ELI Asia VIRTUAL
发布时间：2022.09.08来源：英诺
ELI Asia
VIRTUAL Experiential Learning Teaching Method
ELI Asia VIRTUAL 百森体验式学习教学法
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
本课程由连续 28 年被评为美国创业教育领域第一名和第二名的美国百森商学院与斯坦福大学联合执教
OVERVIEW
课程简介
The objective of this program is becoming an Entrepreneurial Professor during and after the Coronavirus Pandemic.
本课程旨在帮助学员在新冠疫情期间及之后成为具有创业者心态的教师。
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.
大多数教师都是自己研究领域或相关领域的专家，但从未接受过相关教学方面的专业训练。当今的世界需要
更多模范教师。他们不仅是自己研究领域的权威专家，更加是精于激励和教育学生，以充分发挥学生潜力的
专家。当前严峻的新冠疫情形势下，教师们不得不采用线上授课等其他教学方式与学生互动，因此当务之急
是提高大学教师们的专业教学水平。本课程旨在为疫情危机时期及之后培养优秀的模范教师。想要在当前这
个复杂多变的环境中成为模范教师，就必须成为“具有创业者心态的教师”。许多人认为创业学就是学习如
何开一家新公司，但事情远不止如此简单。创业学培养的是一种面对问题和挑战时的思维方式和行动方法。
本课程将帮助学员理解怎样可以成为一名具有创业者心态的教师，进而助力其学生成为成功的创业者。此次
课程将利用百森商学院有关创业学的核心教学法以及认知心理学和社会学理论，教授学员如何在平时生活中
和工作的教室中的成为一名具有创业者心态的教师。每节课都将教授背景理论知识，提供具体的活动和练习，
帮助学员成为课堂上的领导者。
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.
师资培训项目始于 2000 年的哈佛商学院。在美国，只有哈佛大学和百森商学院这两所大学提供大规模的教
师培训课程。哈佛大学于 2005 年开设以参与者为中心的案例教学法培训项目（
PCMPCL），有 500 名大学教
师在哈佛接受了案例教学和案例写作的培训。PCMPCL 是亚洲案例写作和案例教学的基础。而后百森商学院的
TETA、SEE Asia 和 ELI Asia 等针对亚洲师资培训的美国项目纷纷成立，讲授创业学的重要性和影响力，又
一批 500 名教师接受了训练。
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 课程采用 Zoom 授课模式，融合哈佛大学和百森商学院两家师资培训之长。该项目将由百森商学院和
斯坦福大学教授共同授课，学员可以充分体验美国校园氛围并从顶尖专家身上学习创业教育教学法的经验。
百森商学院和斯坦福大学在创业教育领域分别位列第一、二名，哈佛商学院（
HBS）排名第三，麻省理工学院
（
MIT）排名第四，沃顿商学院（Wharton）排名第五。
PROGRAM AUDIENCE - Who Should Attend this Program?
课程受众——谁应该参加此次培训课程？
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:
本课程不仅仅是关于教授创业学，更重要的是成为一名具有创业者心态的教育工作者。来自管理学院、工程
学院、生命科学院和创业学院的教师无疑能够从本课程中受益，但其实任何学科的教师都会有所收获，只要
他们希望在自己的领域成为模范教师，希望通过培养学生解决创业问题的能力使其成长。此外，本课程也欢
迎以下教师参加：
• Faculty who wish to learn to develop online curriculum and online teaching skills
• 希望学习远程课程开发和远程教学方法的教师
• Faculty who wish to become great facilitators of learning; not just transferring knowledge
• 希望成为激励学生学习的促进者，而不仅仅是传递知识的教师
• Faculty who want to develop themselves as current and future leaders in academia
• 希望自己成长为学科带头人的教师
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.
本课程适用于各个层次的教师培训。其目的是为参训教师的职业生涯开辟新道路。本课程将帮助那些渴望从
一个好老师成长为一位模范教师，更重要的是成为学生学习的促进者的教师！本课程也是那些希望跨学科发
展的教师的理想之选，同样适合那些希望教学和学术全面发展的教师。
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.
本课程与创业、战略、创新、企业创业、企业内部创业、领导力、变革管理和市场营销课程的教师明显相关。
金融和会计学专业的教师也可以学习本课程，从而更好的理解战略、有机增长和管理不确定性风险的相关知
识。本课程同理工科教师之间的联系也显而易见，可以帮助他们将VUCAH（易变的、不确定的、复杂的、模糊
的及超链接的）时代的创业、科学、技术、创新、战略和竞争等主要驱动因素结合在一起进行教学。
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.
