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La contribution des enseignants du secondaire à l’enseignement supérieur en France : Effectifs, affectations, carrières (1984-2014)

Abstract : The relationship of functional complementarity between teaching and research tasks in academic work varies greatly across countries. Work on the French case suggests that the organization of the categories of teaching and research staff and the system of academic careers has not changed dramatically in the last three decades. By analyzing the composition of the different groups of French academic personnel and the stages of their careers, we highlight the development of a category of staff neglected by the literature: those with secondary school teacher qualifications assigned to higher education, which make up a fifth of the university workforce. The assignment of staff with teaching-only status follows three distinct logics: to provide support for teaching in the fields and institutions with high educational investment; to supply personnel to new fields; and as part of the process of probationary selection for acceeding “teaching and research” positions. These three uses of assignment occur to varying extents in the various disciplinary and institutional fields of French higher education, depending on whether teaching is complementary to or exclusive of research work.
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Submitted on : Thursday, July 11, 2019 - 11:37:20 AM
Last modification on : Tuesday, October 19, 2021 - 11:26:52 PM

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Pierre-Michel Menger, Colin Marchika, Simon Paye, Yann Renisio, Pablo Zamith. La contribution des enseignants du secondaire à l’enseignement supérieur en France : Effectifs, affectations, carrières (1984-2014). Revue française de sociologie, Presse de Sciences Po / Centre National de la Recherche Scientifique, 2017, 58 (4), pp.643 - 677. ⟨hal-02180044⟩

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