ELI Asia VIRTUAL
發(fā)布時(shí)間：2022.09.08來(lái)源：英諾
ELI Asia
VIRTUAL Experiential Learning Teaching Method
ELI Asia VIRTUAL 百森體驗(yàn)式學(xué)習(xí)教學(xué)法
November 28th – December 17th, 2021
A program co-taught by faculties from Babson College and Stanford University, which have been ranked for 28 years as
#1 and #2 Schools in Entrepreneurship Education in the United States
本課程由連續(xù) 28 年被評(píng)為美國(guó)創(chuàng)業(yè)教育領(lǐng)域第一名和第二名的美國(guó)百森商學(xué)院與斯坦福大學(xué)聯(lián)合執(zhí)教
OVERVIEW
課程簡(jiǎn)介
The objective of this program is becoming an Entrepreneurial Professor during and after the Coronavirus Pandemic.
本課程旨在幫助學(xué)員在新冠疫情期間及之后成為具有創(chuàng)業(yè)者心態(tài)的教師。
Most faculty are trained as experts in their field or area of reach, but were never trained how to teach. The world is
in great need of master teachers who are not only experts in their field, but experts in teaching and inspiring their
students so that they reach their full potential. The need for expert university teachers has become even more
important during the current crisis caused by the coronavirus pandemic. Faculty members are having to engage with
their students in new ways including online teaching. The purpose of this program is to train you to be a master
teacher during the current crisis and beyond. Becoming a master teaching in this dynamic environment requires
learning how to be an “entrepreneurial professor”. Many view entrepreneurship as an approach to starting a new
business, but it is much more than that. Entrepreneurship is a way of thinking and acting when confronted with
problems and challenges. This program will help you to understand how you can be an entrepreneurial professor and,
in turn, help your students to be successful entrepreneurs as well. Utilizing Babson's signature approach to
entrepreneurship as well as theories from cognitive psychology and sociology, this program will teach participants
how to lead as an entrepreneurial professor individually and in the classroom. Each session will provide background
theoretical context as well as specific activities and exercises that can be applied in order to help participants become
leaders in the classroom.
大多數(shù)教師都是自己研究領(lǐng)域或相關(guān)領(lǐng)域的專(zhuān)家，但從未接受過(guò)相關(guān)教學(xué)方面的專(zhuān)業(yè)訓(xùn)練。當(dāng)今的世界需要
更多模范教師。他們不僅是自己研究領(lǐng)域的權(quán)威專(zhuān)家，更加是精于激勵(lì)和教育學(xué)生，以充分發(fā)揮學(xué)生潛力的
專(zhuān)家。當(dāng)前嚴(yán)峻的新冠疫情形勢(shì)下，教師們不得不采用線上授課等其他教學(xué)方式與學(xué)生互動(dòng)，因此當(dāng)務(wù)之急
是提高大學(xué)教師們的專(zhuān)業(yè)教學(xué)水平。本課程旨在為疫情危機(jī)時(shí)期及之后培養(yǎng)優(yōu)秀的模范教師。想要在當(dāng)前這
個(gè)復(fù)雜多變的環(huán)境中成為模范教師，就必須成為“具有創(chuàng)業(yè)者心態(tài)的教師”。許多人認(rèn)為創(chuàng)業(yè)學(xué)就是學(xué)習(xí)如
何開(kāi)一家新公司，但事情遠(yuǎn)不止如此簡(jiǎn)單。創(chuàng)業(yè)學(xué)培養(yǎng)的是一種面對(duì)問(wèn)題和挑戰(zhàn)時(shí)的思維方式和行動(dòng)方法。
本課程將幫助學(xué)員理解怎樣可以成為一名具有創(chuàng)業(yè)者心態(tài)的教師，進(jìn)而助力其學(xué)生成為成功的創(chuàng)業(yè)者。此次
課程將利用百森商學(xué)院有關(guān)創(chuàng)業(yè)學(xué)的核心教學(xué)法以及認(rèn)知心理學(xué)和社會(huì)學(xué)理論，教授學(xué)員如何在平時(shí)生活中
和工作的教室中的成為一名具有創(chuàng)業(yè)者心態(tài)的教師。每節(jié)課都將教授背景理論知識(shí)，提供具體的活動(dòng)和練習(xí)，
幫助學(xué)員成為課堂上的領(lǐng)導(dǎo)者。
Faculty development programs are a recent phenomenon beginning at the Harvard Business School in 2000. In the
United States, Harvard University and Babson College are the only two universities who offer large scale faculty
training programs. Since 2005, with the establishment of the Program on Case Method and Participant Centered
Learning (PCMPCL), about 500 faculty have been trained at Harvard in case teaching and case writing. PCMPCL formed
the foundation of case writing and case teaching in Asia. With the establishment of TETA, SEE Asia and ELI Asia and other US based programs, Babson College has trained another 500 faculties on the importance and power of
entrepreneurship.
師資培訓(xùn)項(xiàng)目始于 2000 年的哈佛商學(xué)院。在美國(guó)，只有哈佛大學(xué)和百森商學(xué)院這兩所大學(xué)提供大規(guī)模的教
師培訓(xùn)課程。哈佛大學(xué)于 2005 年開(kāi)設(shè)以參與者為中心的案例教學(xué)法培訓(xùn)項(xiàng)目（
PCMPCL），有 500 名大學(xué)教
師在哈佛接受了案例教學(xué)和案例寫(xiě)作的培訓(xùn)。PCMPCL 是亞洲案例寫(xiě)作和案例教學(xué)的基礎(chǔ)。而后百森商學(xué)院的
TETA、SEE Asia 和 ELI Asia 等針對(duì)亞洲師資培訓(xùn)的美國(guó)項(xiàng)目紛紛成立，講授創(chuàng)業(yè)學(xué)的重要性和影響力，又
一批 500 名教師接受了訓(xùn)練。
ELI Asia via Zoom draws upon the strength and legacies of both the Harvard and Babson faculty development
programs. Giving participants essential insights into the US campus experience, this program will be co-taught by
faculties from Babson College and Stanford University. Babson College and Stanford University represent the #1 and
#2 schools in entrepreneurship education with HBS at #3, MIT at #4 and Wharton at #5. Participants in this program
will learn from the best of the best when it comes to entrepreneurship education.
