16 research outputs found
Die strukturellen, organisationalen und kognitiven Herausforderungen im Umgang mit der DiversitĂ€t von SchĂŒlerinnen und SchĂŒlern in Bildungssystemen
Ce texte sâintĂ©resse aux diffĂ©rentes voies dâidentification et de traitement de la question de lâhĂ©tĂ©rogĂ©nĂ©itĂ© des Ă©lĂšves dans les systĂšmes Ă©ducatifs. Il convoque des rĂ©sultats de recherche bien Ă©tablis faisant apparaĂźtre combien le regroupement dâĂ©lĂšves vulnĂ©rables dans des groupes spĂ©cifiques (quâil sâagisse de classes, de filiĂšres, dâoptionsâŠ) sâaccompagne presque systĂ©matiquement dâun accroissement des diffĂ©rences entre ces Ă©lĂšves et les autres, Ă travers notamment un processus dâadaptation des attentes Ă©ducatives aux caractĂ©ristiques du groupe. Mais la gestion de lâhĂ©tĂ©rogĂ©nĂ©itĂ© ne repose pas que sur des choix structurels posĂ©s prioritairement Ă lâĂ©chelle des systĂšmes Ă©ducatifs. Lâanalyse du processus dâorientation des Ă©lĂšves vers les classes et les Ă©coles spĂ©ciales dans les cantons suisses, prĂ©sentĂ©e dans la seconde partie de cet article, permet en effet dâillustrer combien la gestion des diffĂ©rences dans les systĂšmes Ă©ducatifs repose aussi sur des catĂ©gories cognitives mobilisĂ©es par les acteurs et sur des rĂ©alitĂ©s organisationnelles affectant largement et durablement les processus dâorientation des Ă©lĂšves. (DIPF/Orig.)Dieser Artikel befasst sich mit unterschiedlichen Möglichkeiten, die HeterogenitĂ€t der SchĂŒlerschaft in Bildungssystemen zu identifizieren und mit dieser umzugehen. Anhand von gut etablierten Forschungsergebnissen wird gezeigt, dass durch separierende Formen wie z.B. Sonderklassen, Niveau-Kurse und optionale Angebote die Unterschiede zwischen benachteiligten SchĂŒlerinnen und SchĂŒlern und den anderen fast immer zunehmen. Grund dafĂŒr ist, dass die pĂ€dagogischen Erwartungen an die Charakteristik der jeweiligen Gruppe angepasst werden. Der Umgang mit schulischer HeterogenitĂ€t ist nicht nur auf strukturelle Entscheidungen auf der Systemebene beschrĂ€nkt. Der zweite Teil dieses Artikels zeigt anhand einer Analyse der Zuweisung von SchĂŒlerinnen und SchĂŒlern in Sonderklassen und -schulen in den Schweizer Kantonen, wie Unterschiede in der Verwaltung der Bildungssysteme, die nebst organisatorischen Gegebenheiten auch kognitive Kategorien der Akteure betreffen, umfassend und langfristig die Bildungslaufbahn von SchĂŒlerinnen und SchĂŒlern beeinflussen. (DIPF/Orig.
The Matrix of Academic Organising. Articulating organisationsâ 3Ds and academicsâ logics of action
The aim of this paper is twofold. It firstly aims to account for the Matrix of Excellence, Funding and Omnipresence characterizing academic organizations (Dubois-Shaik & Fusulier, 2016), and more precisely their constitutive three dimensions: managerial discourse, formal and parallel structures (Friedberg, 2012; Dubois, 2014). Secondly, drawing on the metaphor of shadow organizing (Gherardi et al., 2017), we will illustrate some informal coping mechanisms occurring in the parallel structure of academic organizations. We will then discuss how these coping mechanisms are or are not being translated in managerial discourse and inscribed in formal structures
The Matrix of Academic Organizing
The aim of this paper is twofold. It firstly aims to account for the Matrix of Excellence, Funding and Omnipresence characterizing academic organizations, and more precisely their constitutive three dimensions: managerial discourse, formal and parallel structures (Friedberg, 2012). Secondly, drawing on the metaphor of shadow organizing (Gherardi et al., 2017), we will illustrate some informal coping mechanisms occurring in the parallel structure of academic organizations. We will then discuss how these coping mechanisms are or are not being translated in managerial discourse and inscribed in formal structures
Understanding gender inequality and the role of the work/family interface in contemporary academia: An introduction
This double special issue gathers a series of nuanced critically conceptual and case-study research showing that in the contemporary European context, despite regional differences in gender regimes, political and economic demands and organizational cultures, work/life balance policies and their translation into practice remains a highly ambiguous issue. Although work/life balance policies have undoubtedly entered the university institutional spaces, they are deterred by opposing institutional policy logics and particularly âgreedyâ logics of the organizing of work that still aligns to outdated work-exclusive masculine organizational culture (outdated because men too are suffering the effects, and because the academic environment is feminized). Moreover, there are lingering gender stereotypes around the value and attribution of home and work duties, which are having a significant impact upon womenâs professional and private spheres and experiences in academic work. The gathered research shows how university institutions are still quite far from having addressed the core issues that undermine womenâs career advancement and their possibilities to access to academic membership and leadership, still obliging them (and their male counterparts) to align with a work and membership (selection and progression) logic and organization that does not take into consideration parenthood, family and personal spheres of life
