Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How to ... be a reflective practitioner.

Men and Women of the Corporation

This article uses Ajzen's theory of planned behavior to build an entrepreneurial intention questionnaire (EIQ) and analyzes its psychometric properties. The entrepreneurial intention model is then ...

https://papers.ssrn.com/sol3/Delivery.cfm/etap_318.pdf?abstractid=1396448&mirid=5

Development and Cross-Cultural Application of a Specific Instrument to Measure Entrepreneurial Intentions

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

The current volume continues the collaboration tradition of university researchers in the European University Network on Entrepreneurship – ESU. This fifth book in the series “European Research in Entrepreneurship” demonstrates the endeavours of the editorial leaders, the authors’ team and the ESU network to improve and widen the conceptual and methodological coverage of entrepreneurship research in Europe. The ESU network grew from the idea to gather together professors and doctoral students in entrepreneurship and entrepreneurship education around the Entrepreneurship Summer University concept initiated by the French Government in 2002. It is from that initiative that the idea originated to develop and collect together all the outcomes of entrepreneurship research into this book series. ESU was previously defined by Professor Kyrö (2010), as “fed by European culture and roots in their diversity and their specificities”, an accolade which equally characterizes this book series. In the first book, Entrepreneurship Research in Europe: Outcomes and Perspectives, three editors raised the issue of the European roots of entrepreneurship and entrepreneurship research by emphasizing the growing role of entrepreneurial behaviour at both individual and organizational levels in the modern era following the decline of growth or even the crises of the 1970s (Fayolle et al., 2005). Until that time the role of the entrepreneur had been largely lost throughout the period of flourishing economic theory, fed by growth. The importance of entrepreneurs and smaller firms as job creators became topical only after discovering that larger organizations did not tend to carry that role in society. This understanding leads researchers in part to formulate the why, what and how questions when studying entrepreneurship (Fayolle et al., 2005) and the summary of these

Introduction: entrepreneurial research – towards conceptual richness and methodological diversity

Cet article poursuit plusieurs objectifs. Il vise tout d’abord a presenter un reseau d’accompagnement des entrepreneurs, dans sa philosophie d’action, son fonctionnement et ses specificites. Il expose ensuite une experience de cooperation entre ce reseau et un centre de recherche en entrepreneuriat qui s’est concretisee par la realisation de deux theses en sciences de gestion. Les principaux resultats de ces travaux de recherche sont presentes et commentes. Enfin, l’article propose de tirer les enseignements d’une telle cooperation pour en souligner les difficultes et les conditions minimales de reussite.

La coopération chercheurs-entrepreneurs : mission impossible ?

Si la question de la pertinence des enseignements en entrepreneuriat n'est plus discutee, celle de son evaluation reste d'actualite. Les programmes d'enseignement en entrepreneuriat sont frequemment mis en oeuvre avec le concours actif d'acteurs economiques et politiques. Ces derniers attendent generalement des resultats concrets en termes de creation d'entreprises et d'emplois directs et indirects. Face a ces objectifs, un probleme prend corps : l'evaluation des actions entreprises est une question complexe : les indicateurs pertinents sont aujourd'hui peu nombreux. Le but de cet article est de montrer qu'il est possible de reduire cette complexite en reconsiderant le probleme de l'evaluation tel qu'il est traditionnellement pose. Le resultat le plus important des programmes d'enseignement en entrepreneuriat n'est pas le nombre de creations d'entreprises. Il est plus pertinent de scruter chez les individus formes, les changements d'attitudes et d'etat d'esprit a l'egard de l'orientation entrepreneuriale. Le concept d'intention constitue alors l'instrument d'evaluation des actions menees. Nous proposons donc un cadre conceptuel, base sur la theorie du comportement planifie, destine a evaluer les programmes d'enseignement en entrepreneuriat. Il s'agit de mesurer l'influence de variables independantes liees a des programmes et des processus d'enseignement sur les changements d'attitudes et de perceptions envers le comportement entrepreneurial. Cet article cherche ainsi a demontrer qu'il est souhaitable et possible de concevoir un outil de mesure dynamique utilisant la theorie du comportement planifie pour evaluer les programmes d'enseignement en entrepreneuriat.

Alain Fayolle

Papers

Introduction: entrepreneurial research – towards conceptual richness and methodological diversity

La coopération chercheurs-entrepreneurs : mission impossible ?

Impact des formations à l'entrepreneuriat : vers de nouvelles méthodes d'évaluation

Entrepreneuriat organisationnel : Enjeux et perspectives

Renforcer notre conception collective de la connaissance entrepreneuriale