Academic literature on the topic 'Enseignant en entrepreneuriat'
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Journal articles on the topic "Enseignant en entrepreneuriat":
Horr, Latifa. "Evaluation du transfert aux enseignants universitaires des programmes internationaux de sensibilisation à l'entrepreneuriat." Journal of Quality in Education 6, no. 7 (April 4, 2016): 15. http://dx.doi.org/10.37870/joqie.v6i7.31.
Taktak Kallel, Ilia. "Evaluer l’« éthicité » des pratiques enseignantes en entrepreneuriat à l’université." Questions vives recherches en éducation, Vol.6 n°12 (June 6, 2009): 125–44. http://dx.doi.org/10.4000/questionsvives.455.
Verzat, Caroline. "Engagement, agilité cognitive, coopération et réflexivité des apprenants... et des enseignants en entrepreneuriat." Revue de l’Entrepreneuriat 13, no. 2 (2014): 7. http://dx.doi.org/10.3917/entre.132.0007.
Venco, Selma. "Tristes trópicos: a cultura empresarial aplicada à educação pública." Educação e Filosofia 37, no. 79 (July 31, 2023): 39–68. http://dx.doi.org/10.14393/revedfil.v37n79a2023-65554.
PEPIN, Matthias, and Serge DESGAGNÉ. "La double vraisemblance au fondement de la collaboration de recherche : retour sur la démarche de coconstruction d’un projet entrepreneurial à l’école primaire." Phronesis 6, no. 1-2 (June 15, 2017): 126–39. http://dx.doi.org/10.7202/1040223ar.
Dissertations / Theses on the topic "Enseignant en entrepreneuriat":
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
Saleh, Lina. "Ubiquité professionnelle et activité entrepreneuriale : le cas des enseignants-chercheurs libanais." Thesis, Brest, 2017. http://www.theses.fr/2017BRES0093.
The aim of this work is to study the professional ubiquity of Lebanese lecturers who are also working as entrepreneurs. The literature review is organized around the themes of acadepreneurship, the theory of displacement and the concept of strategic vision.Then, the legal framework related to the studied phenomenon, the scientific research and the Lecturer profession in Lebanon was studied.A preliminary study was carried out in order to identify a sample of the largest possible number of respondents.Then, in the light of the data collected from about a hundred Lebanese lecturers, five respondents were identified, giving that six were contacted upstream. Eleven individuals are subject to the qualitative study.The results of the qualitative study show that the lecturer's career satisfaction depends on his profile, spouse's profession and some indirect compensations offered by his academic institution. They also indicate that the majority of the lecturers are not satisfied by the amount of pay offered by their university.On the other hand, Ph.D. holders generally pursue a strategic career path and their entrepreneurial activity has been created before the start of their academic career, unlike those who do not have a Ph.D.Professional ubiquity is sustainable when thoughtful and when it doesn’t require any manual work. Finally, lecturers who do not carry out any research project as part of their academic career are usually looking for social reputation
Harnois, Marie-Claude. "Le sentiment d’efficacité personnelle d’enseignants et d’enseignantes du secondaire en formation et en exercice à l’égard de leur gestion de classe dans le cadre de la pédagogie à valeur entrepreneuriale." Mémoire, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/11069.
Book chapters on the topic "Enseignant en entrepreneuriat":
Samson, Ghislain, Marcelle Gingras, and Denis Morin. "Chapitre 6. La pédagogie à valeur entrepreneuriale : quels effets sur les élèves et les enseignants en formation et en exercice ?" In Perspectives en éducation et formation, 117–30. De Boeck Supérieur, 2018. http://dx.doi.org/10.3917/dbu.champ.2018.01.0117.