« Jouer dans la vie réelle » : Enrôler des professionnels pour mieux engager les étudiants dans l’apprentissage de compétences commerciales (notice n° 2078966)
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| fixed length control field | 03688cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260405004851.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Abramovici, Marianne |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | « Jouer dans la vie réelle » : Enrôler des professionnels pour mieux engager les étudiants dans l’apprentissage de compétences commerciales |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 13 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | How to introduce the most realistic situations possible in the context of university teaching ? How to enroll professionals in the evaluation of students’ development in business skills ? The following article describes an educational innovation based on gamification and regular communication of a study project with professionals. It proposes a theoretical framework to evaluate this approach. The students’ appreciation of their business skills is an important issue in the last year of their bachelor’s degree, as a condition for a successful entry into a master’s degree in apprenticeship. But this self-marketing assumes that they feel legitimate to claim professional skills, especially when they do not have previously related work experience. Being able to associate professionals with a pedagogical project and allow them to be witnesses of the students’ progress is a lever to improve the perceived legitimacy of students to claim their skills and achievements. We show that the theory of engagement is a relevant framework for evaluating the effects of this innovation on students. In doing so, we explore the possibility of evaluating a “ordinaire” innovation (Alter, 2010). JEL Codes : A230 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Comment introduire des mises en situations les plus réalistes possibles dans le cadre d’un enseignement universitaire dans les murs ? Comment enrôler des professionnels dans l’évaluation de la montée en compétences commerciales des étudiants ? L’article qui suit décrit une innovation pédagogique s’appuyant sur une gamification et une communication régulière d’un projet d’études auprès de professionnels. Il propose un cadre théorique pour évaluer ce dispositif. La valorisation par les étudiants des compétences commerciales acquises est un enjeu fort de la dernière année de licence, en amont d’un stage et/ou d’un apprentissage. Mais ce marketing de soi suppose qu’ils se sentent légitimes à revendiquer des compétences professionnelles, surtout quand ils ne disposent pas d’expériences professionnelles antérieures y afférent. L’analyse des effets de l’innovation décrite a souligné que la participation de professionnels à un projet pédagogique leur permettant d’être témoin de la progression des étudiants est un levier pour améliorer leur légitimité perçue. Nous montrons que la théorie de l’engagement est un cadre pertinent pour évaluer les effets de cette innovation sur les étudiants. Ce faisant, nous explorons la possibilité d’évaluer, a posteriori, une innovation ordinaire (Alter, 2010). |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | engagement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gamification |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | innovation ordinaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | marketing de soi professionnalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédagogie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social Selling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | engagement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gamification |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ordinary innovation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | self-marketing professionalization |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Selling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Social |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lande, Catherine |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Marché et organisations | Pub. anticipées | 2025-12-31 | p. I156-XXXVI | 1953-6119 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-marche-et-organisations-2026-0-page-I156?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-marche-et-organisations-2026-0-page-I156?lang=fr&redirect-ssocas=7080</a> |
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