Le métier d’enseignant-chercheur dans les écoles de management françaises : comment concilier recherche et pédagogie ?
In a highly competitive environment, French business schools have developed strategies to boost their competitiveness, with a focus on gaining national and international recognition. This objective has, in turn, shaped the essential academic standards in the private sector of higher education in bus...
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| Autores principales: | , |
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| Formato: | Article ou chapitre numérique |
| Lenguaje: | Français |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | Accès Université d'Orléans et IFPM |
| Sumario: | In a highly competitive environment, French business schools have developed strategies to boost their competitiveness, with a focus on gaining national and international recognition. This objective has, in turn, shaped the essential academic standards in the private sector of higher education in business management. Among these standards, the importance given to publishing articles in ranked journals is paramount. By contrast, pedagogy is never reflected in academic standards and relies on the assumption that high-level research automatically leads to high-quality teaching. Pedagogy has thus become the "poor relation" of business schools. This situation is a source of multiple tensions for teacher-researchers, who must try to juggle the demands of teaching and research. In this context, our article explores potential avenues for reconciling research and pedagogy, and makes a number of recommendations for teacher-researchers and managers in business schools. These recommendations should encourage business schools to reflect on or rethink their societal role, by working with evaluators to ensure that pedagogy is finally recognized. |
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