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Highlights the characteristics and variety of research in entrepreneurship education. This book adopts several different perspectives, focusing on key issues and significant developments in the field. It is suitable for entrepreneurship researchers, and academics and students wishing to understand the unique notions of entrepreneurship education

Introduction / Alain Fayolle -- Part I. Rethinking entrepreneurship education research -- Toward rigour and relevance in entrepreneurship education research / Bruce Martin, Dirk De Clercq and Benson Honig -- Dealing with the inconsistency of studies in entrepreneurship education effectiveness: a systemic approach to drive further research / Michela Loi -- The future of entrepreneurship education: educating for economic and social impact / Patricia G. Greene, Michael L. Fetters, Richard Bliss and Anne Donnellon -- Does entrepreneurship education develop wisdom? An exploration / Jeffrey J. McNally, Benson Honig and Bruce Martin -- Part II. Learning from European exemplary contributions -- Exemplary contributions from Europe to entrepreneurship education research and practice / Jonas Gabrielsson, Hans Landström, Diamanto Politis and Gustav Hägg -- Personal views on the future of entrepreneurship education / Alain Fayolle -- Limits to and prospects of entrepreneurship education in the academic context / Bengt Johannisson -- The conceptual contribution of education to research on entrepreneurship education / Paul Kyrö -- Part III. Focusing on key outcomes and innovative pedagogies -- The reflective novice entrepreneur: from habitual action to intelligent action using experience-based pedagogy as a vehicle for change / Gustav Hägg -- Towards more synergy in entrepreneurial competence research in entrepreneurship education / Thomas Lans, Yvette Baggen and Lisa Ploum -- Learning fiction or facts? Moving from case studies to the impact-based method / Sylvain Bureau -- The personal dimension of an entrepreneurial competence: an approach from the Spanish basic education context -- Antonio Bernal and Francisco Liñán -- Approaches to entrepreneurship education: a qualitative review and comparison of the US and Canada / Ravi S. Ramani, George T. Solomon and Nawaf Alabduljader

'Entrepreneurship research is ever expanding, and it seems time to step back and reflect on where we are and where to go. This excellent volume brings in a well-grounded perspective on where the future for entrepreneurship research (and researchers) may lie, assembling contributions by some of the most creative thinkers in the entrepreneurship field. This is a timely book, valuable for all those with an interest in the future of the entrepreneurship field.'--Friederike Welter, Institut für Mittelstandsforschung Bonn (IfM Bonn), University of Siegen, Germany and JIBS, Sweden. 'The burgeoning of interest in entrepreneurship in society has been accompanied by an increase in the scientific base of the field. This Handbook, with contributions from world-class researchers, not only reflects this trend but also contributes to the field by pushing forward its intellectual and scientific roots. It groups the contributions into four perspectives and draws upon a broad disciplinary base. Alain Fayolle has edited a very stimulating work that should be read by all those seriously interested in entrepreneurship.'--Robert Blackburn, Kingston University, UK and Editor, International Small Business Journal. 'Alain Fayolle has brought together an impressive collection of contributions from many of the very best scholars in entrepreneurship. In bringing them together, this engaging book not only offers a very thoughtful reflection on past and present work in entrepreneurship but also insightful, new and fresh perspectives for its future study. This book is a must read for anyone who is serious about entrepreneurship, its research and the future of the field. An exciting, fresh and very timely addition - thank you.'--Sarah L. Jack, Lancaster University Management School (LUMS), UK. This indispensable Handbook offers a fresh look at entrepreneurship research, addressing what we already know, and what we still need to know, in the field. Over the course of 17 chapters, a collaboration of 24 highly regarded researchers, experts in their fields, provide an insightful new perspective on the future of the study of entrepreneurship. They show that there is a need to redesign research in the field - enacting entrepreneurship out of the box - and to consider the history of entrepreneurship whilst developing the future course for research. They also underline the importance of developing research at the crossroads of different fields and the need to explore new domains and/or revisit e ...

Cet article se propose d'interroger le temps du quotidien comme un enjeu de lutte politique pour les féministes socialistes lors de la révolution de 1848. Ces dernières dénoncent une division sexuelle du travail et du temps qui vient entraver la participation des femmes des classes populaires à la vie sociale et politique. Pour cela, elles entreprennent deux démarches intrinsèquement liées. D'une part, elles cherchent à donner une visibilité au travail domestique qui monopolise au quotidien le temps des femmes et vient contraindre leur capacité d'agir politique. D'autre part, elles proposent des solutions concrètes, comme la création de crèches au sein des associations ouvrières, visant à dégager pour les femmes le temps nécessaire à leur engagement dans l'organisation de la vie collective. L'enjeu de cet article est ainsi de comprendre en quoi l'utopie féministe socialiste visant à dessiner un autre possible – celui d'une société égalitaire et inclusive – implique de concevoir le temps social dans sa matérialité.

S'il est une éducation qui a d'abord été une disciplinarisation des corps, c'est bien l'éducation des filles. Au début du XIX e siècle, elle est majoritairement assurée par des congrégations ou des maîtresses de pension laïque ; l'apprentissage d'une autocontrainte fortement sexuée y est alors central, et celle-ci n'est pas sans lien avec l'incorporation des normes de genre telle qu'elle sera promue par l'École républicaine. Caroline Fayolle, en étudiant l'ouvrage d'un pédagogue paru en 1816 qui contient de nombreuses observations sur les « occupations communes » des élèves au sein d'un pensionnat pour filles, souligne à quel point le gouvernement des corps constitue une partie importante de la pédagogie de ce type d'établissement, mais également comment les filles résistent et ne sont pas de simples corps dociles.