ELI Asia 課程采用 Zoom 授課模式，融合哈佛大學(xué)和百森商學(xué)院兩家?guī)熧Y培訓(xùn)之長(zhǎng)。該項(xiàng)目將由百森商學(xué)院和
斯坦福大學(xué)教授共同授課，學(xué)員可以充分體驗(yàn)美國(guó)校園氛圍并從頂尖專(zhuān)家身上學(xué)習(xí)創(chuàng)業(yè)教育教學(xué)法的經(jīng)驗(yàn)。
百森商學(xué)院和斯坦福大學(xué)在創(chuàng)業(yè)教育領(lǐng)域分別位列第一、二名，哈佛商學(xué)院（
HBS）排名第三，麻省理工學(xué)院
（
MIT）排名第四，沃頓商學(xué)院（Wharton）排名第五。
PROGRAM AUDIENCE - Who Should Attend this Program?
課程受眾——誰(shuí)應(yīng)該參加此次培訓(xùn)課程？
This program is not just about teaching entrepreneurship, but also how to be an entrepreneurial faculty member.
Faculty from Schools of Management, Engineering, Life Science, and Entrepreneurship will benefit from this program,
but so will faculty from any discipline who would like to become master teachers in their field and empower their
students by giving them skills in entrepreneurial problem solving. In addition, this program will also support the
following faculty:
本課程不僅僅是關(guān)于教授創(chuàng)業(yè)學(xué)，更重要的是成為一名具有創(chuàng)業(yè)者心態(tài)的教育工作者。來(lái)自管理學(xué)院、工程
學(xué)院、生命科學(xué)院和創(chuàng)業(yè)學(xué)院的教師無(wú)疑能夠從本課程中受益，但其實(shí)任何學(xué)科的教師都會(huì)有所收獲，只要
他們希望在自己的領(lǐng)域成為模范教師，希望通過(guò)培養(yǎng)學(xué)生解決創(chuàng)業(yè)問(wèn)題的能力使其成長(zhǎng)。此外，本課程也歡
迎以下教師參加：
• Faculty who wish to learn to develop online curriculum and online teaching skills
• 希望學(xué)習(xí)遠(yuǎn)程課程開(kāi)發(fā)和遠(yuǎn)程教學(xué)方法的教師
• Faculty who wish to become great facilitators of learning; not just transferring knowledge
• 希望成為激勵(lì)學(xué)生學(xué)習(xí)的促進(jìn)者，而不僅僅是傳遞知識(shí)的教師
• Faculty who want to develop themselves as current and future leaders in academia
• 希望自己成長(zhǎng)為學(xué)科帶頭人的教師
It is a program that is specially designed to benefit faculties at all levels. The intent of this program is to place faculty
careers on a new trajectory. The program will support faculty who have a deep hunger to go from being a GOOD
teacher to a GREAT teacher and more importantly to a facilitator of learning! In addition, it is ideal for those who wish
to cut across disciplines and be more well-rounded and integrative in their teaching and academic career.
本課程適用于各個(gè)層次的教師培訓(xùn)。其目的是為參訓(xùn)教師的職業(yè)生涯開(kāi)辟新道路。本課程將幫助那些渴望從
一個(gè)好老師成長(zhǎng)為一位模范教師，更重要的是成為學(xué)生學(xué)習(xí)的促進(jìn)者的教師！本課程也是那些希望跨學(xué)科發(fā)
展的教師的理想之選，同樣適合那些希望教學(xué)和學(xué)術(shù)全面發(fā)展的教師。
The program has obvious connections to faculty who teach Entrepreneurship, Strategy, Innovation, Corporate
Entrepreneurship, Intrapreneurship, Leadership, Change Management and Marketing. Faculty from Finance and
Accounting can also explore this program to better appreciate strategy, organic growth and managing uncertainties
against risk. The connection between this program and faculty from Science and Engineering is also clear. It will help them to really bring together the big drivers of VUCAH – Entrepreneurship, Science, Technology, Innovation, Strategy
and Competition.
本課程與創(chuàng)業(yè)、戰(zhàn)略、創(chuàng)新、企業(yè)創(chuàng)業(yè)、企業(yè)內(nèi)部創(chuàng)業(yè)、領(lǐng)導(dǎo)力、變革管理和市場(chǎng)營(yíng)銷(xiāo)課程的教師明顯相關(guān)。
金融和會(huì)計(jì)學(xué)專(zhuān)業(yè)的教師也可以學(xué)習(xí)本課程，從而更好的理解戰(zhàn)略、有機(jī)增長(zhǎng)和管理不確定性風(fēng)險(xiǎn)的相關(guān)知
識(shí)。本課程同理工科教師之間的聯(lián)系也顯而易見(jiàn)，可以幫助他們將VUCAH（易變的、不確定的、復(fù)雜的、模糊
的及超鏈接的）時(shí)代的創(chuàng)業(yè)、科學(xué)、技術(shù)、創(chuàng)新、戰(zhàn)略和競(jìng)爭(zhēng)等主要驅(qū)動(dòng)因素結(jié)合在一起進(jìn)行教學(xué)。
In addition to these more obvious connections to faculties from the business school and schools of science,
engineering and technology, this program is also ideal for faculties from others schools and disciplines across the
entire university. Entrepreneurship, as an approach to solving problems is a powerful tool for any faculty member
who wishes to become a master educator and students in all disciplines will benefit from acquiring and applying
entrepreneurial skills.
