Dissertations / Theses on the topic 'France. Université'
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Filimonova, Ekaterina. "« Université-monde » : l'internationalisation des politiques universitaires en France et en Russie." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0452/document.
Full textThe thesis is devoted to a topical issue of universities reorganization in condition of internationalcompetition of university systems characteristics. In our research we consider the internationalizationas a catalyst, on one hand, and as an analyzer of changes in university systems, on the other hand. Forthe purpose of studying these changes, we appeal to B. Jobert’s and P. Muller’s concept ofréféréntiél. The basis of our hypothesis is the fact that since the middle of 2000s we could witness аcreation of a new référéntiel of a « competitive university » that could set a new standard of a“world-class university” in the nearest future. Even though this référentiel is common for manycountries, it presents some particularities when applied to different levels of university systems.Thus, in the first part of the thesis we would like to present the main principals of a new socialrepresentation system in terms of higher education and research. In the second part of this work, wehave recourse to a field study in order to explore if the référentiel changes in reality
Cuney, Florence. "Enseignement supérieur et territoires : l'exemple de l'Université de Franche-Comté." Besançon, 2004. http://www.theses.fr/2004BESA1004.
Full textThis thesis examines the role played by the Université de Franche-Comté in town and country organisation, development and planning. It starts by presenting the main stages of the construction of the national and regional higher education area. It then sets out to analyse the influence of the training courses proposed by the Université de Franche-Comté and the competition from neighbouring universities. This thesis seeks to point out the elements which account for students' mobility. It eventually develops two sides of the socioeconomic impact of higher education facilities : one relates to the influence of the contractual relationships of the local research laboratories and the other one to the students' way of life and their sociocultural habits
Thiou, Eric. "L’université de Besançon et les étudiants comtois à la fin de l'Ancien Régime." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC002.
Full textThe present research deals with the university of Besançon (France) and its students in the last decades of the Ancien Régime. 1300 students registered between 1767 and 1789 are studied through their social and geographical origins, their social and occupational evolution and their studies. The peregrinatio academica towards other French universities is alsoapproached. The university, for its part, is analyzed in its internal functioning (financial and seigneurial management, study of buildings). The teaching profession is examined under the prism of the recruitment and the respective careers of the professors. The faculty of law, whichwelcomes most students, sees a lot of its graduates occupying a notable position in the society of Franche-Comté until the beginning of the XIXth century. The graduates of the faculty of medicine make Franche-Comté a province rich in practitioners. The faculty of theology is reduced to grant doctorates to ambitious clerks. Through this research, we have attempted to paint the portrait and the fate of a generation of Franche-Comté’s elite, from the last decades of the Ancien Régime to the age of revolutions
Faturehchi, Mohammad Mahdi. "Typologie des Usages et de la dépendance des internautes iraniens et français. Une étude comparée : Université de Téhéran et université de Metz." Electronic Thesis or Diss., Université de Lorraine, 2012. http://www.theses.fr/2012LORR0343.
Full textConsidering the reality that always it is quite clear that some forms of Internet usage may seem more important than the others and that some of them may be consider as a serious problem treating young adults users, this research on the hand, intended to study the all types of Internet usage and their intensity before Iranian and French students, and on the other hand, it is interested in discovering an eventual dependence to internet among them to explain and analyze easily un existing reality in the universities environment. Also, this survey aimed to measure Internet usage rate in comparison with other media in everyday life of students. We firstly tried to classify all types of Internet uses (the functions) which are more common to the users and the rate of their satisfaction. The basic empirical of this comparative study was based on two quantitative survey using inquiry by which this research has been fulfilled in Iran and French on a sample of 300 social sciences students of first cycle (bachelor) in 2010. Our findings are based on a comparison, two samples and two different populations (Iran and French) emerging from two different culture. We have confirmed that Iranian respondents use Internet mainly for seeking information, then for communicative purposes and at last for entertainment, but the French respondents use it firstly for communicative purposes, and informative and entertainment functions occupied respectively second and third place. Also, the number of users who are dependent to Internet with a small difference is lower than 10% (while French respondents are more dependent than Iranian) and almost a third of Iranian and French respondents are satisfied of Internet (while French are more satisfied of Internet than Iranian). This study demonstrate that French respondents in comparison with Iranian use Internet more frequently for educational objectives and another result of the research shows that there is a meaningful correlation between usage period of Internet for educational purposes and the rate of reading journals. Also, a finding reveals that there is a meaningful relation with high correlation between the sex and Internet usage function only before French respondents
Lerot, Nathalie. "La mobilité internationale étudiante au sein de l'espace francophone : étude comparative de trois sites universitaires : Université Laval, Université de Caen et Université de Neuchâtel." Caen, 1999. http://www.theses.fr/1999CAEN1274.
