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src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122699141/_Faire_et_d%C3%A9faire_son_histoire_de_vie_pour_%C3%A9clairer_son_projet_entrepreneurial">芦 Faire 禄 et 芦 d茅faire 禄 son histoire de vie pour 茅clairer son projet entrepreneurial</a></div><div class="wp-workCard_item"><span>HAL (Le Centre pour la Communication Scientifique Directe)</span><span>, Jun 1, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122699141"><a class="js-profile-work-strip-edit-button" 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Perspectives interdisciplinaires et internationales" class="work-thumbnail" src="https://attachments.academia-assets.com/117312200/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122699113/Tournant_narratif_en_sciences_de_l_%C3%A9ducation_Perspectives_interdisciplinaires_et_internationales">Tournant narratif en sciences de l鈥櫭ヾucation. Perspectives interdisciplinaires et internationales</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Je souhaite donc une tr猫s bonne lecture 脿 celles et ceux qui aborderont ces pages, afin que chacu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Je souhaite donc une tr猫s bonne lecture 脿 celles et ceux qui aborderont ces pages, afin que chacun et chacune puisse continuer 脿 construire et 脿 approfondir de nouvelles propositions de formation, de recherche et d'intervention, en prenant l'univers biographique et narratif comme perspective de travail. Cet ouvrage nous montre des sentiers ouverts et constitue une opportunit茅 de continuer 脿 renouveler l'h茅ritage d茅j脿 riche de cet univers en constante expansion. xvi | Pr茅face 1. L'approche biographique dans mon histoire de vie MATTHIAS FINGER R茅sum茅脌 la fin des ann茅es 1980 et au d茅but des ann茅es 1990, Matthias Finger 茅tait l'un des protagonistes de l'approche biographique dans la recherche sociale et l'茅ducation des adultes. 脌 cette 茅poque, sa principale contribution a 茅t茅 de jeter les bases 茅pist茅mologiques et th茅oriques de l'approche biographique. Dans cette contribution, l'auteur r茅sume l'茅pist茅mologie de l'approche biographique telle qu'il la comprend et la situe dans sa propre histoire de vie. Ce faisant, il distingue trois 茅tapes dans sa propre histoire de vie, au cours desquelles son usage de l'approche biographique a 茅volu茅 vers une d茅finition toujours plus collective et toujours plus institutionnelle.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2547c2f47262f64e61e1c138d90bc88c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117312200,"asset_id":122699113,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117312200/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122699113"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122699113"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122699113; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122699113]").text(description); $(".js-view-count[data-work-id=122699113]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122699113; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122699113']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122699113, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2547c2f47262f64e61e1c138d90bc88c" } } $('.js-work-strip[data-work-id=122699113]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122699113,"title":"Tournant narratif en sciences de l鈥櫭ヾucation. 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Proposition d鈥檜ne m茅thode" class="work-thumbnail" src="https://attachments.academia-assets.com/96431023/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/93790557/Accompagner_l_initiative_entrepreneuriale_par_le_r%C3%A9cit_biographique_Proposition_d_une_m%C3%A9thode">Accompagner l鈥檌nitiative entrepreneuriale par le r茅cit biographique. Proposition d鈥檜ne m茅thode</a></div><div class="wp-workCard_item"><span>Projectics / Proy茅ctica / Projectique</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Distribution 茅lectronique Cairn.info pour De Boeck Sup茅rieur. 漏 De Boeck Sup茅rieur. Tous droits r...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Distribution 茅lectronique Cairn.info pour De Boeck Sup茅rieur. 漏 De Boeck Sup茅rieur. Tous droits r茅serv茅s pour tous pays. La reproduction ou repr茅sentation de cet article, notamment par photocopie, n'est autoris茅e que dans les limites des conditions g茅n茅rales d'utilisation du site ou, le cas 茅ch茅ant, des conditions g茅n茅rales de la licence souscrite par votre 茅tablissement. Toute autre reproduction ou repr茅sentation, en tout ou partie, sous quelque forme et de quelque mani猫re que ce soit, est interdite sauf accord pr茅alable et 茅crit de l'茅diteur, en dehors des cas pr茅vus par la l茅gislation en vigueur en France. Il est pr茅cis茅 que son stockage dans une base de donn茅es est 茅galement interdit.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6713739b32c2139915f9fd38db053604" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96431023,"asset_id":93790557,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96431023/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93790557"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93790557"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93790557; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93790557]").text(description); $(".js-view-count[data-work-id=93790557]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93790557; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93790557']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93790557, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6713739b32c2139915f9fd38db053604" } } $('.js-work-strip[data-work-id=93790557]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93790557,"title":"Accompagner l鈥檌nitiative entrepreneuriale par le r茅cit biographique. 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Cette 茅tude repose sur l'histoire de vie d'un jeune dipl么m茅 d'un Master en droit international, reconverti en entrepreneur artisan plombier, suite 脿 la r茅alisation des travaux de r茅fection et d'am茅nagement d'une 芦 cave 脿 musique 禄. La d茅couverte du plaisir des travaux manuels et la transformation visible de sa cave par ces travaux, sont 脿 l'origine d'un changement du rapport au travail avec un impact sur le 芦 projet de Soi 禄. Les transformations du sujet en rapport avec son activit茅 sont analys茅es ici par le prisme des dynamiques identitaires. Notre travail est fond茅 sur le pr茅suppos茅 que l'activit茅 humaine 芦 est une exp茅rience 禄 ou qu'elle est 芦 accompagn茅e d'une exp茅rience 禄, c'est-脿-dire, d'un v茅cu subjectif (Barbier et Durand, 2017, p.16). L'activit茅 comme v茅cu singulier du sujet, est analys茅e ici dans un contexte plus large, comme partie int茅grante de l'histoire de vie du sujet, histoire caract茅ris茅e par des ruptures et des continuit茅s accumul茅es dans son parcours. Selon Pineau (1991), les exp茅riences productrices de savoirs sont celles qui provoquent une rupture dans les rapports habituels que l'individu entretient avec ce qui l'entoure. En essayant de 芦 r茅parer 禄 cette rupture, le sujet change sa relation avec l'environnement (humain ou mat茅riel), changement qui provoque une r茅organisation de sa 芦 r茅serve de connaissances disponibles 禄-outil d'interpr茅tation de Soi et du monde (Delory-Momberger, 2005). Cette 茅tude de cas met en avant l'int茅r锚t d'approcher l'activit茅 par la m茅thode biographique. La sp茅cificit茅 du r茅cit de vie, outil de recueil de donn茅es privil茅gi茅 dans cette approche, consiste dans cette double possibilit茅 d'analyser l'exp茅rience 脿 la fois dans sa dimension situ茅e par une analyse micro-ph茅nom茅nologique, et dans sa dimension biographique, par l'ancrage de l'exp茅rience dans le parcours du sujet (Breton, 2020).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82d854a9f0f5e68100772e65e3c41732" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96430968,"asset_id":93790556,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96430968/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93790556"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93790556"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93790556; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93790556]").text(description); $(".js-view-count[data-work-id=93790556]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93790556; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93790556']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93790556, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82d854a9f0f5e68100772e65e3c41732" } } $('.js-work-strip[data-work-id=93790556]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93790556,"title":"An unexpected professional retraining: from international law to plumbing","translated_title":"","metadata":{"grobid_abstract":"Nous pr茅sentons dans cette communication une situation r茅v茅latrice des transformations du sujet en rapport avec son activit茅, 脿 partir d'une 茅tude de cas men茅e dans une approche biographique et compr茅hensive. 