- Alain Fayolle is Professor of Entrepreneurship at IDRAC Business School, France and CREA - Center for Innovation and ... moreAlain Fayolle is Professor of Entrepreneurship at IDRAC Business School, France and CREA - Center for Innovation and Entrepreneurship Activities, University of Cagliari, Italy. He is also visiting professor at Turku School of Economics, Finland. He is Chair of the Strategic and Prospective Committee at IFAG, school of management and entrepreneurship, France. Alain has been Distinguished Professor and the Founder and Director of the Entrepreneurship Research Centre at EM Lyon business school, France. In 2013, Alain Fayolle got the 2013 European Entrepreneurship Education Award and has been elected officer of the Academy of Management Entrepreneurship Division for a five-year period (2013-2018), a position that culminated as Chair of the Division during the 2016-2017 academic year. In 2015, he has been awarded Wilford L. White Fellow by ICSB. Alain Fayolle is regularly invited as an expert in the field of entrepreneurship by international institutions like OECD, UNIDO, EC and European Governments.edit
For the modern man the patriarchal relation of status is by no means the dominant feature of life; but for the women on the other hand, and for the upper-middle class women especially, confined as they are by prescription and by economic... more
For the modern man the patriarchal relation of status is by no means the dominant feature of life; but for the women on the other hand, and for the upper-middle class women especially, confined as they are by prescription and by economic circumstances to their "domestic sphere", this relation is the most real and most formative factor of life'. (Veblen 1899, 324 as quoted in Van Staveren and Odebode 2007, 903)
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Research SummaryAnticipating that innovation nurtures entrepreneurship, we began an extended case study of an innovative start‐up in the space industry. We quickly saw that institutions imposed formidable barriers to implementing... more
Research SummaryAnticipating that innovation nurtures entrepreneurship, we began an extended case study of an innovative start‐up in the space industry. We quickly saw that institutions imposed formidable barriers to implementing entrepreneurship from innovation. Curious about how, why and the extent of this situation, we widened our study to other start‐ups, CEOs of existing businesses, an incubator, a technology transfer office and key influencers in large space companies and agencies. We found that institutions and policies had, in effect, shrunk the entrepreneurial field, leaving little room for enterprise. Conceptualizing from this, we propose the institutions create an “entrepreneurial space.” Theoretically, we explain how this concept of an entrepreneurial space can be usefully applied in other contexts.Managerial SummaryThe space industry is extremely innovative. It is also dominated by two powerful incumbent firms and a third that is highly regulated. This research examines...
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Taking a fresh look at how performance is defined by examining the institutional power structures and policies, eminent scholars herein explore ways to overcome constrained performance and encourage women’s entrepreneurial activities... more
Taking a fresh look at how performance is defined by examining the institutional power structures and policies, eminent scholars herein explore ways to overcome constrained performance and encourage women’s entrepreneurial activities through a variety of methodological approaches and geographical contexts.
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This editorial discusses contemporary entrepreneurship education research and identifies the manner in which the three articles comprising this special issue contribute to advancing the theoretical and methodological foundations of the... more
This editorial discusses contemporary entrepreneurship education research and identifies the manner in which the three articles comprising this special issue contribute to advancing the theoretical and methodological foundations of the field. In so doing we seek to describe how and why entrepreneurship education research may struggle for legitimacy along with the complexities of working in this field. This special issue raises questions about entrepreneurship education research and, through the featured articles provides some responses. This special issue itself, however, is presented as part of an ongoing discussion about the nature and role of entrepreneurship education more widely and is intended to provoke further critical engagement and stimulate theoretical and methodological development.
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Page 21. 1 Cornerstones of change: revisiting and challenging new perspectives on research in entrepreneurship education Jill Kickul and Alain Fayolle Entrepreneurial organizations have ... Cornerstones of change 13 literature of... more
Page 21. 1 Cornerstones of change: revisiting and challenging new perspectives on research in entrepreneurship education Jill Kickul and Alain Fayolle Entrepreneurial organizations have ... Cornerstones of change 13 literature of entrepreneurship education eschews generic ...
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As stated in the first volume of this Handbook of Research in Entrepreneurship Education (Fayolle, 2007), entrepreneurial organizations have witnessed a variety of substantial changes and transformations during the decade in order to... more
As stated in the first volume of this Handbook of Research in Entrepreneurship Education (Fayolle, 2007), entrepreneurial organizations have witnessed a variety of substantial changes and transformations during the decade in order to compete successfully on a ...