除去以上這些一目了然的相關(guān)學(xué)院教師（商學(xué)院、科學(xué)、工程和技術(shù)學(xué)院等），本課程同樣適合其他所有學(xué)
院和學(xué)科教師學(xué)習(xí)。創(chuàng)業(yè)學(xué)是一門(mén)關(guān)于如何解決問(wèn)題的學(xué)科，對(duì)于任何希望成為模范教師的老師而言都是一
個(gè)強(qiáng)有力的教學(xué)工具。任何專(zhuān)業(yè)的學(xué)生將創(chuàng)業(yè)學(xué)中的技能學(xué)以致用，都可受益匪淺。
LEARNING OBJECTIVES
學(xué)習(xí)目標(biāo)
The learning objectives for the program were developed based on Babson’s 36 years of experience in training
entrepreneurship educators around the world. These include:
本課程的學(xué)習(xí)目標(biāo)是基于百森商學(xué)院 36 年來(lái)全球創(chuàng)業(yè)教育師資培訓(xùn)的經(jīng)驗(yàn)而制定，目標(biāo)包括：
• Understand and integrate Entrepreneurial Thought and Action as a method for teaching students from all
disciplines.
• 理解“創(chuàng)業(yè)思維與行動(dòng)”教學(xué)法及其在各個(gè)學(xué)科教學(xué)中的應(yīng)用。
• Apply entrepreneurship to the role of a university faculty in order to become an entrepreneurial professor.
• 將創(chuàng)業(yè)精神融入大學(xué)教師的工作，使其成為具有創(chuàng)業(yè)者心態(tài)的教師。
• Experience a variety of pedagogies that can help students practice entrepreneurship and encourage
professors to translate the theoretical into practice-based learning.
• 體驗(yàn)多種可以幫助學(xué)生實(shí)踐創(chuàng)業(yè)的教學(xué)法，鼓勵(lì)教師將理論教學(xué)轉(zhuǎn)化為實(shí)踐教學(xué)。
• Provide useful Babson teaching resources to accelerate program development throughout the region.
• 運(yùn)用百森商學(xué)院教學(xué)資源，加速亞洲地區(qū)創(chuàng)業(yè)教育發(fā)展。
• Cultivate a personal network among the Babson faculty and the faculty of prestigious institutions throughout
the region to share “best practices” in entrepreneurship education.
• 與百森商學(xué)院講師和亞洲各地知名院校教師建立人脈關(guān)系網(wǎng)，分享創(chuàng)業(yè)教育的“最佳實(shí)踐案例”。
• Collaborate on the development of new teaching methodologies and approaches to building and expanding
entrepreneurship programs to meet the regional needs and demand.
• 合作開(kāi)發(fā)新型教學(xué)方法和途徑，開(kāi)展和擴(kuò)大創(chuàng)業(yè)教育培訓(xùn)，以滿足亞洲地區(qū)師資教學(xué)水平的提升。
PROGRAM CONTENT - What topics will be covered in the program?
課程內(nèi)容——課程涵蓋哪些主題？
• Learn to use the idea of Entrepreneurial Thought and Action to become a better teacher during and after
the coronavirus pandemic
• 學(xué)習(xí)運(yùn)用“創(chuàng)業(yè)思維與行動(dòng)”的教學(xué)理念，在新冠疫情期間和后疫情時(shí)期成為一名更擅長(zhǎng)教學(xué)的教
師
• Learn how to teach Entrepreneurial Leadership & Innovation topics in your courses
• 學(xué)習(xí)如何在課程中教授“創(chuàng)新與具有創(chuàng)業(yè)者心態(tài)的領(lǐng)導(dǎo)者”相關(guān)課題
• Learn how you as a faculty can become a better Entrepreneurial Leader?• 學(xué)習(xí)教師自身如何成為一名具有創(chuàng)業(yè)者心態(tài)的領(lǐng)導(dǎo)者
• Resonant Leadership: Rethinking Effective Leadership During the Coronavirus Pandemic
• 和諧領(lǐng)導(dǎo)力：重新思考新冠疫情期間的有效領(lǐng)導(dǎo)力
• The Future of Universities & Entrepreneurship Education after the Coronavirus Pandemic
• 后疫情時(shí)期，大學(xué)教育及創(chuàng)業(yè)教育的發(fā)展趨勢(shì)
• How to teach an action based curriculum with online tools and techniques?
• 如何使用在線工具和技術(shù)，開(kāi)展基于行動(dòng)的課程教學(xué)活動(dòng)？
We live in an unprecedented time given the pace of change all around us as seen in the dependence among financial
markets, the explosive power and influence of technology, the struggles within the geopolitical context, and the now
persistent feeling that our world is becoming even more volatile, uncertain, complex, and ambiguous. More than ever
organizations need a different type of leader. Indeed, tolerance for and effectiveness of traditional approaches to
leadership (e.g., compliance and transaction oriented styles) is rapidly waning. Students and organizations are looking
to business and other university faculty to both demonstrate the type of leadership needed and do a better job
teaching it in their classrooms.
我們生活在一個(gè)變化空前的時(shí)代，金融市場(chǎng)之間互相依賴(lài)，科技力量影響巨大，地緣政治紛爭(zhēng)迭起。人們愈
發(fā)感受到世界的不穩(wěn)定性、不確定性、復(fù)雜性、和模糊性。因此急需一批有別于傳統(tǒng)風(fēng)格的領(lǐng)導(dǎo)者。事實(shí)上，
社會(huì)對(duì)傳統(tǒng)領(lǐng)導(dǎo)方式（例如服從和交易型領(lǐng)導(dǎo)）的容忍度正在迅速下降，其有效性也值得商榷。學(xué)生和企業(yè)
機(jī)構(gòu)都希望商學(xué)院及其他大學(xué)教師既能展現(xiàn)出社會(huì)所需的領(lǐng)導(dǎo)力，又能在課堂上使用更好的教學(xué)法教授相關(guān)
知識(shí)。
This highly interactive, experiential, and developmental deep dive will begin with a focus on entrepreneurship.
