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La contribution des enseignants du secondaire à l’enseignement supérieur en France: Effectifs, affectations, carrières (1984-2014)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
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2017 (French)In: Revue française de sociologie, ISSN 0035-2969, E-ISSN 1958-5691, Vol. 58, no 4, p. 643-677Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2017. Vol. 58, no 4, p. 643-677
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Sociology
Identifiers
URN: urn:nbn:se:uu:diva-379553DOI: 10.3917/rfs.584.0643OAI: oai:DiVA.org:uu-379553DiVA, id: diva2:1296826
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-09-02Bibliographically approved

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RENISIO, YANN

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