Welche Ausbildung, um die Paradoxien des beidhändig unternehmerischen Handelns zu lehren?[What training to teach the paradoxes of ambidextrous entrepreneurial action?]

Over the past thirty years, research devoted to the study of entrepreneurial skills has grown considerably, particularly in management sciences. Entrepreneurship is often described as one of the most relevant skills for strengthening the human capital and employability of workers, as well as the competitiveness of their companies. Using the example of France, this article aims to better understand how to develop in young people the capacities for creation, change, anticipation and risk culture? To do this, we subscribe to the pedagogical model of entrepreneurial education used by Neck (NECK; GREENE; BRUSH, 2014), as well as to A's process approach. Fayolle and Sénicourt (2005). We mainly focus our analysis on the situation in higher education by examining the posture of the pedagogue who puts his action at the service of the development of the entrepreneurial intention of the students. This aspect is not limited to identifying the pedagogical difficulties encountered by the trainer to foster an entrepreneurial spirit. We also pose here the question of the paradoxes and pitfalls of an entrepreneurial pedagogy when it claims to awaken and develop in others their creativity and their spirit of initiative.