Entrepreneurship is not just about founding a new business. Entrepreneurs are problem solvers and the
entrepreneurial approach can be applied to any field or occupation. Entrepreneurship is especially useful in the
classroom. Sessions will focus on how faculty can teach Babson's signature approach of Entrepreneurial Thought and
Action. Now more than ever, the world needs entrepreneurial faculty who are able to innovate and adapt in order to
become leaders in the classroom. Drawing from entrepreneurship and sociology theories, these sessions will help
faculty understand what it means to be an entrepreneurial professor and how to engage and motivate students to
higher levels of success during the current pandemic and beyond. Specific topics will include: The entrepreneurial
professor, entrepreneurship in the classroom, helping students to understand who they are, and teaching students
through failure. Participants will gain valuable knowledge and specific practices and exercises that they can apply in
their own teaching including online teaching resulting.
本次高度互動(dòng)式、體驗(yàn)式、由淺入深的課程將重點(diǎn)探究創(chuàng)業(yè)學(xué)。創(chuàng)業(yè)學(xué)不僅僅是關(guān)于成立一個(gè)新的企業(yè)。創(chuàng)
業(yè)者是善于解決問(wèn)題的人，創(chuàng)業(yè)方法可以應(yīng)用于任何領(lǐng)域或職業(yè)。創(chuàng)業(yè)學(xué)在課堂教學(xué)中尤其實(shí)用。本課程將
側(cè)重于指導(dǎo)教師運(yùn)用百森商學(xué)院“創(chuàng)業(yè)思維與行動(dòng)”這一核心教學(xué)法進(jìn)行授課。當(dāng)今世界比以往任何時(shí)候都
更需要具有創(chuàng)業(yè)者心態(tài)的教師，他們能夠不斷創(chuàng)新和調(diào)整自己，成為課堂領(lǐng)導(dǎo)者。這些課程將利用創(chuàng)業(yè)學(xué)和
社會(huì)學(xué)理論，幫助教師理解和學(xué)習(xí)在疫情當(dāng)下和未來(lái)，成為具有創(chuàng)業(yè)者心態(tài)的教師的意義，以及如何提高學(xué)
生課堂參與度并激勵(lì)他們?nèi)〉酶咚降某晒?。具體的主題包括：具有創(chuàng)業(yè)者心態(tài)的教師、課堂教學(xué)中的創(chuàng)
業(yè)學(xué)、幫助學(xué)生了解自己以及教導(dǎo)學(xué)生從失敗中學(xué)習(xí)。學(xué)員將收獲有價(jià)值的知識(shí)和具體的實(shí)踐教學(xué)技巧，他
們可以將其應(yīng)用于自己的教學(xué)活動(dòng)（包括遠(yuǎn)程教學(xué)）中。
Sessions will also focus on you as a faculty leader and understanding the power of resonant leadership and the need
for faculty to create resonance by consistently demonstrating emotional and social competencies. In particular, we
will focus on the impact of when leaders become highly self-ware of themselves and aware of how other experience
their leadership. Next, we will broaden the focus from the leader skillset to the faculty-as-leader’s responsibility to
develop themselves and others in sustainable ways. In all of these sessions, Babson faculty will pause at the end and
share why he taught the session the way he did so faculty can see the pedagogical techniques he is using to teach
leadership.
課程也將重點(diǎn)培養(yǎng)學(xué)員成為一名課堂領(lǐng)導(dǎo)者，讓教師理解和諧領(lǐng)導(dǎo)力的力量，以及教師通過(guò)不斷展現(xiàn)情感和
社交能力來(lái)創(chuàng)造共鳴的必要性。我們特別關(guān)注當(dāng)領(lǐng)導(dǎo)者具備高度自我意識(shí)，并認(rèn)識(shí)到其他人如何感受他們的
領(lǐng)導(dǎo)力時(shí)，會(huì)產(chǎn)生怎樣的影響。接下來(lái)，我們將把重點(diǎn)從領(lǐng)導(dǎo)技能轉(zhuǎn)移到教師作為領(lǐng)導(dǎo)者如何以可持續(xù)的方式提升自己和培養(yǎng)他人。百森商學(xué)院所有的課程教授都會(huì)在課程結(jié)束時(shí)分享他為什么要以這種方式教授課程，
以便讓學(xué)員了解他在教授領(lǐng)導(dǎo)力時(shí)所使用的教學(xué)技巧。
Post-Covid, enterprises, governments and especially universities have to innovate at an unprecedented pace. We are
already seeing significant changes in students’ behaviors and employer’s expectations of their skills. Hence, innovation
content is proliferating into the curricula across different disciplines and departments. However, innovation is often
not well understood and innovation cannot function well without entrepreneurial leadership. Entrepreneurial
leadership is different from other forms of leadership. It has more in common with transformational, situational and
crisis leadership. Babson develops entrepreneurial leaders who drive innovation in a variety of contexts – startups,
scale-ups, large enterprises, family businesses, non-profits and governments. We will share with you the content and
teaching methods of one of Babson’s most popular graduate level courses in entrepreneurial leadership and
innovation: Leading Innovation @ Gorillas, Chimps & Monkeys. This same material is also used extensively in Babson’s
customized and open executive programs.
后疫情時(shí)期，企業(yè)、政府，特別是大學(xué)必須以前所未有的速度進(jìn)行創(chuàng)新。學(xué)生的所作所為和雇主對(duì)其技能的
期望都已發(fā)生了重大變化。因此，不同學(xué)科和院系的課程中都應(yīng)加入有關(guān)創(chuàng)新的教學(xué)內(nèi)容。然而，創(chuàng)新通常
不被人們所理解，沒(méi)有具有創(chuàng)業(yè)者心態(tài)的領(lǐng)導(dǎo)者，創(chuàng)新是不可能成功的。創(chuàng)新領(lǐng)導(dǎo)力與其他形式的領(lǐng)導(dǎo)力不
同，它與變革領(lǐng)導(dǎo)力、情境領(lǐng)導(dǎo)力和危機(jī)領(lǐng)導(dǎo)力有許多共同之處。百森商學(xué)院致力于培養(yǎng)具有創(chuàng)業(yè)者心態(tài)的
領(lǐng)導(dǎo)者，正是這些領(lǐng)導(dǎo)者可以在初創(chuàng)企業(yè)、規(guī)?；髽I(yè)、大型企業(yè)、家族企業(yè)、非營(yíng)利組織和政府機(jī)關(guān)等各
種背景下推動(dòng)創(chuàng)新。我們將分享百森商學(xué)院最受歡迎的研究生課程之一，有關(guān)創(chuàng)新領(lǐng)導(dǎo)力和創(chuàng)新的內(nèi)容及教
學(xué)方法：領(lǐng)導(dǎo)創(chuàng)新@大猩猩、黑猩猩和小猴子。此教學(xué)材料也被廣泛用于百森商學(xué)院企業(yè)內(nèi)訓(xùn)項(xiàng)目和企業(yè)高
管公開(kāi)課中。
In the traditional format, master teachers deliver high-quality instruction in a “face-to-face” (F2F) setting with their
students in a classroom. Based on pedagogy research, we know that action-based learning yields the best outcomes
for student. Master teachers understand the value of inspiring students with big questions to evoke curiosity, hands
on exercises, and opportunities to experiment, and reflect on their experiences as different ways to implement an
action-based curriculum. The ELI program will highlight these best practices drawn from academic research and allow
participants to connect them to their own teaching styles.
