?
4. Should competency models be validated?
5. What is the future of competency modeling?
用能力来定义和测量成效的实践已经被广泛地研究和讨论。然而，与许多概念一样，“能力”一词在研究和应用中都被赋予了多种定义。 “能力”的定义主导了早期的交际文学。 1997年，工业和组织心理学会（SIOP）成立了一个由杰夫里.希普曼领导的工作组，带领相关研究者和从业人员针对以下五个问题进行研究：
1.什么是能力？
2.能力模式与工作验定之间的区别是什么？
3.为什么能力对工商业消费者如此有吸引力？
4.能力模式是否需要被验证？
5.能力模式的未来是什么？
For two years the task force investigated these questions and, based upon a comprehensive literature review, concluded that even with the most knowledgeable competency modeler or researcher there was no single agreed-upon definition of competency. However, they did agree upon a number of principles. First, a job analysis is 'work focused, 'while competency modeling is 'individual” focused, and neither is a singular approach to describing the working environment. Second, competency models should be validated using a process involving those who are in the workforce and already doing the work of interest. Finally, while there exists a significant need for further research in specific areas there is great hope for the discipline of competency modeling (Shippmann et al., 2000).
两年来，工作组对这些问题进行了调查，并基于全面的文献综述得出一个结论：即使是学识最深广的能力建模者或研究人员，也无法为能力商榷出一个一致且单一的定义。但是，他们商讨出一些相关的原则。首先，工作验定是“以工作为中心”，而能力模式是以“个人”为中心的，他们都不是用来描述工作环境的单一方法。其次，能力模式应该通过一个有对所从事工作感兴趣的人参与的流程进行验证。最后，尽管在某些特定领域仍有待进一步研究，但能力模式学科的应用被寄予厚望（希普曼等，2000）。
For our purposes, we define a competency as the capability of applying or using knowledge, skills abilities, behaviors, and personal characteristics to successfully perform in a given domain. While admittedly broad, this definition is based on the one developed by the National Center for Public Policy and Higher Education workgroup which was funded by the US Department of Education to develop a common language for CBE (US Department of Education, 2002). Personal characteristics include the mental/intellectual/cognitive, social/emotional/attitudinal, and physical/psychomotor attributes necessary for success (Boyatzis, 1982; Dubois,1993; Fogg, 1999; Lucia and Lepsinger, 1999 ), as well as internal and external constraints, environments, and relationships related to performance. These personal characteristics help explain why learners pursue different learning experiences and acquire different levels and kinds of skills, abilities, and knowledge. Motivations and perceptions of the activity and one’s self or talents are also viewed as influential in competently and successfully performing in a given role (Boyatzis, 1982; Fulmer and Conger, 2004; Gangani et al. 2006; Sandberg, 2000). Therefore, competencies become the result of integrative learning experiences. It should be noted that this definition of competency is more inclusive than “knowledge and skill” and focuses on the application of knowledge, skill, attitude and the ability to meet complex demands by drawing on many psychosocial resources (Mann et al., 2009; Schratz et al, 2013).
出于成果导向，我们将能力定义为能够灵活应用知识、技能、能力、行为习惯和个人特征等资源在某一领域实现目标的特质。 虽然这个定义较宽泛，但它是被美国教育部资助下的国家公共政策和高等教育中心工作组为了开发能力教育的通用语言所定义的（美国教育部，2002年）。个人特征包括成功所需的心理/智力/认知、社交/情感/态度和身体/心理活动（博亚特兹，1982; 杜布瓦，1993; 福格，1999; 露西娅和莱辛格，1999）、内部和外部的约束、环境、与绩效相关的人际关系。这些个人特征合理的解释了为什么学习者所追求的学习经历、到达的水平和获取的技能、能力以及知识内容不尽相同。行动的动机和直觉以及个体本身或天资也被视为能够影响其在特定角色中有能力的成功实现价值的因素（博亚特兹，1982; 富尔默和康格，2004;冈阿尼等人，2006; 桑德伯格，2000）。因此，能力是综合学习经验的成果。值得注意的是，这种能力定义比“知识和技能”更具囊括性，并侧重于应用知识、技能、态度、能力，通过调配各种社会资源去满足不同复杂需求的能力（曼等人，2009;施拉茨等人，2013）。
CBE is a framework that focuses on desired Performance in a given context. The learner is put into a situation, given conditions, taught the rules, provided with coaching and mentoring, and allowed to practice until he or she can reach desired performance standards. For example, in the game of basketball one might argue that dribbling, passing, and shooting a basketball are three of the key abilities necessary for success. We know from experience that it is likely that, at some point in a game, a player will be fouled and be given the opportunity to shoot a foul shot. In fact, we also know that many games are won and lost with foul shots. Thus, it follows that one (among many) of the abilities that a basketball player should have is the ability to shoot a foul shot. Therefore, we might set up a performance measure that reads as follows: Given a ball, a hoop and a foul line, a leaner will practice shooting until he or she reaches the ability to shoot 10 foul Shots with a success rate of 8 out of 10. Not all learners will get to that level of mastery, but some may exceed it. Thus, CBE is customized learning, and the heart of CBE is simply the framework, which is made up of performance based learning objectives, designed by the educator, that will allow individualized learning and assessment. This framework is commonly referred to as a competency structure or model.
