Les effets de la compétition dans la recherche universitaire

Musselin, Christine

doi:10.3917/etu.4276.0059

Cited by 2 publications

References 7 publications

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Highlighting Systemic Inequalities: The Impact of the COVID-19 Pandemic on French Higher Education

Dakowska

2023

The Impact of Covid-19 on the Institutional Fabric of Higher Education

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This chapter tackles the impact of the COVID-19 pandemic on French higher education (HE), focusing on the growing differentiation between higher education institutions (HEIs). The first part reflects on the current system and investigates how the central political level (Ministry of HE), alongside the president, framed policy during the crisis. France has a highly centralised yet dynamic decision-making process: no fewer than five consecutive adaptations to the teaching system took place during 2020–2021. In the second part, responses at the meso level are analysed, considering variables such as size and funding levels to ascertain the level of (pro)reactivity and room for manoeuvre of different HEIs, including public, private, and ‘elite’ sub-systems. The chapter applies the lens of public policy analysis centred on process tracing combined with classic organisational analysis. Data is drawn from both survey and qualitative datasets as well as a desktop analysis of official documents related to the frameworks in which HEI have had to operate. Finally, the chapter reflects on how contextual parameters (historical trajectories, systemic funding inequalities, the division between selective and less selective undergraduate programmes) have made some HEIs more vulnerable in the face of the crisis. It concludes by suggesting potentially lasting effects of the pandemic on the future HE landscape, critically reflecting on equity-related dimensions such as accessibility in the context of growing inequality.

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Highlighting Systemic Inequalities: The Impact of the COVID-19 Pandemic on French Higher Education

Dakowska

2023

The Impact of Covid-19 on the Institutional Fabric of Higher Education

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Explorer le familier comme un « nouveau terrain »

Huez¹,

Monceau²

2021

edso

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L’article propose de considérer les tensions professionnelles et les contradictions institutionnelles vécues par les enseignant.e.s-chercheur.e.s (EC) comme un « nouveau terrain » à la fois familier et peu exploré scientifiquement. Si les recherches sur l’enseignement supérieur sont nombreuses, très peu prennent en compte le fait que les chercheur.e.s qui les ont menées sont impliqué.e.s dans leur objet. Ces enquêtes sont souvent conduites selon une posture de distanciation qui écarte de l’analyse l’expérience et le vécu professionnel de leurs auteur.e.s, pourtant impliqué.e.s eux.elles aussi dans le métier. Après avoir identifié et mis en regard certaines publications portant sur le sujet, nous rendrons compte d’une investigation socio-clinique s’appuyant sur l’expérience d’un GEASE (Groupe d’entraînement à l’analyse des situations éducatives) mené avec un groupe d’EC débutant.e.s d’une part et sur des entretiens collectifs menés avec des EC de différents établissements, disciplines, statuts et genres d’autre part. Deux séances de restitution, mêlant des participant.e.s au GEASE et aux entretiens collectifs, ont complété le dispositif.

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Les effets de la compétition dans la recherche universitaire

Cited by 2 publications

References 7 publications

Highlighting Systemic Inequalities: The Impact of the COVID-19 Pandemic on French Higher Education

Highlighting Systemic Inequalities: The Impact of the COVID-19 Pandemic on French Higher Education

Explorer le familier comme un « nouveau terrain »

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