Patricia Champy Remoussenard, Professor of Science Education, University of Lille, CIREL (Interuniversity research center in educational sciences), France. Responsible of the axis “Autonomy, initiative, entrepreneurial spirit: key skills for which transformations of the education system, training and society”. Her researches are about the relation between school and work and about entrepreneurship education.
She is the author of “Learn to undertake” (Champy-Remoussenard, P. et Starck, S. (dir.). (2018). Apprendre à entreprendre : politiques et pratiques éducatives (primaire, secondaire, supérieur) Louvain-la-Neuve : De Boeck Supérieur, 192 p., and many others publications in peer revews, in particular Champy-Remoussenard, P. (2021). Éducation et formation à l’esprit d’entreprendre, pour quelles perspectives ? Savoirs, 57, 19-60. https://doi.org/10.3917/savo.057.0019. She was expert for the Eurydice report “Entrepreneurship education at school in Europe” (2016) and also she was a part of a scientific committee of the international conference “Entrepreneurship education, entrepreneurship training? Issues, questions, transformations” in 2020.
Title: Developing entrepreneurial spirit as a key competence in higher education.
Developing Entrepreneurship with education answers social, ethical, economic, political and educational issues. Currently, the political recommendations, the development of practices, the sociopolitical interest for the role of education and training in developing entrepreneurship brings to question entrepreneurship education. School entrepreneurship? Educational entrepreneurship? Entrepreneurial education? Entrepreneurship education? Entrepreneurship training? Entrepreneurial culture awareness? The miscellaneous denominations reflect a field of various, emerging and professionalizing educational practices that intend to develop entrepreneurship aim at many objectives on, at least, two levels (large objectives promoting the sense of initiative, entrepreneurship, creativity, autonomy, critical thinking, capacities belonging to a same base of knowledge and skills identified as useful for every citizen ; objectives specific to the development of entrepreneurship, to business culture, to the knowledge required to invest entrepreneurship activities, to create and keep a company active.
In a world dominated by permanent and fast change the expectations and social stakes are strong, entrepreneurship enters into social emergencies and regional, national, international and supranational policy agenda and in European Key Competence. The impact of the educational efforts made in that field is closely connected to the innovation and adaptation to societal change, vocational guidance and occupational integration, the evolution of types of employment, the pursuit of competitiveness...Political powers agree at a local, national and international level to say that promoting a culture, which can encourage entrepreneurial initiatives among the population, is mainly the role of educational systems. The mindset and the skills, which may make entrepreneurial initiatives possible, can be entirely or only learnt in the formal system of training. They should be part of a socialization process, of a more complex educational process. Moreover, the means do not always follow the policy incentives and the effects of these educational efforts are not yet necessarily always known.
The conference will insist on the reality of the educational practices intended to develop this key competence, and its challenges for our changing society. The light on ongoing research on micro entrepreneurs will provide a better understanding of what kind of skill and what vision of the society is involved in the entrepreneurial dynamic.