傳統(tǒng)教學(xué)形式中，模范教師和學(xué)生們?cè)诮淌依?ldquo;面對(duì)面”（F2F）的時(shí)候，可以進(jìn)行高質(zhì)量授課。根據(jù)教學(xué)法
研究可知，學(xué)生通過(guò)行動(dòng)來(lái)學(xué)習(xí)的效果最佳。模范教師充分理解以行動(dòng)為主的課程設(shè)計(jì)的重要性，會(huì)用問(wèn)題
來(lái)激發(fā)學(xué)生的好奇心，采用動(dòng)手練習(xí)，進(jìn)行實(shí)驗(yàn)和回顧反思等不同方法進(jìn)行教學(xué)。ELI 項(xiàng)目將著重講解這些
來(lái)自學(xué)術(shù)研究的最佳教學(xué)實(shí)踐方法，使學(xué)員得以將這些科研成果與他們自己的教學(xué)風(fēng)格結(jié)合起來(lái)。
In the “new normal”, however, master teachers will also need to transform their teaching into a virtual format. Since
many of the pedagogical principles used in F2F settings still apply online, master teachers can excel online. However,
these principles do not always transfer 1 to 1 between F2F and online. The ELI program will provide participants with
practical techniques and examples for how to switch between teaching modalities and combine pedagogy with
technology. This allows master teachers to become more flexible and versatile and prepared to teach in any format,
now and in the future.
然而，在“新常態(tài)”下，模范教師也需要轉(zhuǎn)入遠(yuǎn)程教學(xué)。由于 F2F 課程中使用的許多教學(xué)原則仍然適用于遠(yuǎn)
程教學(xué)，這些模范教師仍可以在遠(yuǎn)程教學(xué)中脫穎而出。然而，線下教學(xué)原則并非每一條都適用于遠(yuǎn)程教學(xué)。
ELI 項(xiàng)目將為學(xué)員提供實(shí)用的教學(xué)技巧和案例，讓他們了解如何在教學(xué)模式之間轉(zhuǎn)換，以及如何將教學(xué)法與
科技相結(jié)合。這些都將幫助學(xué)員更加懂得變通，變得多才多藝，不論是現(xiàn)在還是將來(lái)，不論是何種形式的教
學(xué)都能有所準(zhǔn)備。
In addition to the above content topic, the program will also cover the following teaching process topics –
除以上內(nèi)容主題外，本課程還將涵蓋以下有關(guān)教學(xué)過(guò)程的主題——
• The evolution of teaching entrepreneurship
• 創(chuàng)業(yè)教育教學(xué)法的演變
• Teaching entrepreneurship as a method
• 創(chuàng)業(yè)教育課程的方法論• Becoming an entrepreneurial teacher
• 如何成為具有創(chuàng)業(yè)者心態(tài)的教師
• Teaching with cases
• 如何運(yùn)用案例進(jìn)行教學(xué)
• Using experiential exercises/games in the classroom
• 如何在課堂上使用體驗(yàn)式練習(xí)/游戲
• Practicing entrepreneurship through project-based learning
• 如何通過(guò)基于項(xiàng)目的學(xué)習(xí)進(jìn)行創(chuàng)業(yè)實(shí)踐
• Developing an entrepreneurial mindset among students
• 如何培養(yǎng)學(xué)生獲取創(chuàng)業(yè)者心態(tài)
• Effective course development
• 如何有效進(jìn)行課程開(kāi)發(fā)
• Managing the entrepreneurship classroom
• 如何管理創(chuàng)業(yè)教育課堂
• Building a classroom culture
• 如何構(gòu)建課堂文化
• Cultivating your teaching style
• 如何形成自身教學(xué)風(fēng)格
• Classroom observation
• 如何進(jìn)行課堂觀察
• Reflective practice
• 如何進(jìn)行課程反思
• Curriculum development and design
• 如何開(kāi)發(fā)與設(shè)計(jì)教學(xué)大綱
• Technology in the classroom
• 如何在教學(xué)中的應(yīng)用科技
PROGRAM STRUCTURE - How is the program delivered?
課程結(jié)構(gòu)——課程將如何展開(kāi)？
The program will be delivered via Zoom USA. It is a three-week intensive program. It requires participant commitment
every Monday to Friday with breaks during the weekend.
本課程是為期三周的強(qiáng)化課程，將通過(guò) Zoom USA 進(jìn)行授課。學(xué)員周一至周五上課，周末休息。
The program structure consists of classroom learning, experiential exercises, case-based discussions, interactive
lectures, group work, and peer-based learning.
課程環(huán)節(jié)包括課堂學(xué)習(xí)、體驗(yàn)式練習(xí)、案例討論、互動(dòng)講座、小組活動(dòng)和同伴學(xué)習(xí)。
All sessions are conducted in English.
所有課程均為英語(yǔ)授課。
PROGRAM ADMISSION – What are the requirements to attend the program?