Full textMoreau, Thomas. "Etudier, enseigner, rayonner : l'Université de Caen 1793-1944." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC044/document.
Full textThis thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel
Faturehchi, Mohammad Mahdi. "Typologie des Usages et de la dépendance des internautes iraniens et français. Une étude comparée : Université de Téhéran et université de Metz." Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0343.
Full textConsidering the reality that always it is quite clear that some forms of Internet usage may seem more important than the others and that some of them may be consider as a serious problem treating young adults users, this research on the hand, intended to study the all types of Internet usage and their intensity before Iranian and French students, and on the other hand, it is interested in discovering an eventual dependence to internet among them to explain and analyze easily un existing reality in the universities environment. Also, this survey aimed to measure Internet usage rate in comparison with other media in everyday life of students. We firstly tried to classify all types of Internet uses (the functions) which are more common to the users and the rate of their satisfaction. The basic empirical of this comparative study was based on two quantitative survey using inquiry by which this research has been fulfilled in Iran and French on a sample of 300 social sciences students of first cycle (bachelor) in 2010. Our findings are based on a comparison, two samples and two different populations (Iran and French) emerging from two different culture. We have confirmed that Iranian respondents use Internet mainly for seeking information, then for communicative purposes and at last for entertainment, but the French respondents use it firstly for communicative purposes, and informative and entertainment functions occupied respectively second and third place. Also, the number of users who are dependent to Internet with a small difference is lower than 10% (while French respondents are more dependent than Iranian) and almost a third of Iranian and French respondents are satisfied of Internet (while French are more satisfied of Internet than Iranian). This study demonstrate that French respondents in comparison with Iranian use Internet more frequently for educational objectives and another result of the research shows that there is a meaningful correlation between usage period of Internet for educational purposes and the rate of reading journals. Also, a finding reveals that there is a meaningful relation with high correlation between the sex and Internet usage function only before French respondents
Ruzzier, Chiara. "Entre Université et Ordres mendiants : la miniaturisation de la Bible au XIII e siècle." Paris 1, 2010. http://www.theses.fr/2010PA010584.
Full textMoatti-Klein, Astrid. "La communication par internet des universités en situation de crise : le cas de la grippe A." Thesis, Paris 2, 2012. http://www.theses.fr/2012PA020032.
Full textInternet communication is now generally acknowledged as indispensable in communication strategies, and particularly in crisis communication. A survey of French universities makes it possible to analyze, through the example of the H1N1 flu pandemic, how the Internet became a major tool for the communication of universities in a crisis. At the internal level, Internet communication appears as a reliable resource, allowing the diffusion of informative and preventive messages. It also helps the institution to ensure the continuity of public educational services through digital tools. But Internet communication also involves risks. Messages can be blurred, thus altering their expected effects, as became clear during the communication campaign on immunization. Messages can also be the victim of attacks, because any communication via the Internet channel may be threatened in various ways. This poses the problem of the security of information systems. In sum, institutions in crisis must face not only the necessity to master digital techniques of communication, and to comply with the requirements inherent in the use of digital tools, but also to manage risks that are specific to digital information systems. Anticipating, so far as is possible, the occurrence of problems that might arise in a crisis is essential. By preparing to cope with crises, including through the pooling of resources and the awareness of risks, universities may better control these difficulties. The study of this crisis reveals not only the pertinent issues, but also how such preparation might be most effectively undertaken
Yastrebtseva, Anastasia. "L'état face à la question des universités : analyse comparative des politiques universitaires en Russie et en France." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040178.
Full textThis thesis examines socio-philosophical discussions related to actualization of « University » as part of Russian public policy in XIX - XX centuries. The University as an idea was brought to Russia from the outside just as Russian philosophy was engendered by Western European rationality. Although a product of the western thought, Russian philosophy was mostly applied focusing on social, religious and cultural problems of the Russian society. Comparative analysis of Russian and French public policy seen through the prism of their respective philosophical discourse reveals unique characteristics of educational and university models and their connection to the policy goals.- Key words: university, nationalism, multiculturalism, academic freedom, autonomy, academic ethics, tolerance
M'Piayi, Auguste. "Les déterminants de la réussite universitaire : le cas du DEUG B à l'Université de Bourgogne." Dijon, 1999. http://www.theses.fr/1999DIJOE016.
Full textAudras, Stéphane. "Irréversibilité et Imprévisibilité : la complexité du projet : le cas du projet de 5ème université dans le nord-est de Midi-Pyrénées." Toulouse 1, 2009. http://www.theses.fr/2009TOU10042.