Ethics as Enacted Knowledge in Public Sector Organizations. A Sociological account of Academicsâ and Prison governorsâ work in complex and ambiguous situations
peer reviewedIn the last 30 years, french-speaking Belgian public school and prison sectors have regularly been concerned by three types of recurrent phenomenons of professional shortage , high absentism rates and frequent strikes. Scarce material resources, inadequate professional training, lack of professional stability, rigid employment rules in the specific labour market sector, and wages claims are both a cause and a consequence of these institutional issues (Dumay, 2014 : Dubois, 2007). In the absence of effective policy results over the last ten years (Dubois, 2018), this research draws on three questions: how do school and prison governors cope with complex and ambiguous situations of absenteism and insufficient resources? Is social dialogue (Baccari and Simoni, 2008) still effective and efficient? And what are the organizational strategies locally adopted in the schools and prisons that could adapt their working context and preserve both professional well-being and servicesâ quality
Organizing in the Shadow of Academic Entrepreneurship, Excellence and Omnipresence
peer reviewedDrawing on an empirical case study conducted in a Belgian University [1], this article proposes a framework to analyze how academic organizations are both structuring and structured by academicsâ strategies. First, it accounts for three major logics of action â Entrepreneurship, Excellence and Omnipresence â percolating three organizational dimensions â namely managerial discourses, formal and parallel structures [2]. Moreover, this paper proposes that these organizational dimensions constitute three different and always temporary states that are constantly being shaped by three phases of organizing processes â namely translation, inscription, enactment [6]. Second, drawing on Gherardi et al.âs metaphor of âshadow organizingâ [3], the article identifies some ideal-typical strategies developed by academics: sober stowing away, selecting the local candidate, and invisible caring. The identification of these strategies opens up to discussing how academics are (pretending to) playing and applying the rules of the game, while also disengaging from them. In doing so, academics contribute to preserving and reinforcing the managerial discourse and the formal structure of their organization
Special Issue: Contribution to the open call on âWork - Life Interferences in Scientific Careersâ
Les dĂ©fis structurels, organisationnels et cognitifs liĂ©s Ă la gestion de lâhĂ©tĂ©ropgĂ©nĂ©itĂ© des Ă©lĂšves dans les systĂšmes Ă©ducatifs
Ce texte sâintĂ©resse aux diffĂ©rentes voies dâidentification et de traitement de la question de lâhĂ©tĂ©rogĂ©nĂ©itĂ© des Ă©lĂšves dans les systĂšmes Ă©ducatifs. Il convoque des rĂ©sultats de recherche bien Ă©tablis faisant apparaĂźtre combien le regroupement dâĂ©lĂšves vulnĂ©rables dans des groupes spĂ©cifiques (quâil sâagisse de classes, de filiĂšres, dâoptionsâŠ) sâaccompagne presque systĂ©matiquement dâun accroissement des diffĂ©rences entre ces Ă©lĂšves et les autres, Ă travers notamment un processus dâadaptation des attentes Ă©ducatives aux caractĂ©ristiques du groupe. Mais la gestion de lâhĂ©tĂ©rogĂ©nĂ©itĂ© ne repose pas que sur des choix structurels posĂ©s prioritairement Ă lâĂ©chelle des systĂšmes Ă©ducatifs. Lâanalyse du processus dâorientation des Ă©lĂšves vers les classes et les Ă©coles spĂ©ciales dans les cantons suisses, prĂ©sentĂ©e dans la seconde partie de cet article, permet en effet dâillustrer combien la gestion des diffĂ©rences dans les systĂšmes Ă©ducatifs repose aussi sur des catĂ©gories cognitives mobilisĂ©es par les acteurs et sur des rĂ©alitĂ©s organisationnelles affectant largement et durablement les processus dâorientation des Ă©lĂšves
Lâexcellence acadĂ©mique entre « compĂ©tition » et « intĂ©gration ». Analyse des critĂšres de recrutement acadĂ©mique et des biais de genre quâils induisent