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The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L&#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l&#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l&#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l&#39;acte entrepreneurial n&#39;est pas uniquement le profit, elle peut varier entre la recherche d&#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d&#39;accompagnement 脿 la cr茅ation d&#39;entreprise se sont multipli茅s et l&#39;enseignement de l&#39;entrepreneuriat est devenu une priorit茅. L&#39;objectif de cette recherche est l&#39;茅tude du processus d&#39;apprentissage de l&#39;entrepreneuriat dans une approche biographique, mettant l&#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n&#39;茅tant pas une cat茅gorie sociale homog猫ne, l&#39;茅chantillon a 茅t茅 construit 脿 partir d&#39;un seul domaine d&#39;activit茅, la cosm茅tique biologique. La recherche repose sur l&#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d&#39;apprentissage de l&#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l&#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l&#39;influence biographique sur la mani猫re d&#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l&#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d&#39;entreprise</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93790526"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93790526"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93790526; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93790526]").text(description); $(".js-view-count[data-work-id=93790526]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93790526; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93790526']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93790526, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=93790526]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93790526,"title":"Devenir entrepreneur : la place de l'histoire personnelle dans le processus d'apprentissage de l'entrepreneuriat","translated_title":"","metadata":{"abstract":"The entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. 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Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l\u0026#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l\u0026#39;influence biographique sur la mani猫re d\u0026#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l\u0026#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d\u0026#39;entreprise","publisher":"Toulouse 2","publication_date":{"day":22,"month":10,"year":2018,"errors":{}},"publication_name":"Toulouse 2"},"translated_abstract":"The entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. L\u0026#39;objectif de cette recherche est l\u0026#39;茅tude du processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat dans une approche biographique, mettant l\u0026#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;un seul domaine d\u0026#39;activit茅, la cosm茅tique biologique. La recherche repose sur l\u0026#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l\u0026#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l\u0026#39;influence biographique sur la mani猫re d\u0026#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l\u0026#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d\u0026#39;entreprise","internal_url":"https://www.academia.edu/93790526/Devenir_entrepreneur_la_place_de_lhistoire_personnelle_dans_le_processus_dapprentissage_de_lentrepreneuriat","translated_internal_url":"","created_at":"2022-12-27T06:53:14.042-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":208476965,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Devenir_entrepreneur_la_place_de_lhistoire_personnelle_dans_le_processus_dapprentissage_de_lentrepreneuriat","translated_slug":"","page_count":null,"language":"fr","content_type":"Work","summary":"The entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. L\u0026#39;objectif de cette recherche est l\u0026#39;茅tude du processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat dans une approche biographique, mettant l\u0026#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;un seul domaine d\u0026#39;activit茅, la cosm茅tique biologique. La recherche repose sur l\u0026#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l\u0026#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l\u0026#39;influence biographique sur la mani猫re d\u0026#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l\u0026#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d\u0026#39;entreprise","owner":{"id":208476965,"first_name":"Varvara","middle_initials":null,"last_name":"Gout","page_name":"VarvaraGout","domain_name":"independent","created_at":"2021-11-16T01:58:33.154-08:00","display_name":"Varvara Gout","url":"https://independent.academia.edu/VarvaraGout"},"attachments":[],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":87815,"name":"Toulouse","url":"https://www.academia.edu/Documents/in/Toulouse"},{"id":144017,"name":"Autoformation","url":"https://www.academia.edu/Documents/in/Autoformation"},{"id":169908,"name":"Entrepreneur","url":"https://www.academia.edu/Documents/in/Entrepreneur"},{"id":456081,"name":"SELF DIRECTED LEARNING","url":"https://www.academia.edu/Documents/in/SELF_DIRECTED_LEARNING"},{"id":502611,"name":"Life Story","url":"https://www.academia.edu/Documents/in/Life_Story"},{"id":1357399,"name":"Apprentissage Informel","url":"https://www.academia.edu/Documents/in/Apprentissage_Informel"},{"id":4045766,"name":"Histoires de vie","url":"https://www.academia.edu/Documents/in/Histoires_de_vie"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87560648"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87560648/Crise_sanitaire_la_m%C3%A9tamorphose_du_sujet_pendant_le_confinement"><img alt="Research paper thumbnail of Crise sanitaire : la m茅tamorphose du sujet pendant le confinement" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87560648/Crise_sanitaire_la_m%C3%A9tamorphose_du_sujet_pendant_le_confinement">Crise sanitaire : la m茅tamorphose du sujet pendant le confinement</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. Selon Delory-Momberger (2004) le v茅cu singulier est toujours r茅v茅lateur de certaines caract茅ristiques du social. Qu鈥檈n est-il de notre soci茅t茅, au regard de cette radiographie</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87560648"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87560648"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87560648; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87560648]").text(description); $(".js-view-count[data-work-id=87560648]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87560648; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87560648']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 87560648, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=87560648]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87560648,"title":"Crise sanitaire : la m茅tamorphose du sujet pendant le confinement","translated_title":"","metadata":{"abstract":"International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. Selon Delory-Momberger (2004) le v茅cu singulier est toujours r茅v茅lateur de certaines caract茅ristiques du social. Qu鈥檈n est-il de notre soci茅t茅, au regard de cette radiographie","publication_date":{"day":26,"month":3,"year":2021,"errors":{}}},"translated_abstract":"International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. Selon Delory-Momberger (2004) le v茅cu singulier est toujours r茅v茅lateur de certaines caract茅ristiques du social. Qu鈥檈n est-il de notre soci茅t茅, au regard de cette radiographie","internal_url":"https://www.academia.edu/87560648/Crise_sanitaire_la_m%C3%A9tamorphose_du_sujet_pendant_le_confinement","translated_internal_url":"","created_at":"2022-09-29T07:24:39.978-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":208476965,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Crise_sanitaire_la_m茅tamorphose_du_sujet_pendant_le_confinement","translated_slug":"","page_count":null,"language":"fr","content_type":"Work","summary":"International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. Selon Delory-Momberger (2004) le v茅cu singulier est toujours r茅v茅lateur de certaines caract茅ristiques du social. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87560641"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87560641/Becoming_an_entrepreneur_the_role_of_personal_story_in_the_entrepreneurial_learning_process"><img alt="Research paper thumbnail of Becoming an entrepreneur : the role of personal story in the entrepreneurial learning process" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87560641/Becoming_an_entrepreneur_the_role_of_personal_story_in_the_entrepreneurial_learning_process">Becoming an entrepreneur : the role of personal story in the entrepreneurial learning process</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L&#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L&#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l&#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l&#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l&#39;acte entrepreneurial n&#39;est pas uniquement le profit, elle peut varier entre la recherche d&#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d&#39;accompagnement 脿 la cr茅ation d&#39;entreprise se sont multipli茅s et l&#39;enseignement de l&#39;entrepreneuriat est devenu une priorit茅. L&#39;objectif de cette recherche est l&#39;茅tude du processus d&#39;apprentissage de l&#39;entrepreneuriat dans une approche biographique, mettant l&#39;accent sur les apprentissages informels. 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Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;...","publication_date":{"day":22,"month":10,"year":2018,"errors":{}}},"translated_abstract":"L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. 