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Research Interests: Sociology and Entreprise
AbstractIn this article, we briefly identify three main challenges/issues that should be taken into consideration in the institutionalization of entrepreneurship research: (1) recognizing the complexity of the phenomenon under study; (2)... more
AbstractIn this article, we briefly identify three main challenges/issues that should be taken into consideration in the institutionalization of entrepreneurship research: (1) recognizing the complexity of the phenomenon under study; (2) producing interesting, relevant and useful research results for all stakeholders; and (3) developing a critical posture in research. Following the discussion of these challenges/issues we introduce the five contributions to the Special Issue that, in different ways, problematize and challenge mainstream research and approaches. These articles use ‘dissensus discourses’, apply critical, ideological and paradigmatic stances and in some cases underline the importance of contextual factors.
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This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the... more
This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurs...
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Au cœur des préoccupations des pouvoirs publics, l’entrepreneuriat mobilise d’importantes ressources et l’éducation en entrepreneuriat est évaluée sur sa capacité à produire les effets attendus : création d’entreprises, d’emplois et... more
Au cœur des préoccupations des pouvoirs publics, l’entrepreneuriat mobilise d’importantes ressources et l’éducation en entrepreneuriat est évaluée sur sa capacité à produire les effets attendus : création d’entreprises, d’emplois et développement de l’esprit d’entreprendre. Le caractère processuel de la démarche entrepreneuriale, ancrée dans un écosystème par nature dynamique, induit de nécessaires interactions entre les acteurs impliqués dans le projet. Leurs subjectivités influent sur leur rapport au projet entrepreneurial. Les deux thèses présentées dans ce ‘Regards croisés’ interrogent d’une part les formes que peut prendre l’engagement de l’entrepreneur naissant dans ce contexte spécifique de création et d’émergence et d’autre part l’évaluation nécessairement multidimensionnelle de l’impact des dispositifs d’éducation en entrepreneuriat. Ces travaux contribuent à alimenter la boîte à outils des accompagnateurs en prenant en compte le rôle des facteurs contextuels.
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Mientras numerosos agentes de educación empresarial todavía asumen que el principal objetivo de los cursos de entrepreneurship en la Universidad y en las escuelas de negocios es el de producir empresarios, nosotros defendemos en este... more
Mientras numerosos agentes de educación empresarial todavía asumen que el principal objetivo de los cursos de entrepreneurship en la Universidad y en las escuelas de negocios es el de producir empresarios, nosotros defendemos en este artículo que la educación empresarial es mucho más. La educación empresarial puede ser vista como una ponderosa palanca para ayudar a los estudiantes en el aprendizaje de cómo crear nueva riqueza social y económica en un mundo complejo y dinámico, como pensar y actuar empresarialmente en un amplio espectro de situaciones y contextos, como ver el emprendimiento principalmente como un método y no como un fin en sí mismo, etc.. Por tanto, para abordar de la mejor forma posible estos objetivos, nosotros argumentamos que la educación empresarial debería ser conceptualizada y diseñada basándose en cuatro principios educacionales: aprender a comprender la interrelación de múltiples interacciones sociales, aprender a navegar en un entorno complejo y dinámico, a...
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Objetivo: Usando uma perspectiva multidisciplinar, este artigo objetiva tratar da questão da legitimidade percebida pelos PEs a partir de uma revisão de literatura que cobre todas as áreas de estudo que mostraram algum interesse pela... more
Objetivo: Usando uma perspectiva multidisciplinar, este artigo objetiva tratar da questão da legitimidade percebida pelos PEs a partir de uma revisão de literatura que cobre todas as áreas de estudo que mostraram algum interesse pela noção de legitimidade de professores.Método: Buscou-se os mais relevantes artigos lidando com o conceito, sem focar em qualquer campo particular de pesquisa. Optou-se por usar a base de dados Web of Science. 24 artigos permitiram investigar o tema da legitimidade de professores em empreendedorismo ou em outros campos.Originalidade/Relevância: Os professores de empreendedorismo (PEs) evoluem em um ambiente em que diferentes categorias de pessoas interagem, assumindo uma ou mais identidades ou papéis, (até mesmo “transmissores”[1]), da educação em empreendedorismo (EE). A relevância deste estudo se dá justamente porque a questão do reconhecimento do status profissional dos professores não é sempre abordada.Resultados: Os PEs podem ser pessoas da prática, ...