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Статті в журналах з теми "Esprit d’entreprendre":
Philippe, Terral, Dubois Fanny, and Gojard Loïc. "Les tensions entre esprit d’entreprendre émancipateur et esprit d’entreprise procédural : l’exemple des STAPS." Formation emploi, no. 140 (December 31, 2017): 47–65. http://dx.doi.org/10.4000/formationemploi.5206.
Verzat, Caroline. "« Esprit d’entreprendre, es-tu là ? » Mais de quoi parle-t-on ?" Entreprendre & Innover 27, no. 4 (2015): 81. http://dx.doi.org/10.3917/entin.027.0081.
Frances, Jean, and Stéphane Le Lay. "L’usage des business games dans le cursus doctoral : « esprit d’entreprendre » et « esprit d’entreprise » dans la formation à la recherche." Formation emploi, no. 140 (December 31, 2017): 67–86. http://dx.doi.org/10.4000/formationemploi.5217.
Дисертації з теми "Esprit d’entreprendre":
Wang, Yifan. "L’évolution de l’intention et le développement de l’esprit d’entreprendre des élèves ingénieurs d’une école française : une étude longitudinale." Thesis, Ecole centrale de Lille, 2010. http://www.theses.fr/2010ECLI0011/document.
Although many researchers point out the emergence of new generations of engineers, the traditional model of the French engineer remains reluctant to entrepreneurship, few engineers are moving towards entrepreneurial careers and they do it rather late in their career. To reverse this trend and train more entrepreneurial engineers, we study educational impact of an engineering Grande Ecole in France. Drawing on the theory of planned behaviour completed by the theory of entrepreneurial career and the notion of entrepreneurial spirit, we use a longitudinal approach to measure the evolution of intention, together with the construction of professional identities and observable behaviours of students during their school years. This study is based on a longitudinal survey completed each year by engineering students and semi-structured interviews with them at the end of the curriculum. The findings include the identification of three engineering professional identities (technical engineer, manager, and entrepreneur) and the definition of the entrepreneurial intention trajectory Leading to entrepreneurial career choice. The impacts of socio-cultural, pedagogical and extra curriculum factors on the trajectory of intention have been modelled. They can explain the building up process of each engineering professional identity
Ait, m'bark Mohamed. "Construction du sentiment d’efficacité personnelle dans les pratiques d’éducation à l’entrepreneuriat : une étude des dispositifs de mini-entreprises dans l'enseignement secondaire français." Thesis, Université de Lille (2018-2021), 2021. http://www.theses.fr/2021LILUH064.
Within the framework of this doctoral thesis which studies mini-company devices, we are interested in the process of building self-efficacy of students and teachers (Bandura, 2007). It is particularly important to put in perspective the use of a project-based learning (Perrenoud, 2002; Proulx, 2004; Boutinet, 2012) that we observed in these devices, and the construction of an entrepreneurial self-efficacy for students (and particularly the link between entrepreneurship spirit and self-efficacy). Furthermore, we tested the hypothesis that the acquisition of entrepreneurship spirit skills would impact their self-efficacy. In general, in this research work, we have considered the rather strongly shared distinction by researchers of a distinction between “generic and personal skills” (the entrepreneurial spirit) and “specific skills” (Entrepreneurship) (Léger-Jarniou, 2008 ; Surlemont et Kearney, 2009 ; Champy-Remoussenard, 2012 ; Pepin, 2011 ; Frétigné, 2017 ; Champy-Remoussenard et Starck, 2018). About teachers, we were interested in the construction of their self-efficacy, considering the particularities of their pedagogical approach with students (the use of this project-based learning, development of skills related to their experience in entrepreneurship education). We also questioned the extent to which teachers have developed a teacher self-efficacy (Bandura, 2007) which would be a consequence of their involvement in the mini-company devices.In methodological terms, our doctoral research was based on two ground surveys conducted in the educational districts of Lille and Guadeloupe. These ground surveys have made it possible to collect data which correspond mainly to semi-directive interviews realized with pupils and teachers in these two educational districts, and an online survey administered only to teachers of the educational district of Lille