課程錄取條件——參加課程的條件是什么？
Professional achievement and institutional responsibility are the main criteria for admission. Invited schools are
encouraged to nominate participants to the program. All participants are required to be full-time faculty members of
the school.
錄取的主要考量是學(xué)員的職業(yè)成就和工作職責(zé)。受邀學(xué)?？梢蕴崦麉⑴c培訓(xùn)課程的人選。所有學(xué)員必須是該
校的全職教師。Since the program is delivered live (synchronously) online, all participants should have access to a stable wi-fi/internet
connection required for the Zoom communications platform. For the best learning experience, participants should
also have basic proficiency in online tools.
由于該課程是以直播課的形式線上進(jìn)行，所有學(xué)員都必須有穩(wěn)定的 wi-fi 或因特網(wǎng)能夠接入 Zoom 通信平臺(tái)。
為得到最好的學(xué)習(xí)體驗(yàn)，學(xué)員應(yīng)能夠基本熟練操作在線工具。
PROGRAM APPLICATION – How to enroll into the program?
課程申請(qǐng)——如何報(bào)名本課程？
Completed Application Forms must be submitted two weeks before the program delivery. Applications will be
reviewed in the order that they are received. It is expected that there might be more qualified applicants than spaces
available, so early application is strongly recommended.
學(xué)員必須于開(kāi)課兩周前提交填寫(xiě)完整的申請(qǐng)表。申請(qǐng)表會(huì)按照提交的時(shí)間順序進(jìn)行處理?？紤]到合格申請(qǐng)者
的數(shù)量可能會(huì)超過(guò)此次學(xué)員名額，強(qiáng)烈建議盡早提交申請(qǐng)。
PROGRAM DATES – When is the program held?
課程日期——何時(shí)開(kāi)課？
The program is offered via Zoom on the following days: November 28th – December 17th, 2021 or March 13th – April
1 st, 2022
課程將通過(guò) Zoom 授課，于以下兩個(gè)時(shí)間段進(jìn)行：2021 年 11 月 28 日至 12 月 17 日，2022 年 3 月 13 日至 4
月 1 日
For questions about the program, please contact:
更多課程詳情，請(qǐng)聯(lián)系
Emma Zhang | phone: +86 010-65973884 | Cell phone: +86 15011379801 | Email: yzhang@innoed.com
Vivian Zhang | phone: +86 010-65973884 | Cell phone: +86 18510841110 | Email: yczhang@innoed.com
PROGRAM FACULTY
Scott N. Taylor, PhD
Associate Professor, Organizational Behavior, Babson College
B.A., Brigham Young University
M.B.A., Ph.D., Case Western University
Scott Taylor is an Associate Professor of organizational behavior at Babson College, a research
fellow with the Coaching Research Lab at Case Western Reserve University, a member of a
member of the Consortium for Advancing Adult Learning & Development (CAALD) convened by McKinsey & Company,
and a core member of the Consortium for Research on Emotional Intelligence in Organizations (CREIO).
The primary focus of his research is leader assessment and development. He studies the various approaches
organizations use to assess and develop their leaders, evaluates the effectiveness of those approaches, and develops
new approaches to improve leader assessment and development. As a result, his research has focused on
competency development (especially emotional and social competence), leader self-awareness, 360-degree feedback
assessment, executive coaching, sustainable individual change, and management education. Matt R. Allen
Associate Professor of Entrepreneurship, Babson College
B.A., University of Utah
M.B.A., University of Notre Dame
Ph.D., Cornell University
Matt Allen is an Associate Professor in the Entrepreneurship Division, Academic Director for
the Global STEP Project and Faculty Director of Babson’s Institute for Family Entrepreneurship.
His expertise is in the effective management of human capital within entrepreneurial
environments, especially family enterprises. His research interests focus on the performance implications of
leadership and effective management in entrepreneurial organizations. His research has appeared in publications
such as; Personnel Psychology, Entrepreneurship Theory & Practice and Strategic Organization. In addition to working
with his father (Ray H. Allen & Associates) as an accountant and consultant to family businesses and other privately
held organizations, he has held positions in corporate finance at IBM and Hewlett Packard. He teaches
entrepreneurship and family entrepreneurship courses at the undergraduate and graduate level. In addition,
Professor Allen has been involved in executive education programs across the world and has worked with executive
students from Argentina, Brazil, Chile, China, Colombia, Ecuador, France, Germany, Indonesia, Korea, Malaysia,
Mexico, Peru, Thailand and Uruguay.
Jay Rao
Professor of Innovation and Strategy, Babson College
B.Eng., Indian Institute of Technology, India
M.S., Operations Research, University of Kentucky
Ph.D., Management, UCLA
Dr. Rao teaches extensively in the Babson Executive Education programs. His executive
teaching and consulting is in the areas of innovation, implementation of innovation
initiatives within firms, corporate entrepreneurship and customer experience innovation. Dr. Rao also teaches 2
elective courses in the Babson MBA programs – (1) Leading Innovation: Creating Organic Growth and (2) #CX #UX #DX
Innovation. He is the author of the book titled The Discipline and Culture of Innovation. He has written several
business cases on a range of topics: Innovation Strategy, Innovation Culture, Leading Innovation, Customer Experience,
Customer Service, and Strategy Execution. He was a member of the Innovation Advisory Board at Ocean Spray (USA)
from 2010-2015. He currently sits on the Innovation Advisory Board of Bancolombia (Colombia), and on the Flavor
Advisory board of Firmenich (Switzerland). He also has a family-business background and sits on the board of The HJKP
Educational Trust (India).
