Comment l'enseignement du business model en école de design questionne l'identité professionnelle des designers (notice n° 668910)
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| fixed length control field | 03992cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121195034.0 |
| 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 | Chanal, Valérie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Comment l'enseignement du business model en école de design questionne l'identité professionnelle des designers |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 82 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Les designers sont de plus en plus amenés à intervenir au-delà de la seule interaction utilisateur-produit, en concevant des produits ou des services qui sont aussi économiquement viables et socialement responsables. Ils doivent donc être en mesure d’élargir leur vision de la valeur, d’autant plus qu’ils sont souvent amenés à défendre la valeur de leur projet auprès de décideurs. le business model peut permettre d’outiller en ce sens les étudiants designers dans la mesure où il permet d’explorer la valeur d’une innovation et de décrire la manière dont une entreprise crée et capture cette valeur. Or, une expérience de formation sur cet outil auprès d’étudiants designers de l’ENSCI nous a conduits à observer qu’ils ont des réticences et des difficultés à s’engager totalement dans l’exercice. Selon nous, ces difficultés peuvent être interprétées au prisme de l’identité professionnelle des designers. Nous décrivons d’abord comment la situation pédagogique peut être analysée en termes de conflits d’identité professionnelle et comment le business model peut être envisagé comme un objet-frontière pédagogique permettant de dépasser les frontières traditionnelles des métiers. Notre approche nous conduit ainsi à identifier trois dimensions dans les difficultés de motivation des étudiants designers : le territoire professionnel, les compétences et les valeurs des étudiants. Ceci nous amène à discuter le potentiel du business model en pédagogie pour ces publics et différentes pistes d’évolution. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Design takes a growing part in products and services innovation processes. Designers are now expected not only to focus on the value that emerges from the product-user interaction, but also to design economically sustainable and socially responsible offers. Thus, they need to broaden their vision of value, especially since they often need to argue the value of their projects with decision-makers. The Business model is a tool that can help designers doing so, inasmuch as it allows exploring the value of an innovation and describing the way a company can create and capture such a value. But design students seem to be reluctant to and have some trouble with engaging in a business model course. We argue that these difficulties can be analyzed through the lenses of designers’ professional identity. We first describe how the situation can be analyzed in terms of conflicts of professional identity and how the business model, can be envisioned as a pedagogical boundary object allowing designers to span their traditional professional boundaries. Drawing from a pedagogical experiment with students of a French Design school (ENSCI, Paris), our approach leads us to identify three dimensions in the restraint of the students’ motivations, which are linked to their professional identity: designers’ professional jurisdiction, their skills and the students’ values. This leads us to discuss the potential of the business model in design education and its possible evolutions. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | design |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | identité professionnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Business model |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | innovation |
| 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 | design |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Business model |
| 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 | innovation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional identity |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Le Gall, Apolline |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Humanisme et Entreprise | 316 | 1 | 2014-08-01 | p. 67-90 | 0018-7372 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-humanisme-et-entreprise-2014-1-page-67?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-humanisme-et-entreprise-2014-1-page-67?lang=fr&redirect-ssocas=7080</a> |
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