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Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;...","owner":{"id":208476965,"first_name":"Varvara","middle_initials":null,"last_name":"Gout","page_name":"VarvaraGout","domain_name":"independent","created_at":"2021-11-16T01:58:33.154-08:00","display_name":"Varvara Gout","url":"https://independent.academia.edu/VarvaraGout"},"attachments":[],"research_interests":[{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning"},{"id":144017,"name":"Autoformation","url":"https://www.academia.edu/Documents/in/Autoformation"},{"id":169908,"name":"Entrepreneur","url":"https://www.academia.edu/Documents/in/Entrepreneur"},{"id":456081,"name":"SELF DIRECTED LEARNING","url":"https://www.academia.edu/Documents/in/SELF_DIRECTED_LEARNING"},{"id":502611,"name":"Life Story","url":"https://www.academia.edu/Documents/in/Life_Story"},{"id":1357399,"name":"Apprentissage Informel","url":"https://www.academia.edu/Documents/in/Apprentissage_Informel"},{"id":4045766,"name":"Histoires de vie","url":"https://www.academia.edu/Documents/in/Histoires_de_vie"}],"urls":[{"id":24303480,"url":"http://www.theses.fr/2018TOU20074"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87560638"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87560638/The_professionalisation_of_company_leaders_between_discovering_the_world_of_business_and_self_discovery_La_professionnalisation_du_cr%C3%A9ateur_d_entreprise_entre_la_d%C3%A9couverte_du_monde_de_l_entreprise_et_la_d%C3%A9couverte_de_soi_"><img alt="Research paper thumbnail of The professionalisation of company leaders: between discovering the world of business and self-discovery [La professionnalisation du cr茅ateur d鈥檈ntreprise : entre la d茅couverte du monde de l鈥檈ntreprise et la d茅couverte de soi]" class="work-thumbnail" src="https://attachments.academia-assets.com/91735447/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87560638/The_professionalisation_of_company_leaders_between_discovering_the_world_of_business_and_self_discovery_La_professionnalisation_du_cr%C3%A9ateur_d_entreprise_entre_la_d%C3%A9couverte_du_monde_de_l_entreprise_et_la_d%C3%A9couverte_de_soi_">The professionalisation of company leaders: between discovering the world of business and self-discovery [La professionnalisation du cr茅ateur d鈥檈ntreprise : entre la d茅couverte du monde de l鈥檈ntreprise et la d茅couverte de soi]</a></div><div class="wp-workCard_item"><span>Research Papers in Economics</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cette 茅tude approche la professionnalisation des dirigeants d'entreprise sous un angle in茅dit, ce...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cette 茅tude approche la professionnalisation des dirigeants d'entreprise sous un angle in茅dit, celui des apprentissages exp茅rientiels et existentiels que l'entrepreneur acquiert pendant les premi猫res ann茅es d'exp茅rience dans cette profession. Elle est fond茅e sur une enqu锚te narrative men茅e aupr猫s de dirigeants sp茅cialis茅s dans la cosm茅tique biologique. Le cadre th茅orique de l'analyse des donn茅es r茅colt茅es est celui de la construction biographique des apprentissages. Les r茅sultats de cette enqu锚te montrent que la professionnalisation du dirigeant d'entreprise se d茅roule diff茅remment selon son histoire personnelle. La professionnalisation a une dimension existentielle car elle requiert une d茅couverte de soi-m锚me et du rapport que l'entrepreneur entretient avec le monde.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c90dba46c941c49fa130ceecba4335b4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91735447,"asset_id":87560638,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91735447/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87560638"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87560638"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87560638; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87560638]").text(description); $(".js-view-count[data-work-id=87560638]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87560638; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87560638']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 87560638, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c90dba46c941c49fa130ceecba4335b4" } } $('.js-work-strip[data-work-id=87560638]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87560638,"title":"The professionalisation of company leaders: between discovering the world of business and self-discovery [La professionnalisation du cr茅ateur d鈥檈ntreprise : entre la d茅couverte du monde de l鈥檈ntreprise et la d茅couverte de soi]","translated_title":"","metadata":{"publisher":"HAL","grobid_abstract":"Cette 茅tude approche la professionnalisation des dirigeants d'entreprise sous un angle in茅dit, celui des apprentissages exp茅rientiels et existentiels que l'entrepreneur acquiert pendant les premi猫res ann茅es d'exp茅rience dans cette profession. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="79444607"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/79444607/Investir_de_nouveaux_terrains_enjeux_et_conditions_pour_un_regard_pluriel_sur_des_objets_complexes"><img alt="Research paper thumbnail of Investir de nouveaux terrains聽: enjeux et conditions pour un regard pluriel sur des objets complexes" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/79444607/Investir_de_nouveaux_terrains_enjeux_et_conditions_pour_un_regard_pluriel_sur_des_objets_complexes">Investir de nouveaux terrains聽: enjeux et conditions pour un regard pluriel sur des objets complexes</a></div><div class="wp-workCard_item"><span>脡ducation et socialisation</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La contribution porte sur la professionnalisation des artistes equestres (AE) en France. Nombreux...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La contribution porte sur la professionnalisation des artistes equestres (AE) en France. Nombreux sur le territoire du sud de la France, les AE semblent investir avec passion une activite multiforme, mal reconnue et aux contours flous. Dans le cadre d鈥檜n projet de recherche avec l鈥橧nstitut Francais du Cheval et de l鈥橢quitation (IFCE) visant a mettre en place une formation professionnalisante adaptee a ce public, nous avons fait en sorte de mieux comprendre ce groupe professionnel : parcours pour devenir AE et modes d鈥檃pprentissages, rapport a l鈥檃ctivite (Charlot, 1997 ; Tardif et Lessard, 1999), formes de structuration du secteur et auto-definition des AE dans un univers decrit comme en tension. En effet, l鈥檃ttente des organisateurs de spectacles, l鈥檈xigence croissante du public, la concurrence exponentielle conduit les AE a faire preuve de creativite, a repousser toujours plus loin leurs propres limites, mais egalement leur collaboration avec les chevaux. Ce constat interroge leur processus de professionnalisation (Bourdoncle, 1991), entendu selon Wittorski (2007) a la fois : a) comme une intention de professionnalisation du secteur visant a specifier/developper les competences attendues ; b) comme un processus d鈥檃ppropriation des dispositifs proposes et du sens donne par les acteurs eux-memes a un tel projet, ouvrant sur des enjeux de developpement professionnel. Ainsi, partant du principe qu鈥檜ne formation doit a la fois repondre a des exigences institutionnelles, professionnelles, economiques, etc. mais avant tout aux attentes et besoins des acteurs auxquels elle est destinee (qui connaissent particulierement bien les realites de l鈥檈xercice de leur metier), la contribution s鈥檌nteresse a la comprehension des mondes, des trajectoires identitaires (Dubar, 1998) et de l鈥檃ctivite des artistes equestres. Au plan methodologique, l鈥檃pproche choisie est plurielle et s鈥檃ppuie sur un collectif de chercheur.e.s. Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. Les resultats rendent compte de la diversite des parcours conduisant au metier d鈥橝E (type de scolarite, apprentissages (in)formels, filiations, opportunites et moments cles, formes de reconnaissance, etc.). Par ailleurs, ils mettent au jour des definitions de soi en tant qu鈥橝E (qualites revendiquees, adhesion a des valeurs partagees, specificites artistiques, etc.) et plus largement une definition endogene du metier. Enfin, les resultats eclairent le rapport a l鈥檃ctivite (registres specifiques a investir, ressources mobilisees, systemes de contraintes a gerer, etc.). Cet ensemble d鈥檈lements met en relief des tensions, notamment entre amateur et professionnel, entre technique et artistique, entre specificite du rapport au cheval et ouverture sur d鈥檃utres arts, qui traversent ce monde composite des AE et amenent a rester vigilant sur les formations a venir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="79444607"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="79444607"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79444607; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79444607]").text(description); $(".js-view-count[data-work-id=79444607]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79444607; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='79444607']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 79444607, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=79444607]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":79444607,"title":"Investir de nouveaux terrains聽: enjeux et conditions pour un regard pluriel sur des objets complexes","translated_title":"","metadata":{"abstract":"La contribution porte sur la professionnalisation des artistes equestres (AE) en France. 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Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. 