William C. Kirby
Professor, Harvard University and Harvard Business School
B.A., Dartmouth College
M.A., Ph.D., Harvard University
William C. Kirby is T. M. Chang Professor of China Studies at Harvard University and Spangler
Family Professor of Business Administration at Harvard Business School. He is a University
Distinguished Service Professor. Professor Kirby serves as Chairman of the Harvard China Fund
and Faculty Chair of the Harvard Center Shanghai. At Harvard he has served as Director of the
Fairbank Center for Chinese Studies, Chairman of the History Department, and Dean of the Faculty of Arts and
Sciences. His current projects include case studies of trend-setting Chinese businesses and a comparative study of
higher education in China, Europe, and the United States. His most recent book is Can China Lead? (Harvard
Business Review Press).Chuck Eesley
Associate Professor, Stanford University
WM Keck Family Foundation Faculty Scholar
Professor and W.M. Keck Foundation Faculty Scholar in the Department of Management
Science and Engineering at Stanford University. As part of the Stanford Technology Ventures
Program, his research focuses on the role of the institutional and university environment in
high-growth, technology entrepreneurship. Prof. Eesley was selected in 2015 as an Inaugural
Schulze Distinguished Professor. His National Science Foundation of China and Kauffman
award supported research focuses on rethinking how the educational and policy environment shapes the economic
and entrepreneurial impact of university alumni. Over the past three years, Prof. Eesley has been playing a growing
role in national and international meetings on fostering high-tech entrepreneurship, including advising the U.S. State
Department in the Global Innovation through Science and Technology (GIST) program, Chile (CORFO), Taiwan (ITRI),
and the Korean Ministry of Science and Technology. He is a member of the Editorial Board for the Strategic
Management Journal. Before coming to Stanford, Prof. Eesley completed his Ph.D. at the M.I.T. Sloan School of
Management in 2009 where he won BPS Division and Kauffman Dissertation Awards for his work on high-tech
entrepreneurship in China.
He started his first company while earning a Bachelor's degree from Duke University in 2002 (Biological Basis of
Behavior). Prof. Eesley spent 2002-2005 doing research at the Duke University Medical Center (schizophrenia) and
Duke’s Center for Health Policy (vaccine innovation). His work has been published among other places in
Organization Science, Strategic Management Journal, Research Policy, and Biological Psychiatry. Prof. Eesley
previously was an entrepreneur (Lobby 10, Sun Dance Genetics, Learning Friends), early employee (NovoEd.com),
board member/advisor (Blackbird - acquired by Etsy, LessonFace.com), and investor (Flagship Ventures, Lux Capital).
NovoEd.com launched around his online course, which was the first entrepreneurship MOOC and has taught over
200,000 students in over 100 countries. He currently serves as an independent board director on public as well as
private companies in online education and AI/Deep Learning. He has given invited talks in forums with the Prime
Minister of Slovenia and keynote addresses in Taiwan, China, and Brazil. His research findings have been featured in
outlets such as Forbes, Bloomberg, Smart Money, Stanford News, Wall Street Journal, SFGate, The Independent,
Boston.com (Bill Gates), Inc. magazine, and the Chronicle of Higher Education.
Phillip Kim
Professor, Entrepreneurship
Lewis Family Distinguished Professor of Social Innovation
B.S., B.A.S., University of Pennsylvania
M.A., Ph.D., University of North Carolina at Chapel Hill
Phillip H. Kim is an internationally recognized expert and an award-winning entrepreneurship
and innovation researcher and educator. He studies, teaches, and advises on different aspects of how individuals build
and lead companies that matter. Specifically, his research interests include start-up processes and founding teams,
institutions and entrepreneurship, cross-national differences in entrepreneurship (especially in emerging economies),
technology entrepreneurship, and innovation narratives. To explore these interests, he has examined data from a
variety of contexts including surveys of entrepreneurs in the U.S., Europe, and Asia; census data in Sweden; the early
history of radio broadcasting; a respected technology transfer office; and a popular crowdfunding site. His research
has been published in leading entrepreneurship, management, and sociology journals such as Journal of Business
Venturing, Academy of Management Journal, Administrative Science Quarterly, and Harvard Business Review. He also
serves as a Field Editor for the Journal of Business Venturing and on the editorial board of Entrepreneurship Theory
and Practice. He regularly presents his research at prominent academic conferences worldwide. His views on entrepreneurship and innovation have also been published in popular media outlets such as the Wall Street Journal,
Financial Times, Forbes, New York Times, Washington Post, and Inc. Magazine.
Dr. Kim is the Lewis Family Distinguished Professor of Social Innovation at Babson College. He is also the Faculty
Director of the Working Professionals MBA programs. Previously, he was on the faculty of the University of Wisconsin
Madison and has taught at the University of North Carolina at Chapel Hill. He earned his MA and PhD in Sociology at
the University of North Carolina at Chapel Hill and his BS (Economics) and BAS (Materials Sciences) at the University
of Pennsylvania.
He has taught entrepreneurship courses at undergraduate, graduate, and professional levels and has significant
experience teaching students with business and non-business backgrounds. Dr. Kim has taught both foundational
courses and advanced electives in entrepreneurship. He has a special interest in entrepreneurship pedagogy and
designs innovative curriculum for his students to enable them to pursue their entrepreneurial dreams. He has received
an Award of Excellence by the University of Wisconsin Collegiate Entrepreneurs Organization in recognition for his
educational innovations and the Dean of Faculty’s Award for Teaching Excellence in Executive Education at Babson
College.
Erik Noyes
Associate Professor, Entrepreneurship
Ph.D, Boston University, Graduate School of Management
MBA, Whittemore School of Business, University of New Hampshire
BA, Brown University
An expert in innovation management and growth strategy, Professor Noyes teaches courses
and international programs on entrepreneurial thinking, new venture creation and business
innovation. At Babson, he was awarded the Dean's Award for Teaching Excellence in the undergraduate program.
Prior to joining Babson College, Dr. Noyes consulted for companies such as Nokia, BMW, Hewlett-Packard, New
Balance, and Motorola to identify and evaluate new growth businesses in diverse areas such as mobile computing,
healthcare, consumer products, automotive design, sensing systems, interactive media, and the Internet. Dr. Noyes
co-leads and teaches Foundations of Management and Entrepreneurship, rated the most innovative undergraduate
entrepreneurship course in the United States by the United States Association for Small Business and
Entrepreneurship (USASBE). Additionally, he was co-awarded the McGraw-Hill/Academy of Management Innovations
in Entrepreneurship Pedagogy Award for the course Social Entrepreneurship by Design. Dr. Noyes co-founded and is
co-director of Affordable Design & Entrepreneurship (ADE), a collaboration between Babson College and Olin College
of Engineering which launches social ventures focused on income generation and poverty-alleviation with partners in
India, Ghana, Morocco, and Alabama. This innovative educational initiative is supported by Babson's Social Innovation
Laboratory (BSIL) and has corporate support from Toyota and Solidworks.