能力教育是一个侧重能否在既定条件下达到预期表现的框架。学习者处在一种既定条件下被教授规则、提供训练和指导，并允许其锻炼至达到期望的标准。这就好比在篮球比赛中，有些人可能认为运球，传球和投篮是赢得比赛所必备的三项关键能力。但从经验中我们得知，在比赛的某个时刻，球员可能会因为他人犯规而得到一个投篮的机会。事实上，我们也知道许多比赛的输赢都是与一个罚球命中与否息息相关。因此，罚球命中也是一个篮球运动员应具备的众多能力之一。所以相应地设置了如下的标准评估球员练习的表现：给定练习球员一个球，一个篮筐和一条罚球线，让其练习投篮，直至达到10投8进的命中率。并非所有的练习球员都能达到这种掌握程度，但也有人可以超过这个指标。因此，能力教育是一种定制化学习，能力教育的核心仅是一个教育者设计的、由基于绩效的学习目标所组成、且允许个性化学习和评估的框架。这种框架通常被称为能力结构或能力模型。
It is important to note here that the authors are well aware of the difference between training and education and, while CBE provides a structure that is education focused. A competency structure aids in the design, development and assessment of learning programs. It does not dictate how the teacher teaches these concepts. So, in the earlier example of the game of basketball, one would need to put the player into the game to observe other critical abilities, such as the ability to respond creatively to a play that is set up by the other team. The practice of basketball provides the opportunity to learn various responses, with coaching that can help a learner respond in a favorable way to unpredictable experiences on the basketball floor. This is not unlike entrepreneurship or medicine or many other fields where CBE has been applied with success. The goal of the remainder of the chapter is to describe a method for how entrepreneurship educators can begin the process of building a discipline-wide approach to CBE by applying it to the field of entrepreneurship education.
值得一提的是，笔者非常了解培训和教育之间的区别，而能力教育提供的是一个教育所关注的蓝本。能力结构有助于学习项目的设计、开发和评估。它没有规定教师如何教授那些概念。因此，在上文篮球运动的例子中，需要将球员置于比赛中才得以发现其他关键能力，比如在其他球队主场的比赛中随机应变的能力。篮球比赛的实战为球员提供了学习各种应对措施的机会，以培养他们在篮球场上以有利的方式应对不可预测的事件。这与创业、医学或其他将能力教育成功应用其中的领域没有什么不同。本章其余部分将会着重说明创业教育者如何通过将能力教育应用在创业教育，从而开启能力教育在全学科普及应用之路。
CBE AND ENTREPRENEURSHIP EDUCATION
能力教育与创业教育
Many of the leading educators in the discipline of entrepreneurship are advocating that entrepreneurship education is an instrument of empowerment for individuals and a tool for transforming markets, businesses, industries, economies, and communities (Morris, 2013: Timmons and pinelli, 2008). However, educators in the field have acknowledged that traditional pedagogy is not sufficient and that teaching entrepreneurship may be considered more like the study of other 'crafts' such as medicine and architecture (White et al., 2011). The result has been a new Interest in CBE as a foundation for curriculum design and learning assessment.
创业教育的一些先行者都在提倡创业教育是为个体赋能的工具，也是一种改造市场、企业、行业、经济和社区的工具（莫里斯，2013；蒂蒙斯和史宾尼利，2008）。然而，创业教育者已经意识到使用传统的教学法是远远不够的，创业教学可能更像医学、建筑学等其他“技艺”类的学科（怀特等人，2011）。这使得能力教育作为课程设计和学习评估的基础为创业教育注入新鲜血液。
A few scholars have attempted to explore competencies as a way to understand entrepreneurial behavior. For example, Wing Yan Man (2006) empirically explored entrepreneurial behaviors through a competency framework and identified six behavioral patterns in the entrepreneurial learning construct. More recently, Morris et al. (2013) identified 13 competencies demonstrated by successful entrepreneurs, and White and Moore(2016a) have developed a model for the application of CBE to both coursework and co-curricular learning experiences. Table 6.1 compares the three CBE models.