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Cet ensemble d鈥檈lements met en relief des tensions, notamment entre amateur et professionnel, entre technique et artistique, entre specificite du rapport au cheval et ouverture sur d鈥檃utres arts, qui traversent ce monde composite des AE et amenent a rester vigilant sur les formations a venir.","publisher":"OpenEdition","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"脡ducation et socialisation"},"translated_abstract":"La contribution porte sur la professionnalisation des artistes equestres (AE) en France. Nombreux sur le territoire du sud de la France, les AE semblent investir avec passion une activite multiforme, mal reconnue et aux contours flous. Dans le cadre d鈥檜n projet de recherche avec l鈥橧nstitut Francais du Cheval et de l鈥橢quitation (IFCE) visant a mettre en place une formation professionnalisante adaptee a ce public, nous avons fait en sorte de mieux comprendre ce groupe professionnel : parcours pour devenir AE et modes d鈥檃pprentissages, rapport a l鈥檃ctivite (Charlot, 1997 ; Tardif et Lessard, 1999), formes de structuration du secteur et auto-definition des AE dans un univers decrit comme en tension. En effet, l鈥檃ttente des organisateurs de spectacles, l鈥檈xigence croissante du public, la concurrence exponentielle conduit les AE a faire preuve de creativite, a repousser toujours plus loin leurs propres limites, mais egalement leur collaboration avec les chevaux. Ce constat interroge leur processus de professionnalisation (Bourdoncle, 1991), entendu selon Wittorski (2007) a la fois : a) comme une intention de professionnalisation du secteur visant a specifier/developper les competences attendues ; b) comme un processus d鈥檃ppropriation des dispositifs proposes et du sens donne par les acteurs eux-memes a un tel projet, ouvrant sur des enjeux de developpement professionnel. Ainsi, partant du principe qu鈥檜ne formation doit a la fois repondre a des exigences institutionnelles, professionnelles, economiques, etc. mais avant tout aux attentes et besoins des acteurs auxquels elle est destinee (qui connaissent particulierement bien les realites de l鈥檈xercice de leur metier), la contribution s鈥檌nteresse a la comprehension des mondes, des trajectoires identitaires (Dubar, 1998) et de l鈥檃ctivite des artistes equestres. Au plan methodologique, l鈥檃pproche choisie est plurielle et s鈥檃ppuie sur un collectif de chercheur.e.s. Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. 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Nombreux sur le territoire du sud de la France, les AE semblent investir avec passion une activite multiforme, mal reconnue et aux contours flous. Dans le cadre d鈥檜n projet de recherche avec l鈥橧nstitut Francais du Cheval et de l鈥橢quitation (IFCE) visant a mettre en place une formation professionnalisante adaptee a ce public, nous avons fait en sorte de mieux comprendre ce groupe professionnel : parcours pour devenir AE et modes d鈥檃pprentissages, rapport a l鈥檃ctivite (Charlot, 1997 ; Tardif et Lessard, 1999), formes de structuration du secteur et auto-definition des AE dans un univers decrit comme en tension. En effet, l鈥檃ttente des organisateurs de spectacles, l鈥檈xigence croissante du public, la concurrence exponentielle conduit les AE a faire preuve de creativite, a repousser toujours plus loin leurs propres limites, mais egalement leur collaboration avec les chevaux. Ce constat interroge leur processus de professionnalisation (Bourdoncle, 1991), entendu selon Wittorski (2007) a la fois : a) comme une intention de professionnalisation du secteur visant a specifier/developper les competences attendues ; b) comme un processus d鈥檃ppropriation des dispositifs proposes et du sens donne par les acteurs eux-memes a un tel projet, ouvrant sur des enjeux de developpement professionnel. Ainsi, partant du principe qu鈥檜ne formation doit a la fois repondre a des exigences institutionnelles, professionnelles, economiques, etc. mais avant tout aux attentes et besoins des acteurs auxquels elle est destinee (qui connaissent particulierement bien les realites de l鈥檈xercice de leur metier), la contribution s鈥檌nteresse a la comprehension des mondes, des trajectoires identitaires (Dubar, 1998) et de l鈥檃ctivite des artistes equestres. Au plan methodologique, l鈥檃pproche choisie est plurielle et s鈥檃ppuie sur un collectif de chercheur.e.s. Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. Les resultats rendent compte de la diversite des parcours conduisant au metier d鈥橝E (type de scolarite, apprentissages (in)formels, filiations, opportunites et moments cles, formes de reconnaissance, etc.). Par ailleurs, ils mettent au jour des definitions de soi en tant qu鈥橝E (qualites revendiquees, adhesion a des valeurs partagees, specificites artistiques, etc.) et plus largement une definition endogene du metier. Enfin, les resultats eclairent le rapport a l鈥檃ctivite (registres specifiques a investir, ressources mobilisees, systemes de contraintes a gerer, etc.). Cet ensemble d鈥檈lements met en relief des tensions, notamment entre amateur et professionnel, entre technique et artistique, entre specificite du rapport au cheval et ouverture sur d鈥檃utres arts, qui traversent ce monde composite des AE et amenent a rester vigilant sur les formations a venir.","owner":{"id":208476965,"first_name":"Varvara","middle_initials":null,"last_name":"Gout","page_name":"VarvaraGout","domain_name":"independent","created_at":"2021-11-16T01:58:33.154-08:00","display_name":"Varvara Gout","url":"https://independent.academia.edu/VarvaraGout"},"attachments":[],"research_interests":[{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="68652076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/68652076/The_professionalisation_of_company_leaders_between_discovering_the_business_world_and_self_discovery"><img alt="Research paper thumbnail of The professionalisation of company leaders: between discovering the business world and self-discovery" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/68652076/The_professionalisation_of_company_leaders_between_discovering_the_business_world_and_self_discovery">The professionalisation of company leaders: between discovering the business world and self-discovery</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study deals with the professionalisation of company leaders from an innovative point of view...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study deals with the professionalisation of company leaders from an innovative point of view, namely the entrepreneur鈥檚 experiential and existential learning during his/her first years in this capacity. It is based on a narrative investigation carried out with chief executive officers of organic cosmetics companies. The data are analyzed within the theoretical framework of learning biography. The results show that the professionalisation of company leaders varies according to their personal stories. The professionalisation process has an existential dimension as it implies a double discovery of the entrepreneur鈥檚 self and his/her relationship with the world.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="68652076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="68652076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68652076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68652076]").text(description); $(".js-view-count[data-work-id=68652076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68652076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='68652076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 68652076, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=68652076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":68652076,"title":"The professionalisation of company leaders: between discovering the business world and self-discovery","translated_title":"","metadata":{"abstract":"This study deals with the professionalisation of company leaders from an innovative point of view, namely the entrepreneur鈥檚 experiential and existential learning during his/her first years in this capacity. 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Perspectives interdisciplinaires et internationales" class="work-thumbnail" src="https://attachments.academia-assets.com/117312200/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122699113/Tournant_narratif_en_sciences_de_l_%C3%A9ducation_Perspectives_interdisciplinaires_et_internationales">Tournant narratif en sciences de l鈥櫭ヾucation. Perspectives interdisciplinaires et internationales</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Je souhaite donc une tr猫s bonne lecture 脿 celles et ceux qui aborderont ces pages, afin que chacu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Je souhaite donc une tr猫s bonne lecture 脿 celles et ceux qui aborderont ces pages, afin que chacun et chacune puisse continuer 脿 construire et 脿 approfondir de nouvelles propositions de formation, de recherche et d'intervention, en prenant l'univers biographique et narratif comme perspective de travail. Cet ouvrage nous montre des sentiers ouverts et constitue une opportunit茅 de continuer 脿 renouveler l'h茅ritage d茅j脿 riche de cet univers en constante expansion. xvi | Pr茅face 1. L'approche biographique dans mon histoire de vie MATTHIAS FINGER R茅sum茅脌 la fin des ann茅es 1980 et au d茅but des ann茅es 1990, Matthias Finger 茅tait l'un des protagonistes de l'approche biographique dans la recherche sociale et l'茅ducation des adultes. 