Our environment is changing very quickly and many initiatives are being launched. Connections between policy makers, EE and practitioners need to be consolidated. The purpose of this call for papers is to prolong the debates around the following main themes:
Practices of entrepreneurship education (EE):
- EE has been modeled by researchers (eg Béchard & Grégoire 2005, Neck & Greene 2011, Neck, Green and Brush 2014), but little is known about how these models are applied in each educative context. Which objectives (business creation, acquisition of knowledge, skills, entrepreneurial spirit in the broad sense ...) are prioritized for which levels and which profiles of learners? What are the pedagogical principles pursued, the underlying educational philosophies and the proposed activities?
- Can we talk about specific entrepreneurial educational methods to teach, including the construction of opportunities and the confrontation of uncertainty? To what extent does EE make the traditional school form evolve?
- Do digital tools have a specific role to play in EE? What are the consequences (positive or negative) of their integration into EE activities?
- Which actors defend and practice EE: which teachers? which external partners? which directions of establishment? Does the EE make the postures of the teachers evolve, as well as their sense of effectiveness, and their professionalism perceived and recognized?
Assessment and impact measurement of EE:
- What is the effectiveness and impact of an EE device? How to measure them: which indicators, which process of formative and certificated evaluation, to which temporality (ies)?
- Does the EE give a specific status to the test, error and failure in the learning process and in the assessment?
- Under what conditions (objectives pursued, teacher postures, public, insertion into the curriculum, institutional governance ...) does the teaching of entrepreneurship make it possible to (re) motivate learners? to (re) engage them in the learning process?
- Does the EE meet the expectations of public policies in terms of social and professional integration of young people, reduction of unemployment, contribution to economic and local development etc.?
Critical questions about EE:
- Are the beliefs, values and paradigms underlying educational devices clear to all actors? Which stated or implicit goals make sense for the different actors involved?
- To what extent can EE be considered as an ideological vehicle for a certain type of educational policy (Verzat, Trindade-Chadeau, and Toutain 2017)?
- Does EE effectively increase everyone's power of action or does it insidiously set up a process of social selection that gives the illusion that everyone can become autonomous?
- How far to consider testing, error and failure in the learning process and in the evaluation system?
The role of researchers and of research in EE:
How can scientific studies help entrepreneurship educators? How can we strengthen the link between researchers and educators?
What methodological approaches can be used to study the reality of educational practices in entrepreneurship?
This call for papers is an opportunity to connect researchers, practitioners, entrepreneurs, policy makers and entrepreneurship educators, in order to establish a broad overview of innovative pedagogical practices and their impact. It allows a review of recent research for educators, as well as review (s) and interview (s) through an open forum directed to educators, students, entrepreneurs and researchers.