Abstract

RAVELEAU, Benoît; MAMMAR, Sihem  and  DUPERRAY, Paola. What training to teach the paradoxes of ambidextrous business action?. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1242-1271.  Epub Feb 05, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ds12.

For thirty years, research devoted to the study of entrepreneurial skills has grown considerably, especially in management sciences. The entrepreneurial spirit is often described as one of the most relevant skills for strengthening the human capital and employability of workers, as well as the competitiveness of their enterprises. Based on the example of France, this article aims to better understand how to develop in young people the capacities of creation, change, anticipation and culture of risk? To do this, we subscribe to the pedagogical model of entrepreneurial education used by Neck (NECK; GREENE; BRUSH, 2014), as well as to A’s process approach. Fayolle e Sénicourt (2005). Above all, we focus our analysis on the situation in higher education by questioning the position of the pedagogue who puts his action at the service of the development of the entrepreneurial intention of the students. This aspect is not limited to identifying the pedagogical difficulties encountered by the trainer to create entrepreneurship. We also pose the question of the paradoxes and pitfalls of an entrepreneurial pedagogy when it claims to awaken and develop in the other its creativity and initiative.

Keywords : Entrepreneur; Education; Paradoxes; Entrepreneurial skills; Entrepreneurial learning.

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