脌 cette 茅poque, sa principale contribution a 茅t茅 de jeter les bases 茅pist茅mologiques et th茅oriques de l'approche biographique. Dans cette contribution, l'auteur r茅sume l'茅pist茅mologie de l'approche biographique telle qu'il la comprend et la situe dans sa propre histoire de vie. Ce faisant, il distingue trois 茅tapes dans sa propre histoire de vie, au cours desquelles son usage de l'approche biographique a 茅volu茅 vers une d茅finition toujours plus collective et toujours plus institutionnelle.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2547c2f47262f64e61e1c138d90bc88c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117312200,"asset_id":122699113,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117312200/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122699113"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122699113"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122699113; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122699113]").text(description); $(".js-view-count[data-work-id=122699113]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122699113; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122699113']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122699113, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2547c2f47262f64e61e1c138d90bc88c" } } $('.js-work-strip[data-work-id=122699113]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122699113,"title":"Tournant narratif en sciences de l鈥櫭ヾucation. 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Proposition d鈥檜ne m茅thode" class="work-thumbnail" src="https://attachments.academia-assets.com/96431023/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/93790557/Accompagner_l_initiative_entrepreneuriale_par_le_r%C3%A9cit_biographique_Proposition_d_une_m%C3%A9thode">Accompagner l鈥檌nitiative entrepreneuriale par le r茅cit biographique. Proposition d鈥檜ne m茅thode</a></div><div class="wp-workCard_item"><span>Projectics / Proy茅ctica / Projectique</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Distribution 茅lectronique Cairn.info pour De Boeck Sup茅rieur. 漏 De Boeck Sup茅rieur. Tous droits r...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Distribution 茅lectronique Cairn.info pour De Boeck Sup茅rieur. 漏 De Boeck Sup茅rieur. Tous droits r茅serv茅s pour tous pays. La reproduction ou repr茅sentation de cet article, notamment par photocopie, n'est autoris茅e que dans les limites des conditions g茅n茅rales d'utilisation du site ou, le cas 茅ch茅ant, des conditions g茅n茅rales de la licence souscrite par votre 茅tablissement. Toute autre reproduction ou repr茅sentation, en tout ou partie, sous quelque forme et de quelque mani猫re que ce soit, est interdite sauf accord pr茅alable et 茅crit de l'茅diteur, en dehors des cas pr茅vus par la l茅gislation en vigueur en France. 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Cette 茅tude repose sur l'histoire de vie d'un jeune dipl么m茅 d'un Master en droit international, reconverti en entrepreneur artisan plombier, suite 脿 la r茅alisation des travaux de r茅fection et d'am茅nagement d'une 芦 cave 脿 musique 禄. La d茅couverte du plaisir des travaux manuels et la transformation visible de sa cave par ces travaux, sont 脿 l'origine d'un changement du rapport au travail avec un impact sur le 芦 projet de Soi 禄. Les transformations du sujet en rapport avec son activit茅 sont analys茅es ici par le prisme des dynamiques identitaires. Notre travail est fond茅 sur le pr茅suppos茅 que l'activit茅 humaine 芦 est une exp茅rience 禄 ou qu'elle est 芦 accompagn茅e d'une exp茅rience 禄, c'est-脿-dire, d'un v茅cu subjectif (Barbier et Durand, 2017, p.16). L'activit茅 comme v茅cu singulier du sujet, est analys茅e ici dans un contexte plus large, comme partie int茅grante de l'histoire de vie du sujet, histoire caract茅ris茅e par des ruptures et des continuit茅s accumul茅es dans son parcours. Selon Pineau (1991), les exp茅riences productrices de savoirs sont celles qui provoquent une rupture dans les rapports habituels que l'individu entretient avec ce qui l'entoure. En essayant de 芦 r茅parer 禄 cette rupture, le sujet change sa relation avec l'environnement (humain ou mat茅riel), changement qui provoque une r茅organisation de sa 芦 r茅serve de connaissances disponibles 禄-outil d'interpr茅tation de Soi et du monde (Delory-Momberger, 2005). Cette 茅tude de cas met en avant l'int茅r锚t d'approcher l'activit茅 par la m茅thode biographique. La sp茅cificit茅 du r茅cit de vie, outil de recueil de donn茅es privil茅gi茅 dans cette approche, consiste dans cette double possibilit茅 d'analyser l'exp茅rience 脿 la fois dans sa dimension situ茅e par une analyse micro-ph茅nom茅nologique, et dans sa dimension biographique, par l'ancrage de l'exp茅rience dans le parcours du sujet (Breton, 2020).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82d854a9f0f5e68100772e65e3c41732" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96430968,"asset_id":93790556,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96430968/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93790556"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93790556"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93790556; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93790556]").text(description); $(".js-view-count[data-work-id=93790556]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93790556; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93790556']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93790556, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82d854a9f0f5e68100772e65e3c41732" } } $('.js-work-strip[data-work-id=93790556]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93790556,"title":"An unexpected professional retraining: from international law to plumbing","translated_title":"","metadata":{"grobid_abstract":"Nous pr茅sentons dans cette communication une situation r茅v茅latrice des transformations du sujet en rapport avec son activit茅, 脿 partir d'une 茅tude de cas men茅e dans une approche biographique et compr茅hensive. 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Cette 茅tude repose sur l'histoire de vie d'un jeune dipl么m茅 d'un Master en droit international, reconverti en entrepreneur artisan plombier, suite 脿 la r茅alisation des travaux de r茅fection et d'am茅nagement d'une 芦 cave 脿 musique 禄. La d茅couverte du plaisir des travaux manuels et la transformation visible de sa cave par ces travaux, sont 脿 l'origine d'un changement du rapport au travail avec un impact sur le 芦 projet de Soi 禄. Les transformations du sujet en rapport avec son activit茅 sont analys茅es ici par le prisme des dynamiques identitaires. Notre travail est fond茅 sur le pr茅suppos茅 que l'activit茅 humaine 芦 est une exp茅rience 禄 ou qu'elle est 芦 accompagn茅e d'une exp茅rience 禄, c'est-脿-dire, d'un v茅cu subjectif (Barbier et Durand, 2017, p.16). L'activit茅 comme v茅cu singulier du sujet, est analys茅e ici dans un contexte plus large, comme partie int茅grante de l'histoire de vie du sujet, histoire caract茅ris茅e par des ruptures et des continuit茅s accumul茅es dans son parcours. Selon Pineau (1991), les exp茅riences productrices de savoirs sont celles qui provoquent une rupture dans les rapports habituels que l'individu entretient avec ce qui l'entoure. En essayant de 芦 r茅parer 禄 cette rupture, le sujet change sa relation avec l'environnement (humain ou mat茅riel), changement qui provoque une r茅organisation de sa 芦 r茅serve de connaissances disponibles 禄-outil d'interpr茅tation de Soi et du monde (Delory-Momberger, 2005). Cette 茅tude de cas met en avant l'int茅r锚t d'approcher l'activit茅 par la m茅thode biographique. La sp茅cificit茅 du r茅cit de vie, outil de recueil de donn茅es privil茅gi茅 dans cette approche, consiste dans cette double possibilit茅 d'analyser l'exp茅rience 脿 la fois dans sa dimension situ茅e par une analyse micro-ph茅nom茅nologique, et dans sa dimension biographique, par l'ancrage de l'exp茅rience dans le parcours du sujet (Breton, 2020).","owner":{"id":208476965,"first_name":"Varvara","middle_initials":null,"last_name":"Gout","page_name":"VarvaraGout","domain_name":"independent","created_at":"2021-11-16T01:58:33.154-08:00","display_name":"Varvara Gout","url":"https://independent.academia.edu/VarvaraGout"},"attachments":[{"id":96430968,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/96430968/thumbnails/1.jpg","file_name":"document.pdf","download_url":"https://www.academia.edu/attachments/96430968/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_unexpected_professional_retraining_fr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/96430968/document-libre.pdf?1672153244=\u0026response-content-disposition=attachment%3B+filename%3DAn_unexpected_professional_retraining_fr.pdf\u0026Expires=1734099182\u0026Signature=KR5KYL9hV-W41cj5bY7W3-YZqg~QRT4ZHzuSBh7F0t8pSwmLGIeNHRJiUdYeoNr1KDFqB0yxeeNQA5xOu6E49Dzv3zQ1X0ezFCQEKCtAZhfBWY4OPAG~5J-IL9tCxDb6THZK8e8Ie13YptVvfYMNvwPhrv80n-4FlwAHBm1k12mTJNSwik0sUpBcmie--GLwTy08NScP22SUCf5MnFzxTWBtO12WDIJp45suXp7h50Fqfscnfd5liHzFSk1WlTgCI-kZ70dFJT1L0bQxTbBaKdYyV~fs2JayAzS3phRt8FLEiVtSxSDGNFZ~R0gi49JnHokUhW9y~cgOOeKNoX8XuQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2322193,"name":"Retraining","url":"https://www.academia.edu/Documents/in/Retraining"}],"urls":[{"id":27480745,"url":"https://hal-univ-tlse2.archives-ouvertes.fr/hal-03255161/document"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="93790526"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/93790526/Devenir_entrepreneur_la_place_de_lhistoire_personnelle_dans_le_processus_dapprentissage_de_lentrepreneuriat"><img alt="Research paper thumbnail of Devenir entrepreneur : la place de l'histoire personnelle dans le processus d'apprentissage de