一些学者试图以通过探索能力素质的方式来理解创业行为。例如，翼燕人（2006）就以经验主义方式通过能力框架探索了创业行为，并在创业学习构建中确立了六种行为模式。最近，莫里斯等人（2013）确定出了成功企业家所具备的13项能力，并且怀特和摩尔（2016a）已经开发了一个将能力教育应用于课程作业和辅助课程学习活动的模式。表1比较了三种能力教育模式。
表1: 创业精选模式中的能力教育研究
怀特R，摩尔K. 为高等教育、工作文件、坦帕大学开发一套能力结构. 整合课程和辅助课程活动以增加学生的成果，2016b. 怀特R,摩尔K. 基于能力的学习在创业教育中的应用：整合课程和辅助课程元素以提高学科掌握度. 整合课程和辅助课程活动以增加学生的成果，2016a. | 莫里斯MH, 韦伯J， 福J, 辛格尔S. 基于能力的企业教育观点：概念和实证的见解. 小企业管理期刊, 2013, 51(3), 352-369. | 曼T.W, 劳T, 占K.F. 中小企业的竞争力：以创业能力为重点的构想. 商业风险期刊, 2002, 17, 123-142 | |
使用定义 | 可应用或使用知识、技能、才能、行为和个人特征在特定领域获得成功的能力。 | 能力是指人们成功执行特定任务或活动所需的知识、技能、态度、观念和行为，例如在重整房屋或执行外科手术时会用到的能力(布罗菲、凯利，2002；兰金，2004)。 | 创业能力是企业家能够成功完成工作角色的总体能力。 |
解释说明 | 根据来自Q分类法便利样本中500多位企业家的反馈，确定出了六项能力。每种能力都在下面以粗体列出，并列出了企业家认定的包含在每种能力中的关键才能。 | 利用来自20位企业家和20位创业教育者的小组调查数据来确定13种不同的能力。针对企业家已经拥有成功增长到100名或更多员工的公司这一现象。在一项两种多层次型的研究中，小组成员被要求确定出推广新创企业所需的关键能力。 | 通过对12位企业家的半结构式访谈来制定，这些访谈的关注点是在那些他们事业发展之前和期间促成重要学习发生的关键事件。 |
创业能力 | 企业家精神 市场风险意识 激情和动力 机会识别 诚信道德 适应力 持续的学习 沟通能力 人际关系的建立 同理心 人际交流 学术交流 在冲突中沟通 思考力 态势感知力 判断力 创新和创造力 问题解决能力 自我意识 自我反思 专业精神 责任感 得当的态度和外观 知识认证 技术能力 正直且有正确的价值观 持续的提升力 自觉行动力 领导力 商业头脑 合作能力 灵敏度 战略思维 多元化 更换管理层 道德感 发展他人的能力 工作管理能力 有计划 授权 确立权威 协调力 评测 团队建设力 管控力 | 机会识别 机会评估 风险管理和缓解 愿景的传达令人信服 坚韧且有毅力 有想象力并可创造性地解决问题 资源分配利用 灵活周旋 价值创造 保持专注力和适应力 复原力 自我效能感 建立和使用网络 | 机会识别与利用 人际关系的建立 概念构思 组织能力 策略形成力 遵守承诺 |
In late 2015, four university based entrepreneurship programs came together at the Global Consortium of Entrepreneurship Centers’ Annual conference to present their interest in, and research on, the application of CBE in entrepreneurship education (White et al., 2015). This group identified four primary arguments for the application of CBE to entrepreneurship education.
2015年底，四个大学创业项目汇集在全球创业中心联合会的年会上，展示了他们将能力教育在创业教育中的应用、兴趣所在和研究方向（怀特等人，2015）。该小组确定了将能力教育应用于创业教育的四个主要论点。
First, the discipline is being impacted by the new learning revolution that is affecting all of higher education and has developed via advanced technology and increased competition from non-traditional educational sources. In the case of entrepreneurship, the discipline has been so successful with selling the value of entrepreneurship education that vast numbers of people and institutions from city and state governments to business leaders and service providers have created their own version of education for aspiring entrepreneurs. As in any market space where disruption is occurring, the incumbent is called upon to clearly demonstrate value to stakeholders. Moreover, if entrepreneurship education programs do not step up and define learning outcomes for themselves, those guidelines will be imposed from elsewhere. A CBE approach can provide clear measurements of learning progress and prevents the dilution of the discipline.