His research, teaching, speaking, and consulting examine entrepreneurial thinking, opportunity recognition, venture
creation, entrepreneurial networks, and new industry formation. His research has been published in the Journal of
Small Business Management, Advances in Entrepreneurship, Firm Emergence and Growth, the International Journal
of Entrepreneurship and Innovation, Frontiers in Entrepreneurship Research, multiple books, and the Harvard
Business School case collection. Dr. Noyes has been quoted in the Wall Street Journal, the Boston Business Journal,
The Chronicle for Higher Education, and international press. William B. Gartner
Betarelli Foundation Distinguished Professor of Family Entrepreneurship
B.A., University of Washington (Seattle)
M.B.A., University of Washington (Seattle)
Ph.D., University of Washington (Seattle)
William B. Gartner is recognized as a leading scholar and educator in the
field of entrepreneurship, achieving such awards as the: 2005 Swedish
Entrepreneurship Foundation International Award for outstanding
contributions to entrepreneurship and small business research; 2013
Academy of Management Entrepreneurship Division Foundational Paper Award; and the 2016 Academy
of Management Entrepreneurship Division Dedication to Entrepreneurship Award. He has published 8
books and over 50 articles in major entrepreneurship journals, as well as, numerous book chapters and
monographs on a wide variety of topics in entrepreneurship. His book: Entrepreneurship as Organizing:
Selected Papers of William B. Gartner was recently published in a paperback edition and the Research
Handbook on Entrepreneurial Behavior, Practice and Process (with Bruce T. Teague) were published by
Edward Elgar Publishing in March 2020.
He has served in various academic positions at the University of Virginia, Georgetown University, the
University of Southern California, Clemson University, San Francisco State University, California Lutheran
University, ESSEC in Paris, and, the Copenhagen Business School and was the founder and director of
entrepreneurship centers at Georgetown University and San Francisco State University. He is currently
having a part-time Visiting Professor position in entrepreneurship at Linnaeus University in Sweden.
His scholarship spans a wide array of topics in the entrepreneurship field: entrepreneurship as practice,
the social construction of the future, varieties of value creation and appropriation, “translating
entrepreneurship” across cultures and countries, the poetics of exchange, the demographics of
entrepreneurial families, and, the nature of legacy in family entrepreneurship.
Besides his entrepreneurship textbook Enterprise, Professor Gartner has developed a wide array of
educational materials, courses and programs focusing on all aspects entrepreneurship such as: new
product development, venture financing, entrepreneurial growth, and family entrepreneurship. He has
worked with a wide variety of corporations, foundations, and non-profit organizations to further their
entrepreneurial capabilities and processes.
Beth Goldstein
Professor of Entrepreneurship
EDD, Johns Hopkins University
MBA, Boston University
BA, Brandeis University
In addition to teaching entrepreneurship at Babson, Beth is the
Director of Strategy and Experiential Learning for the Youth Impact
Lab at Babson. Beth has more than 30 years of experience helping
entrepreneurs, executives, educators, and students worldwide launch
and grow their organizations and careers, and holds a doctorate in education from Johns Hopkins University. Deep in the practice of living and teaching entrepreneurship,
Beth is driven to support adult learning, viewing this as the cornerstone of success and change.
Deeply committed to social justice and equity issues, Beth specializes in delivering experiential training
programs that cultivate entrepreneurial thinkers with the confidence needed to lead courageously and
build innovative and purpose-driven organizations. Her training programs range from online seminars and
1-day workshops to intensive 9-month programs for large and small companies, universities, government
agencies, and NGOs. Beth is passionate about education and has taught in the U.S. and abroad, including
China, Costa Rica, Egypt, Germany, Indonesia, Kuwait, Lebanon, Mexico, Nigeria, Oman, Saudi Arabia,
Thailand, and the United Kingdom. Beth is also a member of the editorial board of the Arab Economic
Business Journal (AEBJ).
Beth has authored three books on entrepreneurship and marketing, including Entrepreneurial Marketing:
A Blueprint for Customer Engagement (2020), Lucky By Design (2011), and The Ultimate Small Business
Marketing Toolkit (2007). She holds a doctorate in education from Johns Hopkins University where she
researched the role entrepreneurship educators play in helping their students develop confidence, a
growth mindset, and entrepreneurial grit. She currently teaches at Babson College and is a business coach
for Babson's Summer Venture/Catalyst Program. Beth was an advisor for Harvard's Global Alumni
Accelerator, LLX GEO, and previously taught at Boston University (BU), Brandeis University, Tecnolgico de
Monterrey, Mexico, and the Isenberg School at UMass, Amherst. She spent ten years as the Faculty
Director for BU's Online Graduate Certificate in Entrepreneurship and ran their Business Venture
Competition.
Beth developed business courses for the Massachusetts Cannabis Control Commission's Social Equity
Program, designed to help individuals disproportionately harmed by marijuana prohibition become
successful cannabis entrepreneurs. Beth conducts business growth workshops throughout the US for
organizations ranging from publicly funded groups like the MA Supplier Diversity Office to Fortune 500
companies like Fidelity Investments and Carrier Corporation. She served as the Lead Instructor for
Interise's nationwide training program, run in conjunction with the US SBA: Small Business Association's
Emerging Leaders (e200) Initiative, providing training to hundreds of business owners throughout the U.S.
She was the Managing Director for the BU Urban Business Accelerator Program, an educational program
that brought students to economically disadvantaged neighborhoods in Boston with the goal of improving
financial capacity & business.
Beth holds an EdD in Entrepreneurial Leadership in Education from Johns Hopkins University, an MBA
from Boston University, and a BA in economics and sociology from Brandeis University.