????盡管哈佛商學院的招聘報告顯示，2012-2014年間，因自行創業而未求職的學生比例一直在7％左右徘徊，但據該院稱，畢業15年時，其半數畢業生都成了企業家。香農表示，哈佛畢業生創業時機選擇背后的一大因素是學生貸款。為了幫助畢業生創業，哈佛商學院每年給出20到25個債務減免名額，各減免1萬-2萬美元。香農表示：“你必須是創始人，有一個具有吸引力且已經展現出價值的創意。”兩年前，鑒于對債務減免的需求增加，香農為該項目申請并獲得了更多資金，將減免上限提升到2萬美元。

????在頂級商學院中，對于將自家畢業生培養成哪種企業家，各家區別明顯。菲茨杰拉德稱，沃頓商學院到處都是急于創業，想要復制該院校友成功故事的MBA學生。該院校友大獲成功的初創企業包括基于智能手機的支付應用程序開發商Venmo；眼鏡零售商Warby Parker；初創企業投資公司SeedInvest；以及2010年被亞馬遜以5.45億美元收購的嬰兒用品公司Quidsi。

????菲茨杰拉德表示：“他們看到了上述公司的成功，并認識到自己的初創企業也真的有可能獲得成功。”

????佐勒稱，在凱南-弗拉格勒商學院，他們正采取與眾不同的方式，對抗媒體千篇一律的將成功企業家描繪成史蒂夫?喬布斯和拉里?佩奇那樣的專家所形成的刻板印象。佐勒說：“我們發現，企業家其實大都是普通人，他們經營的企業做出巨大貢獻，但他們不見得都是社會名流。”

????高等教育顧問、Eduvantis創始人蒂姆?韋斯特貝克表示，在某些商學院，企業家被浪漫化，大家對企業家存在一定程度的“英雄崇拜”。 韋斯特貝克說：“我與幾位商學院院長有過交流，他們私下對大肆宣傳成功企業家的光輝事跡表示擔憂，這些事跡雖然鼓舞人心，但可能對學生并不公平，因為這無益于他們培養面對創業重重困難所需的技能，這些困難包括資金困難、不可避免的失敗、健康問題、家庭破裂和沖突、孤立無援、極端壓力，以及長期需要鋼鐵般的意志。”

????“這些都是企業家所需的基本技能和能力，但商學院對此的注重和培養可能并不夠。”

????并非所有商學院都將重心放在培養學生的創業能力上。凱南-弗拉格勒商學院的佐勒表示：“我們決定，不做創業方面最厲害的商學院，而是在幫助企業成長方面做到最好。我們正在設計一個項目，不僅支持大企業的管理培訓，而且支持高成長性企業的管理培訓。”

????佐勒稱，凱南-弗拉格勒商學院將重點放在培養學生在高成長性企業擔任管理職位，或者成為創業型以及成長型企業的出資人。佐勒說道：“不做創始人，你也有很多種方式參與創業企業。”

????菲茨杰拉德則表示，上述理念與沃頓商學院學生的雄心壯志存在沖突。菲茨杰拉德說：“沃頓商學院的學生絕對是A型人格，他們可能更傾向于出去創辦自己的企業，而不是將創業能力用于為雇主效力。”

????菲茨杰拉德稱，雖然沃頓商學院的學生可能會從校友的成功中得到啟發，但這并不意味著該院在鼓勵英雄崇拜。菲茨杰拉德說：“試圖照搬反傳統者的模式并不管用。如果你不忠于自身商業模式和使命，你很快就會失敗。”

????菲茨杰拉德表示，從人口統計學上講，商學院畢業生在有機會時創辦企業合情合理。菲茨杰拉德說：“事實上，就經濟角度而言，你27歲時就開辦新創企業，要比你等到33歲再創業更可行，因為到時候你可能已經結婚，而且有了一兩個小孩。

????不過，哥倫比亞大學商學院的尤金郎創業中心用了一條標語來概括定義企業家精神，其中包含了“內部企業家精神”這個描述現有公司中企業家精神的流行詞。該標語——“思考、開始、成長”旨在表明，任何組織，不論其大小或歷史長短，都需要創業精神。

????尤金郎創業中心負責人文斯?龐佐表示：“‘思考’適用于所有人，不論你在哪里就職。當今世界瞬息萬變，人們日益需要能像企業家一樣思考。”

????哥倫比亞大學商學院發現，學生對創業的興趣見長，該院將創業課程的座位數量逐年增加，并舉辦了研習會、專門小組以及其他活動，探討創業過程中的危險信號以及為創業企業融資等主題。兩年前，哥倫比亞大學開創了駐校企業家項目，當時有6名駐校企業家，今年已經有8名企業家。龐佐稱，該項目旨在使學生獲得進入特定行業和地區的教育和人脈切入點，與該校的創業參謀項目互為補充。龐佐介紹稱，創業參謀是一個指導項目，包括30名校友，主要就戰術和操作給出建議。

????香農稱，哈佛大學的理念是，創業和內部創業源自同樣的心態，即“突破思維定勢”的心態。香農表示：“我們教授的是創業管理。”

????韋斯特貝克認為，各MBA項目在創業或內部創業上的既定目標不同，可歸結為需要滿足潛在學生對成功的渴望，不論他們是想創辦企業，還是想在老牌企業工作。

????韋斯特貝克說：“每所學校都清楚，創業這個概念在新來的學生中很受追捧。它們同時也清楚，大部分學生最終不會成為成功企業家，而是會在別人創辦的機構中就職。從某種意義上說，商學院在為有志成為企業家的人士培養老牌機構中增長火車頭以及高價值員工所需要的技能。在老牌機構就職，最終同樣可能獲得豐厚回報，而且或許比創業更輕松些。”（財富中文網）

