Approche orientante comme support des concepts université –entreprise / étudiant-entrepreneur et professionnalisation de la formation à la Faculté des Sciences de l’Education de l'Université de Yaoundé I

Abstract

This study analyzes the adoption of the university-enterprise and student-entrepreneur concepts at the Faculty of Educational Sciences (FSE) of the University of Yaoundé 1 which enhances the professionalization of higher education. It evaluates whether an orienting approach improves training quality, professional integration, and student innovation, while examining pedagogical practices, institutional barriers, and the role of private partnerships. The hypothesis posits that effective adoption, supported by entrepreneurial pedagogies and strategic collaborations, optimizes these dimensions despite structural and cultural constraints. Theoretically, the study draws on Becker’s (1964) human capital theory, adapted to the Cameroonian context, Vygotsky’s (1978) Zone of Proximal Development for entrepreneurial support, and Jorro’s (2013) emerging professionality for experiential learning. It integrates Béchard and Grégoire’s (2005) triadic models and Etzkowitz’s (2003) and Elkington’s (1997) concepts of business and social incubation, envisioning the university-enterprise as a dynamic ecosystem. Methodologically, the approach used was qualitative interviews, and documentary analysis, focusing on the FSE from 2020 to 2025. Results show that innovative practices (workshops, mentored projects) promote employability and entrepreneurship but are limited by insufficient funding, lack of incubators, a theoretical academic culture, and weak private partnerships. Despite students’ strong interest in entrepreneurship, the lack of specialized training and mentors hinders their initiatives. The discussion contextualizes these concepts in Africa, emphasizing the need to adapt Western models and overcome barriers through institutional reform and public-private partnerships. In conclusion, the university-enterprise concept is important for innovation and employability. The study recommends integrating entrepreneurship modules, active pedagogies, one-stop shop for student-entrepreneurs, and private sector collaborations.