l'entrepreneuriat" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/93790526/Devenir_entrepreneur_la_place_de_lhistoire_personnelle_dans_le_processus_dapprentissage_de_lentrepreneuriat">Devenir entrepreneur : la place de l'histoire personnelle dans le processus d'apprentissage de l'entrepreneuriat</a></div><div class="wp-workCard_item"><span>Toulouse 2</span><span>, Oct 22, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The entrepreneur, who has been missing from the economic landscape for the majority of the twenti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L&#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l&#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l&#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l&#39;acte entrepreneurial n&#39;est pas uniquement le profit, elle peut varier entre la recherche d&#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d&#39;accompagnement 脿 la cr茅ation d&#39;entreprise se sont multipli茅s et l&#39;enseignement de l&#39;entrepreneuriat est devenu une priorit茅. L&#39;objectif de cette recherche est l&#39;茅tude du processus d&#39;apprentissage de l&#39;entrepreneuriat dans une approche biographique, mettant l&#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n&#39;茅tant pas une cat茅gorie sociale homog猫ne, l&#39;茅chantillon a 茅t茅 construit 脿 partir d&#39;un seul domaine d&#39;activit茅, la cosm茅tique biologique. La recherche repose sur l&#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d&#39;apprentissage de l&#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l&#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l&#39;influence biographique sur la mani猫re d&#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l&#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d&#39;entreprise</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93790526"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93790526"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93790526; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93790526]").text(description); $(".js-view-count[data-work-id=93790526]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93790526; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93790526']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93790526, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=93790526]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93790526,"title":"Devenir entrepreneur : la place de l'histoire personnelle dans le processus d'apprentissage de l'entrepreneuriat","translated_title":"","metadata":{"abstract":"The entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. L\u0026#39;objectif de cette recherche est l\u0026#39;茅tude du processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat dans une approche biographique, mettant l\u0026#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;un seul domaine d\u0026#39;activit茅, la cosm茅tique biologique. La recherche repose sur l\u0026#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l\u0026#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l\u0026#39;influence biographique sur la mani猫re d\u0026#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l\u0026#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d\u0026#39;entreprise","publisher":"Toulouse 2","publication_date":{"day":22,"month":10,"year":2018,"errors":{}},"publication_name":"Toulouse 2"},"translated_abstract":"The entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. L\u0026#39;objectif de cette recherche est l\u0026#39;茅tude du processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat dans une approche biographique, mettant l\u0026#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;un seul domaine d\u0026#39;activit茅, la cosm茅tique biologique. La recherche repose sur l\u0026#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l\u0026#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l\u0026#39;influence biographique sur la mani猫re d\u0026#39;entreprendre. 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The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one鈥檚 own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses.L\u0026#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. L\u0026#39;objectif de cette recherche est l\u0026#39;茅tude du processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat dans une approche biographique, mettant l\u0026#39;accent sur les apprentissages informels. Le groupe des entrepreneurs n\u0026#39;茅tant pas une cat茅gorie sociale homog猫ne, l\u0026#39;茅chantillon a 茅t茅 construit 脿 partir d\u0026#39;un seul domaine d\u0026#39;activit茅, la cosm茅tique biologique. La recherche repose sur l\u0026#39;茅tude de r茅cits de vie de six entrepreneurs sp茅cialis茅s dans ce secteur. Cette 茅tude met en 茅vidence trois types de ph茅nom猫nes qui apportent un 茅clairage sur le processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat : des ph茅nom猫nes sp茅cifiques au monde de la cosm茅tique biologique, des ph茅nom猫nes communs 脿 tous les entrepreneurs mais qui prennent une forme diff茅rente en fonction de l\u0026#39;histoire personnelle de celui-ci, et des ph茅nom猫nes sp茅cifiques 脿 chaque entrepreneur, qui montrent l\u0026#39;influence biographique sur la mani猫re d\u0026#39;entreprendre. Cette th猫se ouvre, en conclusion, des perspectives sur l\u0026#39;utilisation des histoires de vie comme m茅thode de soutien 脿 la cr茅ation d\u0026#39;entreprise","owner":{"id":208476965,"first_name":"Varvara","middle_initials":null,"last_name":"Gout","page_name":"VarvaraGout","domain_name":"independent","created_at":"2021-11-16T01:58:33.154-08:00","display_name":"Varvara Gout","url":"https://independent.academia.edu/VarvaraGout"},"attachments":[],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":87815,"name":"Toulouse","url":"https://www.academia.edu/Documents/in/Toulouse"},{"id":144017,"name":"Autoformation","url":"https://www.academia.edu/Documents/in/Autoformation"},{"id":169908,"name":"Entrepreneur","url":"https://www.academia.edu/Documents/in/Entrepreneur"},{"id":456081,"name":"SELF DIRECTED LEARNING","url":"https://www.academia.edu/Documents/in/SELF_DIRECTED_LEARNING"},{"id":502611,"name":"Life Story","url":"https://www.academia.edu/Documents/in/Life_Story"},{"id":1357399,"name":"Apprentissage Informel","url":"https://www.academia.edu/Documents/in/Apprentissage_Informel"},{"id":4045766,"name":"Histoires de vie","url":"https://www.academia.edu/Documents/in/Histoires_de_vie"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87560648"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87560648/Crise_sanitaire_la_m%C3%A9tamorphose_du_sujet_pendant_le_confinement"><img alt="Research paper thumbnail of Crise sanitaire : la m茅tamorphose du sujet pendant le confinement" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87560648/Crise_sanitaire_la_m%C3%A9tamorphose_du_sujet_pendant_le_confinement">Crise sanitaire : la m茅tamorphose du sujet pendant le confinement</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. Selon Delory-Momberger (2004) le v茅cu singulier est toujours r茅v茅lateur de certaines caract茅ristiques du social. Qu鈥檈n est-il de notre soci茅t茅, au regard de cette radiographie</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87560648"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87560648"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87560648; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87560648]").text(description); $(".js-view-count[data-work-id=87560648]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87560648; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87560648']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 87560648, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=87560648]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87560648,"title":"Crise sanitaire : la m茅tamorphose du sujet pendant le confinement","translated_title":"","metadata":{"abstract":"International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. Selon Delory-Momberger (2004) le v茅cu singulier est toujours r茅v茅lateur de certaines caract茅ristiques du social. Qu鈥檈n est-il de notre soci茅t茅, au regard de cette radiographie","publication_date":{"day":26,"month":3,"year":2021,"errors":{}}},"translated_abstract":"International audienceCette proposition est fond茅e sur l鈥檃nalyse d鈥檜n journal tenu par l鈥檃uteure pendant le confinement de huit semaines, impos茅 par le gouvernement fran莽ais durant la pand茅mie de Covid-19. Construit en r茅f茅rence 脿 la 芦 th茅orie des moments 禄 (Hess, 2009), ce journal porte un regard sur le monde 脿 travers la crise sanitaire. Tout 芦 journal des moments 禄 est port茅 inconsciemment par une question de recherche qui n鈥檈st pas forc茅ment claire au d茅but du journal mais qui se d茅gage pendant l鈥櫭ヽriture (Hess et al., 2016). La question qui a pris contour pour nous c鈥檈st le v茅cu du sujet pendant le confinement et son adaptation face 脿 cette situation in茅dite. Ce qui a permis le recul de l鈥檃uteure face 脿 son journal consid茅r茅 un 芦 outil de recherche et de formation de soi 禄 (ibidem, p.140) c鈥檈st sa participation 脿 un groupe de r茅flexion sur le confinement, organis茅脿 l鈥檌nitiative de plusieurs associations, dont le R茅seau International de Sociologie Clinique. Ce qu鈥檈lle consid茅rait 锚tre une mani猫re personnelle de vivre le confinement s鈥檈st d茅voil茅 commun 脿 d鈥檃utres membres du groupe : boulimie informationnelle, grand sommeil, sensation d鈥檈xtension du temps, alternance d鈥檃ngoisse et d鈥檌ndiff茅rence, fatigue on-line, cocon et isolement, violence du retour 脿 la vie normale. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87560641"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87560641/Becoming_an_entrepreneur_the_role_of_personal_story_in_the_entrepreneurial_learning_process"><img alt="Research paper thumbnail of Becoming an entrepreneur : the role of personal story in the entrepreneurial learning process" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87560641/Becoming_an_entrepreneur_the_role_of_personal_story_in_the_entrepreneurial_learning_process">Becoming an entrepreneur : the role of personal story in the entrepreneurial learning process</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L&#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L&#39;entrepreneur, grand absent du paysage 茅conomique pendant une grande partie du vingti猫me si猫cle, est de retour. Le profil de l&#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l&#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l&#39;acte entrepreneurial n&#39;est pas uniquement le profit, elle peut varier entre la recherche d&#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d&#39;accompagnement 脿 la cr茅ation d&#39;entreprise se sont multipli茅s et l&#39;enseignement de l&#39;entrepreneuriat est devenu une priorit茅. L&#39;objectif de cette recherche est l&#39;茅tude du processus d&#39;apprentissage de l&#39;entrepreneuriat dans une approche biographique, mettant l&#39;accent sur les apprentissages informels. 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Le profil de l\u0026#39;entrepreneur contemporain est 茅troitement li茅 aux caract茅ristiques de l\u0026#39;individu hypermoderne : un sujet mobile, qui exige sa libert茅, qui construit ses propres r茅seaux, qui a ses propres aspirations. La motivation dans l\u0026#39;acte entrepreneurial n\u0026#39;est pas uniquement le profit, elle peut varier entre la recherche d\u0026#39;茅panouissement, et la cr茅ation de son propre emploi. Les dispositifs d\u0026#39;accompagnement 脿 la cr茅ation d\u0026#39;entreprise se sont multipli茅s et l\u0026#39;enseignement de l\u0026#39;entrepreneuriat est devenu une priorit茅. L\u0026#39;objectif de cette recherche est l\u0026#39;茅tude du processus d\u0026#39;apprentissage de l\u0026#39;entrepreneuriat dans une approche biographique, mettant l\u0026#39;accent sur les apprentissages informels. 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Elle est fond茅e sur une enqu锚te narrative men茅e aupr猫s de dirigeants sp茅cialis茅s dans la cosm茅tique biologique. Le cadre th茅orique de l'analyse des donn茅es r茅colt茅es est celui de la construction biographique des apprentissages. Les r茅sultats de cette enqu锚te montrent que la professionnalisation du dirigeant d'entreprise se d茅roule diff茅remment selon son histoire personnelle. La professionnalisation a une dimension existentielle car elle requiert une d茅couverte de soi-m锚me et du rapport que l'entrepreneur entretient avec le monde.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c90dba46c941c49fa130ceecba4335b4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91735447,"asset_id":87560638,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91735447/download_file?st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&st=MTczNDA5NTU4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87560638"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87560638"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87560638; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87560638]").text(description); $(".js-view-count[data-work-id=87560638]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87560638; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87560638']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 87560638, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c90dba46c941c49fa130ceecba4335b4" } } $('.js-work-strip[data-work-id=87560638]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87560638,"title":"The professionalisation of company leaders: between discovering the world of business and self-discovery [La professionnalisation du cr茅ateur d鈥檈ntreprise : entre la d茅couverte du monde de l鈥檈ntreprise et la d茅couverte de soi]","translated_title":"","metadata":{"publisher":"HAL","grobid_abstract":"Cette 茅tude approche la professionnalisation des dirigeants d'entreprise sous un angle in茅dit, celui des apprentissages exp茅rientiels et existentiels que l'entrepreneur acquiert pendant les premi猫res ann茅es d'exp茅rience dans cette profession. 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Elle est fond茅e sur une enqu锚te narrative men茅e aupr猫s de dirigeants sp茅cialis茅s dans la cosm茅tique biologique. Le cadre th茅orique de l'analyse des donn茅es r茅colt茅es est celui de la construction biographique des apprentissages. Les r茅sultats de cette enqu锚te montrent que la professionnalisation du dirigeant d'entreprise se d茅roule diff茅remment selon son histoire personnelle. 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La construction de la connaissance dans le processus de cr茅ation d'entreprise" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87560610/Biographie_dexp%C3%A9rience_et_apprentissage_de_lentrepreneuriat_La_construction_de_la_connaissance_dans_le_processus_de_cr%C3%A9ation_dentreprise">Biographie d'exp茅rience et apprentissage de l'entrepreneuriat. 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accompagner l鈥檌nitiative entrepreneuriale par les histoires de vie</a></div><div class="wp-workCard_item"><span>Research Papers in Economics</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International audienc</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83616081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83616081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83616081; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="79444607"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/79444607/Investir_de_nouveaux_terrains_enjeux_et_conditions_pour_un_regard_pluriel_sur_des_objets_complexes"><img alt="Research paper thumbnail of Investir de nouveaux terrains聽: enjeux et conditions pour un regard pluriel sur des objets complexes" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/79444607/Investir_de_nouveaux_terrains_enjeux_et_conditions_pour_un_regard_pluriel_sur_des_objets_complexes">Investir de nouveaux terrains聽: enjeux et conditions pour un regard pluriel sur des objets complexes</a></div><div class="wp-workCard_item"><span>脡ducation et socialisation</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La contribution porte sur la professionnalisation des artistes equestres (AE) en France. Nombreux...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La contribution porte sur la professionnalisation des artistes equestres (AE) en France. Nombreux sur le territoire du sud de la France, les AE semblent investir avec passion une activite multiforme, mal reconnue et aux contours flous. Dans le cadre d鈥檜n projet de recherche avec l鈥橧nstitut Francais du Cheval et de l鈥橢quitation (IFCE) visant a mettre en place une formation professionnalisante adaptee a ce public, nous avons fait en sorte de mieux comprendre ce groupe professionnel : parcours pour devenir AE et modes d鈥檃pprentissages, rapport a l鈥檃ctivite (Charlot, 1997 ; Tardif et Lessard, 1999), formes de structuration du secteur et auto-definition des AE dans un univers decrit comme en tension. En effet, l鈥檃ttente des organisateurs de spectacles, l鈥檈xigence croissante du public, la concurrence exponentielle conduit les AE a faire preuve de creativite, a repousser toujours plus loin leurs propres limites, mais egalement leur collaboration avec les chevaux. Ce constat interroge leur processus de professionnalisation (Bourdoncle, 1991), entendu selon Wittorski (2007) a la fois : a) comme une intention de professionnalisation du secteur visant a specifier/developper les competences attendues ; b) comme un processus d鈥檃ppropriation des dispositifs proposes et du sens donne par les acteurs eux-memes a un tel projet, ouvrant sur des enjeux de developpement professionnel. Ainsi, partant du principe qu鈥檜ne formation doit a la fois repondre a des exigences institutionnelles, professionnelles, economiques, etc. mais avant tout aux attentes et besoins des acteurs auxquels elle est destinee (qui connaissent particulierement bien les realites de l鈥檈xercice de leur metier), la contribution s鈥檌nteresse a la comprehension des mondes, des trajectoires identitaires (Dubar, 1998) et de l鈥檃ctivite des artistes equestres. Au plan methodologique, l鈥檃pproche choisie est plurielle et s鈥檃ppuie sur un collectif de chercheur.e.s. Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. Les resultats rendent compte de la diversite des parcours conduisant au metier d鈥橝E (type de scolarite, apprentissages (in)formels, filiations, opportunites et moments cles, formes de reconnaissance, etc.). Par ailleurs, ils mettent au jour des definitions de soi en tant qu鈥橝E (qualites revendiquees, adhesion a des valeurs partagees, specificites artistiques, etc.) et plus largement une definition endogene du metier. Enfin, les resultats eclairent le rapport a l鈥檃ctivite (registres specifiques a investir, ressources mobilisees, systemes de contraintes a gerer, etc.). 