????翻譯：Hunter

????審稿：李翔

????Although HBS recruiting reports show that the number of students who didn’t seek employment because they were starting their own businesses hovered at 7% from 2012 to 2014, half of its graduates are entrepreneurs by 15 years after finishing school, according to HBS. Student debt is a main factor behind that timing, McPherron says. To help graduates jump into startups, HBS gives out 20 to 25 debt reductions per year, valued at $10,000 to $20,000 each. “You have to be a founder with an idea with traction, that has shown some merit,” McPherron says. Two years ago, responding to increased demand for the reductions, McPherron asked for and received more funding for the program, which pushed reduction amounts toward $20,000, McPherron says.

????Among the top B-schools, there are stated divisions in what entrepreneurial roles they’re training their graduates to enter. Wharton, says FitzGerald, is chock full of MBA candidates champing at the bit to launch companies and replicate the achievements of Wharton alumni startups such as smartphone-based payment app developer Venmo; eyewear retailer Warby Parker; startup investor SeedInvest; and baby products company Quidsi, which was bought by Amazon for $545 million in 2010.

????“They see the successes of those companies and realize that there’s a real possibility that [their] startup can do well,” FitzGerald says.

????At Kenan-Flagler, Zoller says they’re taking a different approach, combating the media’s “prototype of the successful entrepreneur being the maven, the Steve Jobs profile, the Larry Page,” Zoller says. “We are finding that entrepreneurs are more everyday entrepreneurs, people who run businesses that are making huge contributions but may not be necessarily brand names,” he says.

????At some B-schools, entrepreneurs are romanticized and a degree of “hero worship” exists, says higher education consultant and Eduvantis founder Tim Westerbeck,. “I’ve spoken with several business school deans who privately express some concerns that celebrating the glorious side of a successful entrepreneur’s story, while it may be inspiring, does a potential injustice to students, because they don’t develop the skills they need to deal with the often terribly difficult dimensions of entrepreneurship: the financial hardships, the inevitable failures, health challenges, the family disruption and conflict, the isolation, extreme stress, and need for steely resilience for prolonged periods of time.”

????“These are the essential skills and competencies of entrepreneurs that are perhaps not being properly addressed in business schools.”

????Not all schools are focusing on giving students tools to start their own enterprises. “We’ve decided not to be the best school for startups,” Kenan-Flagler’s Zoller says. “We’re going to be the best school for ‘grow-ups.’ We’re building a program that serves not only to support management training for large enterprises, but also high-growth enterprises.”

????Kenan-Flagler is putting an emphasis on preparing students to enter executive positions in high-growth companies, or becoming funders of entrepreneurial and expanding businesses, Zoller says. “There are many ways that you can participate in entrepreneurial ventures without being the founder.”

????But at Wharton, such a focus would conflict with candidates’ ambition, FitzGerald says. “Wharton folks are certainly A-type personalities. They’re probably more inclined to go out and start their own company rather than bring that entrepreneurship talent in house.”

????While Wharton students may be inspired by alumni successes, that doesn’t mean Wharton is teaching hero worship, FitzGerald says. “Trying to follow iconoclasts’ models doesn’t really work,” FitzGerald says. “If you’re not true to your own business model and your own mission, you’ll fail really quickly.”

????Demographically speaking, it makes sense for B-school grads to take a leap into founding enterprises while they have the chance, FitzGerald says. “It’s actually more economically feasible to do your startup now when you’re 27 as opposed to at 33 when you may have a spouse and one or two kids,” FitzGerald says.

????However, Columbia Business School’s Eugene Lang Entrepreneurship Center uses a slogan to encapsulate a definition of entrepreneurship that includes “intrapreneurship,” the buzzword description of entrepreneurship within existing companies. The slogan, “Think, Start, Grow,” is intended to represent the need for an entrepreneurial approach within any organization, regardless of size or time in business.

????“The ‘think’ element is really for anybody, I don’t care where you go to work,” says Lang Center Director Vince Ponzo. “More and more, people need the ability to think entrepreneurially, just because of the rate of change.”

????Columbia is seeing heightened interest in entrepreneurship, adding seats every year to entrepreneurship courses, and holding workshops, panels, and other events on topics such as red flags in the startup process and financing ventures. Two years ago, Columbia opened its Entrepreneurs in Residence program with six residents; this year, there are eight. The program was developed to give students educational and networking entry points into specific industries and regions, to complement the school’s Entrepreneurial Sounding Board, a mentoring program involving 30 alumni who mostly advise on tactics and operations, Ponzo says.

????Harvard operates under the notion that entrepreneurship and intrapreneurship derive from the same mindset, of “breakthrough thinking,” McPherron says. “We’re teaching entrepreneurial management.”

????Westerbeck believes differences between stated goals on entrepreneurship or intrapreneurship in MBA programs can be chalked up to the need to address prospective students’ desire for success, whether they want to start companies or work in established businesses.

????“Every school knows that entrepreneurship as a concept is in high reported demand by incoming student populations. They also know that the vast majority of their students will not ultimately become successful entrepreneurs and will eventually go to work within an organization established by someone else,” Westerbeck says. “In a sense, it is preparing would-be entrepreneurs with the skills they will also need to be engines of growth and high-value employees within established organizations, which can be equally rewarding, ultimately, and perhaps less painful then the entrepreneurial life.”