Researchers Elodie Ros and Lamia Bouadi have turned their attention to the intersection of popular education and cooperative entrepreneurship in a recent scholarly work that examines “les coopératives éphémères d’éducation à l’entrepreneuriat coopératif.” The study, co‑authored with Carole Brunet, appears as a chapter in the 2021/2 issue of the RECMA series (n° 360), an outlet that hosts research on the social and solidarity economy.
Drawing on case studies from French higher‑education institutions, the authors explore how short‑term cooperative projects can serve as laboratories for students to experience the principles of the cooperative model while still in an academic setting. Their analysis situates these “ephemeral cooperatives” within a broader movement to embed the social and solidarity economy (ESS) more firmly in university curricula, a theme likewise highlighted in a related publication by the same authors on new anchoring strategies for the ESS in French universities.
The research underscores three core observations: first, temporary cooperatives provide a low‑risk environment for experimenting with collective decision‑making; second, they bridge the gap between theoretical coursework on solidarity economics and practical entrepreneurial experience; and third, they generate tangible outcomes—often in the form of pilot ventures or community‑oriented services—that can be scaled or adapted beyond the classroom.
Methodology and Scope
Ros, Bouadi and Brunet conducted qualitative interviews with faculty members, student participants, and cooperative mentors across several campuses. The authors triangulated these insights with document analysis of project reports and institutional policies. While the study focuses on French universities, the authors note that the model could be replicated in other higher‑education contexts seeking to foster cooperative values.
Key Findings
- Learning by doing: Students reported heightened understanding of cooperative governance after actively managing a temporary venture.
- Institutional support matters: Universities that provided seed funding, mentorship, and curricular integration saw more sustainable outcomes.
- Community impact: Several projects addressed local needs—such as food co‑ops or renewable‑energy initiatives—demonstrating the social relevance of the approach.
Implications for Policy and Practice
The authors argue that higher‑education policymakers should consider formal mechanisms—such as dedicated cooperative labs or credit‑bearing modules—to institutionalize popular education initiatives. By doing so, universities can contribute to the growth of the ESS while equipping graduates with skills relevant to the evolving labor market.
the study suggests that temporary cooperatives can act as incubators for social innovation, offering a proof‑of‑concept stage before entrepreneurs pursue full‑scale cooperative enterprises. This aligns with broader European trends that emphasize cooperative structures as alternatives to traditional corporate models.
Accessing the Full Study
Readers interested in the detailed analysis can locate the chapter through the RECMA series, which is indexed on the OpenEdition platform. The publication’s metadata—including author affiliations and abstract—are available on the Cairn info portal, where the work is listed under the title “Vers de nouvelles formes d’ancrage de l’économie sociale et solidaire au sein des universités françaises.”
For further information on the authors’ broader research agenda, their professional profiles provide additional publications on the social and solidarity economy.
Next Steps
The research team plans to present their findings at the upcoming International Conference on Cooperative Education, scheduled for later this year. Updates on the conference presentation and any subsequent policy briefs will be posted on the authors’ institutional webpages.
We welcome comments and encourage readers to share this article with colleagues interested in the evolving role of popular education within cooperative entrepreneurship.