Les verrous de lâaccĂšs des femmes aux Ă©tudes universitaires et aux postes acadĂ©miques ont sautĂ© depuis longtemps. Pourtant, des Ă©tudes rĂ©centes montrent quâil existe toujours des mĂ©canismes sociaux qui rĂ©duisent la proportion de femmes au fur et Ă mesure du dĂ©ploiement des carriĂšres scientifiques et acadĂ©miques, ce qui est imagĂ© par un « leaky pipeline ». PlutĂŽt que de rechercher lâexplication de ce phĂ©nomĂšne dans les comportements individuels, diffĂ©rents travaux se sont intĂ©ressĂ©s aux dimensions tant normatives quâorganisationnelles qui le produisent. Adoptant ce point de vue, nous avons Ă©tudiĂ© les cadres normatifs et discursifs mobilisĂ©s par des membres de comitĂ©s de recrutement de personnel acadĂ©mique au sein dâune universitĂ© belge. Nous mettons en Ă©vidence la coexistence de deux rĂ©fĂ©rentiels distincts dâĂ©valuation de la qualitĂ© des candidat·e·s (le rĂ©fĂ©rentiel de la compĂ©tition et le rĂ©fĂ©rentiel de l'intĂ©gration) et nous montrons en quoi ces deux rĂ©fĂ©rentiels contribuent au maintien et peut-ĂȘtre au renforcement dâune organisation genrĂ©e du travail scientifique.The formal barriers of women's access to university studies and academic positions have long since skipped. However, recent studies show that there are still social mechanisms that reduce the proportion of women as the scientific and academic careers unfold, which is imaged by a "leaky pipeline". Rather than seeking to explain this phenomenon in individual behavior, different works have focused on the normative as well as the organizational dimensions that produce it. Adopting this point of view, we have studied the normative and discursive frameworks mobilized by members of committees recruiting academic staff within a Belgian university. We highlight the coexistence of two distinct reference frameworks for assessing the quality of the candidates (the competition reference system, and the integration reference system), and we show how these two reference systems contribute to the maintenance and perhaps to strengthen a gendered organization of scientific work
Lâexcellence acadĂ©mique entre « compĂ©tition » et « intĂ©gration ». Analyse des critĂšres de recrutement acadĂ©mique et des biais de genre quâils induisent
Les verrous de lâaccĂšs des femmes aux Ă©tudes universitaires et aux postes acadĂ©miques ont sautĂ© depuis longtemps. Pourtant, des Ă©tudes rĂ©centes montrent quâil existe toujours des mĂ©canismes sociaux qui rĂ©duisent la proportion de femmes au fur et Ă mesure du dĂ©ploiement des carriĂšres scientifiques et acadĂ©miques, ce qui est imagĂ© par un « leaky pipeline ». PlutĂŽt que de rechercher lâexplication de ce phĂ©nomĂšne dans les comportements individuels, diffĂ©rents travaux se sont intĂ©ressĂ©s aux dimensions tant normatives quâorganisationnelles qui le produisent. Adoptant ce point de vue, nous avons Ă©tudiĂ© les cadres normatifs et discursifs mobilisĂ©s par des membres de comitĂ©s de recrutement de personnel acadĂ©mique au sein dâune universitĂ© belge. Nous mettons en Ă©vidence la coexistence de deux rĂ©fĂ©rentiels distincts dâĂ©valuation de la qualitĂ© des candidat·e·s (le rĂ©fĂ©rentiel de la compĂ©tition et le rĂ©fĂ©rentiel de l'intĂ©gration) et nous montrons en quoi ces deux rĂ©fĂ©rentiels contribuent au maintien et peut-ĂȘtre au renforcement dâune organisation genrĂ©e du travail scientifique.The formal barriers of women's access to university studies and academic positions have long since skipped. However, recent studies show that there are still social mechanisms that reduce the proportion of women as the scientific and academic careers unfold, which is imaged by a "leaky pipeline". Rather than seeking to explain this phenomenon in individual behavior, different works have focused on the normative as well as the organizational dimensions that produce it. Adopting this point of view, we have studied the normative and discursive frameworks mobilized by members of committees recruiting academic staff within a Belgian university. We highlight the coexistence of two distinct reference frameworks for assessing the quality of the candidates (the competition reference system, and the integration reference system), and we show how these two reference systems contribute to the maintenance and perhaps to strengthen a gendered organization of scientific work.La excelencia acadĂ©mica entre la "competiciĂłn" y la "integraciĂłn". AnĂĄlisis de los criterios de selecciĂłn acadĂ©mica y del sesgo de gĂ©nero que inducenLas barreras de acceso de las mujeres a los estudios universitarios y a los puestos acadĂ©micos se disolvieron hace ya tiempo. Sin embargo, estudios recientes muestran que aĂșn existen mecanismos sociales que reducen la proporciĂłn de mujeres a medida que avanzan en las carreras cientĂficas y acadĂ©micas, fenĂłmeno que se ha reflejado mediante la metĂĄfora de una âtuberĂa con fugasâ (« leaky pipeline »). En lugar de tratar de explicar este fenĂłmeno en el comportamiento individual, diferentes trabajos se han centrado en las dimensiones normativas y organizativas que lo producen. Adoptando este punto de vista, hemos estudiado los marcos normativos y discursivos a los que recurren miembros de comisiones de selecciĂłn de personal acadĂ©mico en el seno de una universidad belga. Hemos evidenciado la coexistencia de dos marcos referenciales distintos en el proceso de evaluaciĂłn de la calidad de los candidatos/as (el de la competencia o competiciĂłn, y el de la integraciĂłn), y mostramos cĂłmo ambos marcos contribuyen a un mantenimiento y tal vez fortalecimiento del sesgo de gĂ©nero en una organizaciĂłn del trabajo cientĂfico