除去以上这些一目了然的相关学院教师（商学院、科学、工程和技术学院等），本课程同样适合其他所有学
院和学科教师学习。创业学是一门关于如何解决问题的学科，对于任何希望成为模范教师的老师而言都是一
个强有力的教学工具。任何专业的学生将创业学中的技能学以致用，都可受益匪浅。
LEARNING OBJECTIVES
学习目标
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:
本课程的学习目标是基于百森商学院 36 年来全球创业教育师资培训的经验而制定，目标包括：
• Understand and integrate Entrepreneurial Thought and Action as a method for teaching students from all
disciplines.
• 理解“创业思维与行动”教学法及其在各个学科教学中的应用。
• Apply entrepreneurship to the role of a university faculty in order to become an entrepreneurial professor.
• 将创业精神融入大学教师的工作，使其成为具有创业者心态的教师。
• Experience a variety of pedagogies that can help students practice entrepreneurship and encourage
professors to translate the theoretical into practice-based learning.
• 体验多种可以帮助学生实践创业的教学法，鼓励教师将理论教学转化为实践教学。
• Provide useful Babson teaching resources to accelerate program development throughout the region.
• 运用百森商学院教学资源，加速亚洲地区创业教育发展。
• Cultivate a personal network among the Babson faculty and the faculty of prestigious institutions throughout
the region to share “best practices” in entrepreneurship education.
• 与百森商学院讲师和亚洲各地知名院校教师建立人脉关系网，分享创业教育的“最佳实践案例”。
• Collaborate on the development of new teaching methodologies and approaches to building and expanding
entrepreneurship programs to meet the regional needs and demand.
• 合作开发新型教学方法和途径，开展和扩大创业教育培训，以满足亚洲地区师资教学水平的提升。
PROGRAM CONTENT - What topics will be covered in the program?
课程内容——课程涵盖哪些主题？
• Learn to use the idea of Entrepreneurial Thought and Action to become a better teacher during and after
the coronavirus pandemic
• 学习运用“创业思维与行动”的教学理念，在新冠疫情期间和后疫情时期成为一名更擅长教学的教
师
• Learn how to teach Entrepreneurial Leadership & Innovation topics in your courses
• 学习如何在课程中教授“创新与具有创业者心态的领导者”相关课题
• Learn how you as a faculty can become a better Entrepreneurial Leader?• 学习教师自身如何成为一名具有创业者心态的领导者
• Resonant Leadership: Rethinking Effective Leadership During the Coronavirus Pandemic
• 和谐领导力：重新思考新冠疫情期间的有效领导力
• The Future of Universities & Entrepreneurship Education after the Coronavirus Pandemic
• 后疫情时期，大学教育及创业教育的发展趋势
• How to teach an action based curriculum with online tools and techniques?
• 如何使用在线工具和技术，开展基于行动的课程教学活动？
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.
我们生活在一个变化空前的时代，金融市场之间互相依赖，科技力量影响巨大，地缘政治纷争迭起。人们愈
发感受到世界的不稳定性、不确定性、复杂性、和模糊性。因此急需一批有别于传统风格的领导者。事实上，
社会对传统领导方式（例如服从和交易型领导）的容忍度正在迅速下降，其有效性也值得商榷。学生和企业
机构都希望商学院及其他大学教师既能展现出社会所需的领导力，又能在课堂上使用更好的教学法教授相关
知识。
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.
本次高度互动式、体验式、由浅入深的课程将重点探究创业学。创业学不仅仅是关于成立一个新的企业。创
业者是善于解决问题的人，创业方法可以应用于任何领域或职业。创业学在课堂教学中尤其实用。本课程将
侧重于指导教师运用百森商学院“创业思维与行动”这一核心教学法进行授课。当今世界比以往任何时候都
更需要具有创业者心态的教师，他们能够不断创新和调整自己，成为课堂领导者。这些课程将利用创业学和
社会学理论，帮助教师理解和学习在疫情当下和未来，成为具有创业者心态的教师的意义，以及如何提高学
生课堂参与度并激励他们取得更高水平的成功。具体的主题包括：具有创业者心态的教师、课堂教学中的创
业学、帮助学生了解自己以及教导学生从失败中学习。学员将收获有价值的知识和具体的实践教学技巧，他
们可以将其应用于自己的教学活动（包括远程教学）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.
课程也将重点培养学员成为一名课堂领导者，让教师理解和谐领导力的力量，以及教师通过不断展现情感和
社交能力来创造共鸣的必要性。我们特别关注当领导者具备高度自我意识，并认识到其他人如何感受他们的
领导力时，会产生怎样的影响。接下来，我们将把重点从领导技能转移到教师作为领导者如何以可持续的方式提升自己和培养他人。百森商学院所有的课程教授都会在课程结束时分享他为什么要以这种方式教授课程，
以便让学员了解他在教授领导力时所使用的教学技巧。
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.