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Cet ensemble d鈥檈lements met en relief des tensions, notamment entre amateur et professionnel, entre technique et artistique, entre specificite du rapport au cheval et ouverture sur d鈥檃utres arts, qui traversent ce monde composite des AE et amenent a rester vigilant sur les formations a venir.","publisher":"OpenEdition","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"脡ducation et socialisation"},"translated_abstract":"La contribution porte sur la professionnalisation des artistes equestres (AE) en France. Nombreux sur le territoire du sud de la France, les AE semblent investir avec passion une activite multiforme, mal reconnue et aux contours flous. Dans le cadre d鈥檜n projet de recherche avec l鈥橧nstitut Francais du Cheval et de l鈥橢quitation (IFCE) visant a mettre en place une formation professionnalisante adaptee a ce public, nous avons fait en sorte de mieux comprendre ce groupe professionnel : parcours pour devenir AE et modes d鈥檃pprentissages, rapport a l鈥檃ctivite (Charlot, 1997 ; Tardif et Lessard, 1999), formes de structuration du secteur et auto-definition des AE dans un univers decrit comme en tension. En effet, l鈥檃ttente des organisateurs de spectacles, l鈥檈xigence croissante du public, la concurrence exponentielle conduit les AE a faire preuve de creativite, a repousser toujours plus loin leurs propres limites, mais egalement leur collaboration avec les chevaux. Ce constat interroge leur processus de professionnalisation (Bourdoncle, 1991), entendu selon Wittorski (2007) a la fois : a) comme une intention de professionnalisation du secteur visant a specifier/developper les competences attendues ; b) comme un processus d鈥檃ppropriation des dispositifs proposes et du sens donne par les acteurs eux-memes a un tel projet, ouvrant sur des enjeux de developpement professionnel. Ainsi, partant du principe qu鈥檜ne formation doit a la fois repondre a des exigences institutionnelles, professionnelles, economiques, etc. mais avant tout aux attentes et besoins des acteurs auxquels elle est destinee (qui connaissent particulierement bien les realites de l鈥檈xercice de leur metier), la contribution s鈥檌nteresse a la comprehension des mondes, des trajectoires identitaires (Dubar, 1998) et de l鈥檃ctivite des artistes equestres. Au plan methodologique, l鈥檃pproche choisie est plurielle et s鈥檃ppuie sur un collectif de chercheur.e.s. Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. 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Nombreux sur le territoire du sud de la France, les AE semblent investir avec passion une activite multiforme, mal reconnue et aux contours flous. Dans le cadre d鈥檜n projet de recherche avec l鈥橧nstitut Francais du Cheval et de l鈥橢quitation (IFCE) visant a mettre en place une formation professionnalisante adaptee a ce public, nous avons fait en sorte de mieux comprendre ce groupe professionnel : parcours pour devenir AE et modes d鈥檃pprentissages, rapport a l鈥檃ctivite (Charlot, 1997 ; Tardif et Lessard, 1999), formes de structuration du secteur et auto-definition des AE dans un univers decrit comme en tension. En effet, l鈥檃ttente des organisateurs de spectacles, l鈥檈xigence croissante du public, la concurrence exponentielle conduit les AE a faire preuve de creativite, a repousser toujours plus loin leurs propres limites, mais egalement leur collaboration avec les chevaux. Ce constat interroge leur processus de professionnalisation (Bourdoncle, 1991), entendu selon Wittorski (2007) a la fois : a) comme une intention de professionnalisation du secteur visant a specifier/developper les competences attendues ; b) comme un processus d鈥檃ppropriation des dispositifs proposes et du sens donne par les acteurs eux-memes a un tel projet, ouvrant sur des enjeux de developpement professionnel. Ainsi, partant du principe qu鈥檜ne formation doit a la fois repondre a des exigences institutionnelles, professionnelles, economiques, etc. mais avant tout aux attentes et besoins des acteurs auxquels elle est destinee (qui connaissent particulierement bien les realites de l鈥檈xercice de leur metier), la contribution s鈥檌nteresse a la comprehension des mondes, des trajectoires identitaires (Dubar, 1998) et de l鈥檃ctivite des artistes equestres. Au plan methodologique, l鈥檃pproche choisie est plurielle et s鈥檃ppuie sur un collectif de chercheur.e.s. Apres une recension des textes, des formations, de referentiels metier proches de celui d鈥橝E (pas encore inscrit au Repertoire National des Certifications Professionnelles), deux entrees ont ete privilegiees dans une approche socio-ethnographique. D鈥檜ne part, 29 entretiens semi-directifs ont ete realises (11 en janvier 2017 et 18 en janvier 2018) dans le cadre d鈥檜n evenement majeur 芦 Cheval passion 禄 reunissant de tres nombreux AE et des programmateurs de spectacles. Ils ont ete integralement retranscrits et soumis a une analyse thematique concertee. D鈥檃utre part une observation de l鈥檃ctivite reelle a ete mise en 艙uvre : des rencontres avec cinq AE ont ete effectuees en 2018, sur leur lieu de travail et durant une journee, ce qui a permis d鈥檃pprocher leur activite au quotidien, en contexte, et de reperer la diversite des t芒ches, les choix effectues pour 芦 tenir 禄 dans cette activite, les difficultes rencontrees et les perspectives de developpement. Les resultats rendent compte de la diversite des parcours conduisant au metier d鈥橝E (type de scolarite, apprentissages (in)formels, filiations, opportunites et moments cles, formes de reconnaissance, etc.). Par ailleurs, ils mettent au jour des definitions de soi en tant qu鈥橝E (qualites revendiquees, adhesion a des valeurs partagees, specificites artistiques, etc.) et plus largement une definition endogene du metier. Enfin, les resultats eclairent le rapport a l鈥檃ctivite (registres specifiques a investir, ressources mobilisees, systemes de contraintes a gerer, etc.). Cet ensemble d鈥檈lements met en relief des tensions, notamment entre amateur et professionnel, entre technique et artistique, entre specificite du rapport au cheval et ouverture sur d鈥檃utres arts, qui traversent ce monde composite des AE et amenent a rester vigilant sur les formations a venir.","owner":{"id":208476965,"first_name":"Varvara","middle_initials":null,"last_name":"Gout","page_name":"VarvaraGout","domain_name":"independent","created_at":"2021-11-16T01:58:33.154-08:00","display_name":"Varvara Gout","url":"https://independent.academia.edu/VarvaraGout"},"attachments":[],"research_interests":[{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="68652076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/68652076/The_professionalisation_of_company_leaders_between_discovering_the_business_world_and_self_discovery"><img alt="Research paper thumbnail of The professionalisation of company leaders: between discovering the business world and self-discovery" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/68652076/The_professionalisation_of_company_leaders_between_discovering_the_business_world_and_self_discovery">The professionalisation of company leaders: between discovering the business world and self-discovery</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study deals with the professionalisation of company leaders from an innovative point of view...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study deals with the professionalisation of company leaders from an innovative point of view, namely the entrepreneur鈥檚 experiential and existential learning during his/her first years in this capacity. It is based on a narrative investigation carried out with chief executive officers of organic cosmetics companies. The data are analyzed within the theoretical framework of learning biography. The results show that the professionalisation of company leaders varies according to their personal stories. The professionalisation process has an existential dimension as it implies a double discovery of the entrepreneur鈥檚 self and his/her relationship with the world.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="68652076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="68652076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68652076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68652076]").text(description); $(".js-view-count[data-work-id=68652076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68652076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='68652076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 68652076, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=68652076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":68652076,"title":"The professionalisation of company leaders: between discovering the business world and self-discovery","translated_title":"","metadata":{"abstract":"This study deals with the professionalisation of company leaders from an innovative point of view, namely the entrepreneur鈥檚 experiential and existential learning during his/her first years in this capacity. 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The professionalisation process has an existential dimension as it implies a double discovery of the entrepreneur鈥檚 self and his/her relationship with the world.","internal_url":"https://www.academia.edu/68652076/The_professionalisation_of_company_leaders_between_discovering_the_business_world_and_self_discovery","translated_internal_url":"","created_at":"2022-01-18T22:49:28.828-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":208476965,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_professionalisation_of_company_leaders_between_discovering_the_business_world_and_self_discovery","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This study deals with the professionalisation of company leaders from an innovative point of view, namely the entrepreneur鈥檚 experiential and existential learning during his/her first years in this capacity. 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