Pédagogie de l’accompagnement entrepreneurial (2) : vers une performance bienveillante et négociée

In both professional and academic contexts, the entrepreneurial project mobilizes people who accompany and are accompanied in trajectories where knowledge and skills are transmitted and put into practice. That being said, these trajectories are influenced by performance imperatives. This article explores the perceptions of performance among these people within a university incubator where a distinctive pedagogy is implemented. It is both an academic and professional context. The results highlight the sometimes toxic nature of performance and the new meaning it takes on when its evaluation is part of a dialogue taking into account the realities of their stakeholders. A ?good performance? emerges from a negotiated continuum around the meaning and motivations for engagement. A dialectic between meaning and measure unfolds from these processes that place the person at the forefront of the person/project dialogic.