CLIMAT TEMPETUEUX DANS L’ENSEIGNEMENT SUPERIEUR: MONDIALISATION ET TRANSFORMATION

Paradeise, Catherine

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Conferência • Rev. bras. Ci. Soc. 34 (100) • 2019 • https://doi.org/10.1590/3410019/2019 copy

CLIMAT TEMPETUEUX DANS L’ENSEIGNEMENT SUPERIEUR: MONDIALISATION ET TRANSFORMATION

Authorship SCIMAGO INSTITUTIONS RANKINGS

RESUMÉS

L’article aborde le problème des transformations dans les universités induites par l’internationalisation de l’enseignement supérieur au tournant de l’an 2000 et aux réformes nationales qui s’en sont suivies partout dans le monde. En utilisant une approche méso-analytique de l’organisation, de la gouvernance et de la performance des universités, l’article suggère une typologie fondée sur la tension entre deux régimes de valeur: l’un, traditionnel, qui favorise la « réputation » en tant qu’évaluation sociale; l’autre qui a été construit à partir de mesures d’« excellence ». L’article questionne enfin les problèmes et les défis les plus sensibles auxquels les universités sont soumises et évoque la façon dont elles se comportent suivant leur capacite stratégique de traiter leurs ressources et restrictions.

Internationalisation de l’enseignement supérieur; Réformes; Régimes de valeur; Types d’universités (Haut de liste, aspirantes, vénérables, missionnaires; Capacité stratégique

	Stratified	Non stratified	Countries
Napoleonic	Stratification between universities and “Grandes écoles”	Universities	France, Southern Europe, ex-French colonies
Humbodtian		Universities	Germany, European Nordic countries, Switzerland
Anglo-saxon	Universities		USA, UK, Commonwealth, the whole world
From Neave, 2003NEAVE, G. The Bologna Declaration: Some of the Historic Dilemmas Posed by the Reconstruction of the Community in Europe’s Systems of Higher Education , EDUCATIONAL POLICY, Vol. 17 No. 1, January and March 2003 141-164.

Judgment	Basis	Source	Type of knowledge
Reputation Diffuse social valuation Reputation values uniqueness (a given university has a good or a bad reputation)	Opinions. Endogenous valuation by specific social groups (academic elites, social elites, alumni, social networks)	Socialization. Contingent to a context (local, social, disciplinary).	Common knowledge informed by experience. Global cardinal judgment that may vary across social worlds.
Excellence Formalized valuation Excellence allows for commensuration and competition (a given university does better or worst than another)	Measurement. Exogenous valuation by third parties (agencies, medias, etc.)	Impersonal, non-contingent measurement.	Indicator-based (ordinal) analytical judgment that opens the black box of the university.

	Misssionary	Top of the pile	Venerable	Wannabe
Time horizon	Short-term	Mid-and long- terms	Short-term	Short-and mid-term
Attention to time horizon	Low	High	Low	High
Attention to competition	Low	High	Low	High
Attention to academic contexts	Low	High	Low	High
Attention to resources	Low	High	Low	High
Attention to implementation of the strategy	Low	High	Low	High
Role played by the heads in building, scheduling and implementing the strategy	Rather strong	Strong	Weak	Very strong
Role played by the academic community in building, scheduling and implementing the strategy	Weak	Strong	Strong	Weak
Importance of the strategic framework as perceived by the academic community	Secondary	Priority	Secondary	Priority
How the academic community interprets the status of the strategic project	Speech by the management A procedure	Commitment endorsed by the whole community	Speech by the management A procedure	Ambition of the management
The level of strategic capacity of the institution	weak	Strong	weak	strong

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[TFN1] From Paradeise and Thoenig, 2013PARADEISE, C. & THOENIG, J.-C. (2013), “Academic institutions in search of quality: local orders and global standards”. Organization studies , 34 (2): 195-224. .

Venerables Homogeneity of values (quality of research as expressed by reputation) Respect for diversity of disciplinary norms Integration by collegial co-existence and weak management Professional bureaucracy	ToPs Homogeneity of values (quality of research and teaching as assessed by peers) Respect for diversity of disciplinary norms High integration by suspicious collegiality and check and balance Heterarchy
Missionaries Heterogeneity of values (quality vs excellence in research/teaching/ third mission) Diversity of values and norms across departments Tension between sub-units Low integration by formal rules Organized anarchy	Wannabes Homogeneity of values (metrics-based excellence in research ) No diversity of evaluation norms High integration by formal rules Mechanic bureaucracy