Academic literature on the topic 'Ecosystèmes entrepreneuriaux'
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Journal articles on the topic "Ecosystèmes entrepreneuriaux":
Toutain, Olivier, Chrystelle Gaujard, Sabine Mueller, and Fabienne Bornard. "Dans quel Ecosystème Educatif Entrepreneurial vous retrouvez-vous ?" Entreprendre & Innover 23, no. 4 (2014): 31. http://dx.doi.org/10.3917/entin.023.0031.
Theodoraki, Christina, and Karim Messeghem. "Ecosystème de l’accompagnement entrepreneurial : une approche en termes de coopétition." Entreprendre & Innover 27, no. 4 (2015): 102. http://dx.doi.org/10.3917/entin.027.0102.
Cuénoud, Thibault, Pascal Glémain, and Catherine Deffains-Crapsky. "Ecosystème entrepreneurial local et finance participative : les enjeux d’une coopération." Marché et organisations 31, no. 1 (2018): 151. http://dx.doi.org/10.3917/maorg.031.0151.
Dissertations / Theses on the topic "Ecosystèmes entrepreneuriaux":
Makaya, Sylvain Christian. "Incidence de la posture interactionnelle de l’enseignant en entrepreneuriat sur la soutenabilité de la génération de connaissances : une approche écosystémique." Electronic Thesis or Diss., Paris 10, 2023. http://www.theses.fr/2023PA100144.
The proliferation of entrepreneurship education over the past two decades has led educational institutions to welcome a diverse range of learners into their entrepreneurship courses. Emerging within a neoliberal-inspired political context that promotes entrepreneurship, entrepreneurship education faces challenges related to considering the subjectivity of learners and, most importantly, the sustainability of terrestrial ecosystems. Entrepreneurial practice has contributed to the onset of the Anthropocene era, in which humans represent the primary force for transformation and destruction on Earth. Our research aligns with the call for an epistemological and ethical renewal of entrepreneurship education, a field that has seen substantial growth over the past fifteen years.We view the entrepreneurship educator as a relevant lever for transformation and explore how this educator, through their stance, can contribute to the sustainability of their practice. We propose to consider the entrepreneurship course as an ecosystem involving individuals interacting within an environment. Our aim is to establish how the educator can manage diversity within this ecosystem, facilitate interactions, impart a virtuous entrepreneurial mindset, and envision the environment in which the actors in this ecosystem operate.Rooted in an interpretive approach and drawing on 34 months of experience as a consultant-trainer within an entrepreneurship training structure, our research began with a case study exploring the impact of learner diversity in two entrepreneurship training programs for adults (Article 1). The second article focuses on the management of interactions in the application of ten active entrepreneurship learning methods, drawing from a systematic literature review and exploring the potential contributions of ecological sciences to optimize interaction management. The third article is an integrative literature review aiming to understand how the educator can integrate sustainable development issues into entrepreneurship education, suggesting an operationalization framework inspired by permaculture. Finally, the fourth article is a scientific essay questioning the garden as a potential space for reinventing entrepreneurship education based on ecological sciences.Collectively, these works lead to the proposal of a logic for creating and animating sustainable entrepreneurial educational ecosystems at the level of entrepreneurship courses: "biogogy." Our study provides a fresh understanding of the role and stance of the entrepreneurship educator and can inspire the design of dedicated training programs for these actors. Additionally, our research paves the way for exploring the emotions of the educator, enriching the field of research on emotions in entrepreneurship mentoring and training. The ecosystemic approach adopted invites us to take a fresh look at the dynamics at play in an entrepreneurship course in terms of diversity, interactions, and sustainability. New perspectives are explored to understand sustainable entrepreneurship education. By considering permaculture as a means of operationalizing the course and the garden as a learning space, alternative approaches to entrepreneurship are apprehended, focusing on ecosystem balance and opening opportunities to rethink entrepreneurship and its relationship to sustainability
Raserijaona, José. "Formation et maintien des petites entreprises par leur intégration collective a des proximités agies : le cas des petites entreprises de proximité (PEP) malgaches." Thesis, Paris, CNAM, 2017. http://www.theses.fr/2017CNAM1150/document.
Our research theme is based on the observation that individual companies with fewer than fiveemployees constitute almost all the enterprises created in Madagascar and that they are unstable and ephemeral. We called them "small proximity businesses" or PEP in french, and called "imperfections" their instability over time, from the point of view of their activities, their institutional status and in terms of growth.We observed that their multiplication reflected an entrepreneur's enthusiasm for creating them, which reflected their skill in adapting to their environment.In a country where households were confronted to an endemic problem of joblessness and lack ofincomes, the phenomenon of PEP through the following issue is a topical and a major concern:- If we assume that "small proximity businesses" are adapted to their environment, why are they unfit to last, grow and prosper in their status and activities?- And why do entrepreneurs continue to create them in spite of "their imperfections" thus described? To answer this question, we have proposed the following explanation on the imperfections of PEP:1) They show that the unstable, variable and complex proximity is both a shortcut and acounterexample of environment 2) They stem from structural functionalities and organizational mechanisms implemented to balancethe truncated adaptation of PEP to the environment; 3) They are the factors of the dynamics of integration transforming the agitated proximities into foci of collective survival.We retained two theoretical postulates for our research: the existence of ecosystems for the survival of PEP, and a theoretical referent made of scientific writings and knowledge referring to the logicalconstruction of its survival process. We conducted the work in three stages:_In a first step, the study of the differences between the social construction of the reality of the PEP and the theoretical referent of its survival process allowed but partly to understand the phenomenon of its adaptation and to explain its imperfections (Part 1: The theoretical positioning of our proposal)._Then we observed the called deviations through the empirical processes of PEPs in action, and concluded that they constituted as well symptoms of singularity of organizations and phenomena in a new way of surviving (Part 2: Empirical corroboration of our proposal)We have thus advanced the theoretical hypothesis on the individual maintenance of PEP by itscollective survival with its stakeholders: PEPs are formed through opportunities arising from the imperfections of the environments they exploit in the form of residual sub-markets. They are maintained by integrating agitated proximities that they transform into niches in a perspective of collective survival with their stakeholders. Their mode of adaptation forces them to remain small, ephemeral and variable in their activities._ Finally, we studied the lessons of experiences drawn from our work and the avenues of reflectionthey opened up to us. (Part 3: The theoretical contributions of our study on PEP) We focused on new trends in organizational forms adapted to an environment perceived through itstransformation, and on those of an entrepreneurship running through networks of contacts, marginality and scarcity of resourcesWe concluded our work on PEP on the importance of understanding survivability in terms of ecosystems