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This research contributes to the field of entrepreneurship support by providing knowledge on pre-incubation. Pre-incubation remains to be defined in particular by considering the lack of empirical work. Our work is based on the pre-incubator of the University of Bordeaux, Ubee Lab, which supports student-entrepreneurs with the twofold objective of helping their projects to gain in maturity and to make them more convincing. The head of Ubee Lab expressed the problem of the lack of a method built around the now widespread concept of Business Model. More precisely, the method, in addition to pursuing the two previous objectives, had to encourage the commitment of the students by sequencing the progress of their projects. The method also had to be formalised in order to be integrated by future new employees of Ubee Lab, this type of structure experiencing a high turnover. In this way, the method professionalizes the employees of the pre-incubator and contributes to their recognition in the ecosystem of entrepreneurial support. This action-research is thus of engineering significance by providing a method expected by the actors in the field and by drawing elements from it which contributes to better understand pre-incubation. This building of knowledge seems necessary for entrepreneurial support ecosystems and entrepreneurial education ecosystems since the French Ministry of Higher Education, Research and Innovation encourages universities to, among other things, support students with an entrepreneurial project.

Keywords: Préincubateur, Incubateur, Accompagnement entrepreneurial, Méthode d'accompagnement, Écosystème entrepreneurial, Étudiant-entrepreneur, Business model, Université entrepreneuriale, Pre-incubator, Incubator, Entrepreneurial support, Support method, Entrepreneurial ecosystem, Student-entrepreneur, Business model, Entrepreneurial university, Pre-incubadora, Incubadora, Apoyo al emprendimiento, Método de apoyo, Ecosistema emprendedor, Estudiante-emprendedor, Modelo de negocio, Universidad emprendedora

The aim of this article is to analyze, as has been done with adults in their professional field, how young people in school perceive their work environment. The main objective is to study the operationalization of the theoretical model “Job Demands-Resources (JD-R)” of Demerouti and al. (2001) in the school context. The secondary objective is to validate a scale adapted to the school context that makes it possible to determine the level of both demands and resources as perceived by the students within the school. In a first study, a scale was adapted, then administered, to 414 middle and high school students. The results of exploratory and then confirmatory factor analyses indicated a two-dimensional structure (demands/resources) with three items each (physical, motivational and cognitive) in accordance with the original version. The psychometric properties of the scale were found to be satisfactory. Using causal path analyses, the second study with 56 students highlighted the relationship between the JD-R model transposed to schools and school burnout. The results collected at three points in time reveal that the demands and resources at T1 predict those at T2, as was assumed. However, only resources at T2 predict burnout at T3. In the end, the process analysis reveals the effects of students' perceived level of resources at T1 on school burnout at T3, but indicates no significant effect of demands. In conclusion, the model was partially validated showing relationships between changes in demands, resources and their effects on burnout.

Keywords: élèves du secondaire, secondary school students, exigences, demands, resources, ressources, school burnout, épuisement scolaire, burnout

Keywords: engagement, 1er cycle universitaire, classe inversée, pédagogie active

AbstractThis article focuses on the no-code movement, which offers the promise of a software creation democratization and more broadly of society. Here we will try to go beyond this deterministic technophile myth by adopting a co-evolutionary perspective to apprehend the recursive relationships between technical objects and organizational forms and specify the opportunities and constraints that carries these technologies in terms of quality of work and quality of life at work. The article is based on an exploratory study conducted in a consulting firm specializing in digital transformations that reflect important organizational changes following the integration of no-code tools: technical and creative professions are hybridizing, promoting intra- and inter-business collaborations. But if these organizational effects manage to be actualized within this company, it is also because the company represents a favorable social ground where organizational silos are voluntarily unstructured, management is barely present, and where the organization promotes the autonomy of employees. The example of this particular structure reveals the profound co-evolution of technical objects and organizational forms, which shape each other more than they are unilaterally determined.On the other hand, these positive organizational effects are also joined by other unwanted and destabilizing effects for the organization and the actors in place. The deployment of no-code platforms may first of all encounter the reluctance of developers that perceive these tools as a threat, compared to the power they traditionally have in the creation of software. The potential of reconfiguration of these tools disrupts business cultures and the games of actors in place. However, no-code tools are not available to everyone : they are primarily used by curious “hackers”, with a strong appetite for digital technology and a minimum of technical skills, with the risk of creating a division between designers and simple users. Moreover, the apparent ease of their use runs the risk of underestimating the complexity of no-code projects and so generating dysfunctional software products, as well as a sense of abandonment in work teams.

Keywords: Plateformes no code, démocratisation numérique, impacts organisationnels, déterminisme technique, co-évolution, no code platforms, digital democratization, organizational impacts, technical determinism, co-evolution

The study aimed at exploring the effect of an intervention combining observational learning and the use of a process facilitator on cognitive strategy and performance during reading-to-learn sessions by teenagers with learning disabilities. Eleven students experienced observational learning with a graphic organizer, of which five were given access to a process facilitator. The data obtained through a questionnaire during the pre-test and two post-tests, trace observation and an interview showed that most students improved their use of the graphic organizer and their performance level after experiencing the observational learning process. Moreover, the randomly chosen sub-group with access to a process facilitator performed better that the sub-group without access.

Keywords: apprentissage par la lecture, facilitateur procédural, modelage, organisateur graphique, secondaire, difficulté d'apprentissage, classe de transition, reading as a means of learning, process facilitator, observational learning, graphic organizer, secondary, learning disability, intermediate class, aprendizaje por la lectura, facilitador procedimental, modelaje, organizador gráfico, secundaria, dificultad de aprendizaje, clase de transición