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            <title xml:lang="fr">La recherche-intervention au service de l'enseignement de la RSE</title>
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                <forename type="first">Pierre</forename>
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                <title xml:lang="fr">La recherche-intervention au service de l'enseignement de la RSE</title>
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                <title level="j">Management &amp; sciences sociales</title>
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                  <biblScope unit="serie">La responsabilité sociétale des écoles de management en France</biblScope>
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                <term xml:lang="en">Higher Education</term>
                <term xml:lang="en">CSR</term>
                <term xml:lang="en">Action-Research</term>
                <term xml:lang="fr">Enseignement de la RSE.</term>
                <term xml:lang="fr">Recherche-Intervention</term>
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              <p>This article aims to demonstrate that teaching CSR based on action-research avoids the pitfalls identified by Parker (2018) in his indictment against the Business Schools. To do this, we first explore the specificity of CSR education. It is characterized by: 1) its transversal nature, which questions all conventional management disciplines; 2) its inherent interactivity which stimulate a critical perspective; 3) support in identifying CSR issues; 4) the complexity of the «CSR object"; 5) the extremely fast evolution of this area of study. In a second step, we demonstrate that action-research, by permanently immersing the researcher within the organization, lead to: 1) combine a goal of transforming organizations with the construction of scientific knowledge and teaching; 2) generate a co-construction of knowledge between company members and researchers; 3) be enhanced by the stakeholders' heterogeneity through the establishment of dialogue. In doing so, we demonstrate that the practice of action-research makes it possible to build CSR education that addresses all five categories of issues that we have identified. As a result, this link between action-research and CSR education responds to the pitfalls set out by Parker. Indeed, it contributes: 1) to question the dominant shareholder model, 2°) to develop students' critical thinking skills and 3°) to make companies' practices evolve in a concrete way towards greater responsibility.</p>
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              <p>L'objet de cet article est de montrer qu'un enseignement de la RSE adossé à la pratique de la recherche-intervention (RI) permet d'éviter les écueils identifiés par Parker (2018) dans son réquisitoire contre les Business Schools. Pour ce faire, dans un premier temps, nous explorons la spécificité de l'enseignement de la RSE qui se caractérise par : 1°) sa transversalité qui questionne l'ensemble des disciplines traditionnelles de gestion ; 2°) sa nécessaire interactivité pour stimuler un regard critique ; 3°) l'accompagnement à l'identification des problématiques « RSE » ; 4°) la complexité de l'objet « RSE » ; 5°) l'évolution extrêmement rapide que connaît ce champ. Dans un second temps, nous montrons que la RI, en immergeant durablement l'enseignant-chercheur au sein de l'organisation, permet de : 1°) coupler une visée transformative du réel avec la construction de connaissances scientifiques et d'enseignements ; 2°) générer une co-construction de connaissance entre acteurs de l'entreprise et chercheurs ; 3°) s'enrichir de l'hétérogénéité des parties prenantes en instaurant le dialogue. Ce faisant, nous démontrons ainsi que la pratique de la RI permet de construire un enseignement de la RSE qui répond à l'ensemble des cinq catégories d'enjeux que nous avons identifié. Partant, ce couplage RI-enseignement de la RSE répond aux pièges énoncés par Parker en contribuant 1°) à remettre en cause le modèle actionnarial dominant, 2°) à développer l'esprit critique des étudiants et 3°) à faire concrètement évoluer les pratiques des entreprises vers plus de responsabilité.</p>
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