后疫情时期，企业、政府，特别是大学必须以前所未有的速度进行创新。学生的所作所为和雇主对其技能的
期望都已发生了重大变化。因此，不同学科和院系的课程中都应加入有关创新的教学内容。然而，创新通常
不被人们所理解，没有具有创业者心态的领导者，创新是不可能成功的。创新领导力与其他形式的领导力不
同，它与变革领导力、情境领导力和危机领导力有许多共同之处。百森商学院致力于培养具有创业者心态的
领导者，正是这些领导者可以在初创企业、规模化企业、大型企业、家族企业、非营利组织和政府机关等各
种背景下推动创新。我们将分享百森商学院最受欢迎的研究生课程之一，有关创新领导力和创新的内容及教
学方法：领导创新@大猩猩、黑猩猩和小猴子。此教学材料也被广泛用于百森商学院企业内训项目和企业高
管公开课中。
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.
传统教学形式中，模范教师和学生们在教室里“面对面”（F2F）的时候，可以进行高质量授课。根据教学法
研究可知，学生通过行动来学习的效果最佳。模范教师充分理解以行动为主的课程设计的重要性，会用问题
来激发学生的好奇心，采用动手练习，进行实验和回顾反思等不同方法进行教学。ELI 项目将着重讲解这些
来自学术研究的最佳教学实践方法，使学员得以将这些科研成果与他们自己的教学风格结合起来。
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“新常态”下，模范教师也需要转入远程教学。由于 F2F 课程中使用的许多教学原则仍然适用于远
程教学，这些模范教师仍可以在远程教学中脱颖而出。然而，线下教学原则并非每一条都适用于远程教学。
ELI 项目将为学员提供实用的教学技巧和案例，让他们了解如何在教学模式之间转换，以及如何将教学法与
科技相结合。这些都将帮助学员更加懂得变通，变得多才多艺，不论是现在还是将来，不论是何种形式的教
学都能有所准备。
In addition to the above content topic, the program will also cover the following teaching process topics –
除以上内容主题外，本课程还将涵盖以下有关教学过程的主题——
• The evolution of teaching entrepreneurship
• 创业教育教学法的演变
• Teaching entrepreneurship as a method
• 创业教育课程的方法论• Becoming an entrepreneurial teacher
• 如何成为具有创业者心态的教师
• Teaching with cases
• 如何运用案例进行教学
• Using experiential exercises/games in the classroom
• 如何在课堂上使用体验式练习/游戏
• Practicing entrepreneurship through project-based learning
• 如何通过基于项目的学习进行创业实践
• Developing an entrepreneurial mindset among students
• 如何培养学生获取创业者心态
• Effective course development
• 如何有效进行课程开发
• Managing the entrepreneurship classroom
• 如何管理创业教育课堂
• Building a classroom culture
• 如何构建课堂文化
• Cultivating your teaching style
• 如何形成自身教学风格
• Classroom observation
• 如何进行课堂观察
• Reflective practice
• 如何进行课程反思
• Curriculum development and design
• 如何开发与设计教学大纲
• Technology in the classroom
• 如何在教学中的应用科技
PROGRAM STRUCTURE - How is the program delivered?
课程结构——课程将如何展开？
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.
本课程是为期三周的强化课程，将通过 Zoom USA 进行授课。学员周一至周五上课，周末休息。
The program structure consists of classroom learning, experiential exercises, case-based discussions, interactive
lectures, group work, and peer-based learning.
课程环节包括课堂学习、体验式练习、案例讨论、互动讲座、小组活动和同伴学习。
All sessions are conducted in English.
所有课程均为英语授课。
PROGRAM ADMISSION – What are the requirements to attend the program?
课程录取条件——参加课程的条件是什么？
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.
录取的主要考量是学员的职业成就和工作职责。受邀学校可以提名参与培训课程的人选。所有学员必须是该
校的全职教师。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.
由于该课程是以直播课的形式线上进行，所有学员都必须有稳定的 wi-fi 或因特网能够接入 Zoom 通信平台。
为得到最好的学习体验，学员应能够基本熟练操作在线工具。
PROGRAM APPLICATION – How to enroll into the program?
课程申请——如何报名本课程？
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.
学员必须于开课两周前提交填写完整的申请表。申请表会按照提交的时间顺序进行处理。考虑到合格申请者
的数量可能会超过此次学员名额，强烈建议尽早提交申请。
PROGRAM DATES – When is the program held?
课程日期——何时开课？
The program is offered via Zoom on the following days: November 28th – December 17th, 2021 or March 13th – April
1 st, 2022
课程将通过 Zoom 授课，于以下两个时间段进行：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:
更多课程详情，请联系
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.