首先，牵扯着所有高等教育并通过先进技术和非传统教育资源的竞争而发展的新型学习变革正影响着学科发展。就创业领域而言，该学科在推广创业教育的价值方面非常成功，以至于广大市政府和州政府机构、商业领袖和服务供应商为有抱负的创业者创建了自己的教育版本。正如在任何发生中断的市场中一样，经营中的企业需要向利益相关者清楚地展示其价值所在。此外，如果创业教育项目不加快推进并明确其学习成果，那些指导方针将从其他方面被强加。 能力教育可以提供清晰测量学习进度的方法，并防止学科淡化。
Second, while traditional educational programs in entrepreneurship have more than 40 years of experience in educating entrepreneurs, there is no consensus on a common nomenclature for the discipline. This has led to challenges as the discipline has moved beyond the walls of the business colleges and into disciplines such as engineering and the arts where educators have created their own versions of entrepreneurship. While across discipline access to entrepreneurship is a necessary and valuable step in the growth of entrepreneurship, without a common language of learning outcomes 'entrepreneurship everywhere can quickly transform into entrepreneurship nowhere.” Thus, one of the key attributes of employing a CBE model is the ability to develop a common language upon which to build student learning.
其次，虽然传统的创业教育项目有40多年培养企业家的经验，但在该学科的统一术语系统方面始终没有达成共识。该学科已渐渐超越商学院所教授的范畴，进入工程和艺术等学科，这致使创业教育者们面临着需要创造出创业教育专属体系的挑战。虽然跨学科的专创融合对于创业者的成长是必要且有价值的一步，但如果在学习成果方面没有一个通用语言系统，那“无处不在的企业家”可能会很快转变为“无处可在的企业家”。因此，有效应用能力教育模型的关键之一是能够开发出一种用于构建学生学习的通用语言系统。
Third, many educators have faced the challenge of students succeeding as entrepreneurs while enrolled in a degree program but failing their coursework in the process. Entrepreneurship has become one of the most popular areas of study on many college campuses, with students from all disciplines interested in the field. One of the key components of these programs is their experiential nature. In fact, it can be argued that the majority of learning often takes place outside of the classroom, where students apply what they are currently learning in the classroom. Programs such as boot camps, pitch competitions, and networking events provide the opportunity for students to learn the basic skills required for success in new venture creation. To date, measuring learning in these environments has been mostly anecdotal and has not provided an avenue for longitudinal program assessment, nor the opportunity for continuous improvement based upon multiple evaluations. As suggested by White and Moore (2016a), CBE can provide a solution for this.
第三，许多教育工作者都会遇到一种问题，学生能够成功地像创业者一样完成学位，但却在完成学位进程中的作业时不尽如人意。创业已成为许多大学校园里最受欢迎的研究领域之一，来自各个专业的学生都对该领域感兴趣。这些项目的关键组成部分之一是其体验性。事实上，大多数学习经常发生在课堂之外，学生在那里得以真正应用他们当前在课堂上学到的知识。一些有如创客训练营、路演竞赛、网络活动等项目为学生提供了学习企业创新所需的基本技能的机会。迄今为止，衡量这些情境中的学习主要是依靠事件，并没有为纵向项目的评估提供渠道，也没有为基于多方评价进行持续迭代提供机会。正如怀特和摩尔（2016a）所建议的那样，能力教育可以为此提供解决方案。
Finally, assessing learning in entrepreneurship has been a challenge for the discipline as well. Few studies have examined the short-term or long term effects of entrepreneurship education on student attitudes, behaviors and professional competencies (duval-couetil, 2013; Pittaway et al, 2009). To date, the literature has focused on the development of programs, with an assumption that, through the offering of well-designed courses and curricula, students will increase their knowledge and skills and that this will lead to an increased likelihood of success in the workplace and as founders of new ventures. However, few studies have tested this assumption (Dick son et al., 2008: Gorman et al., 1997).
最后，评估创业学习成果对该学科也是一个挑战。很少有研究考察过创业教育在短期或长期内对学生的态度、行为以及专业能力的影响（杜瓦尔. 库埃蒂，2013;皮特韦等，2009）。迄今为止，有关文献一直侧重于项目的开发，并设想通过提供精心设计的课程，学生将增加他们的知识和技能，从而增加他们在职场和创业中成功的可能性。然而，很少有研究验证过这个设想（迪克森等人，2008：戈尔曼等人，1997）。据杜瓦尔. 库埃蒂（2013）的研究表明，创业教育项目的评估面临着几项特殊挑战。其中包括学科的年轻化和不确定性、项目之间的巨大差异性、对实践的高度强调和对教师学术及实践的双重要求，以及其主要结果的预估是风险创造和经济发展。为了解决这些独特的挑战，我们建议开发和实施基于能力的学习模型。这些经过验证的模型为明确解决前三个挑战提供了可能性，并提供了一个扩展视角的途径，而不仅仅局限于风险创造和经济发展的结果。因此，我们相信通过将能力教育应用在创业教育中，许多当前面临的挑战可以迎刃而解。我们确定了一个两步学科法：（1）开发一种通用语言；（2）利用实时数据和技术来创建持续的反馈和迭代机制。
（上期已完结）
作者：瑞贝卡·怀特——创业学教授、任美国坦帕大学创业中心主任
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