Full textThe purpose of this research is to understand organisation and projectif mechanism of a complex system. We use two concepts - irreversibility and unpredictability - in order to think together the trajectory and the integration processes into its environnement. The empirical part of this research deals with the plan to set up a fifth university in the northeast of the region Midi-Pyrénées
Besançon, Maud. "Collèges, lycées et université en Franche-Comté au cœur des grandes mutations de l’éducation au milieu du XXème siècle : Ruptures, renouveau et continuités (1938-1947)." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCA021.
Full textThe historical studies undertaken on Vichy and the German Military Administration of occupied France give little attention to the French educational system and its actors. Nonetheless, this period has often been presented as a time of major upheavals for the French society, such as Vichy regime’s new project of society that breaks with the Republican tradition of education enhancement and the German occupiers’ policy of ideological control and transformation of France to integrate the country into a Nazified Europe. The (secondary, vocational and higher) education reform and the youth are both recurring topics in the new regime’ speeches. What was exactly the philosophy guiding this reform and how was it turned into an educational policy? What were the system actors’ perceptions, reactions and practices? Is it possible to measure the impact of this policy? What weight should we give to the circumstances of war and occupation that produced this exceptional situation and occasioned the disorganisation of the system? How did the elements of disruption and continuity combine with the pre-war and post-war policies? How was it intended to conciliate the political will with the extreme constraints linked to the war? This is the overall questioning that originated this thesis.In order to identify what happened while staying true to the facts, a region, the Franche- Comté, was selected for study over an extended period from 1938 to 1947. The purpose was to review how the secondary, vocational and higher education schools of Franche-Comté had evolved over a critical time and how, during this changeover period, was initiated a deep transformation of the education system. These institutions faced a double pressure. On one hand, there was the political context (the war, the German Military Administration and the Vichy regime). The proximity of the Nazified Germany with the region turned it into a strategic area within the German expansionary policy. The region was seriously affected by the war. On the other hand, the education and instruction reforms proliferated as of the pre-war era, failing at taking shape within the institutional reality. The Franche-Comté was an important region for the implementation of the education reforms as some schools were appointed pilots as part of the Jean Zay Reform supported by the French Popular Front, and also within the framework of the Langevin-Wallon Plan. This reformation went on way after the liberation of France, carried by the French Resistance’s program and the will to train new elites while introducing an access to education democratization policy.The purpose of this study is thus to comprehend the evolution of the education daily life in Franche-Comté over different periods, while also highlighting the regional specificities with regards to the organisation and management of the schools and the education provided to the pupils and students, in order to measure the impact of the successive policies on the education society
Lami, Arnaud. "La tutelle de l'Etat sur les universités françaises, mythe et réalité." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM1135.
Full textThe administrative supervision of universities deserves a particular attention due to its status and its very particular meanings. It reveals a part of uncertainty that should be analysed in order to understand the stakes. On one hand, administrative supervision is on many points justified and legitimated by ancient traditions and practices; these often contradict the letter of the texts that regulate them. On the other hand, the supervision answers a classic purpose of public law: to ensure a control of decentralisation. The supervision power over universities is surprising because this notion, imprecise and undetermined, is at the centre of a priori divergent interests. Whereas the autonomy and independence of universities seems to militate against the existence and exercise of a supervision power, the preservation of public service interests and unity is, on the contrary, in favour of university supervision.Thus, university supervision has a new meaning, which underlines its ambivalence: it protects both general interest against universities and university's autonomy against the state. A double movement is therefore initiated, which sees university law irrigating public law and the latter irrigating the former too
Paivandi, Saeed. "Les étudiants iraniens en France : le cas de l'Université de Paris VIII." Paris 8, 1991. http://www.theses.fr/1991PA081209.
Full textMille, Marylène. "Connaissance et croissance économique : le rôle économique des universités." Littoral, 2002. http://www.theses.fr/2002DUNK0086.
Full textThe objective is to study the contribution of universities to the process of growth and their implication in the development of their territory of reception. A model of general balance revitalized with endogenous growth by accumulation of knowledge in a public university system was built. It evokes the possibility of a positive effect on the growth, but on condition that it is not counterbalanced by a rate of too much raised financing. A confrontation of the results obtained with the facts observed in the French case revealed a globally positive correlation. We estimated the impact of universities on the local development. A method of modelling of the effects of the externalities of academic knowledge, within the framework of an endogenous growth model localized with public policy, was proposed. Then, we analyzed concretely the ways by which a university can join economically on its territory of reception
Pihan, Jean. "Territoires des universités et modes de vie des étudiants." Rennes 2, 1999. http://www.theses.fr/1999REN20043.
Full textThe increase in the number of institutions of higher education in Brittany, notably the creation of universities, universities branches, engineering schools, and technical colleges since the 1970s, can be understood by an analysis of the historical process of the development of the network of medieval European universities, and later of universities and colleges in France between the Renaissance and the Revolution. The analysis bears simultaneously on the geographic distribution of universities, on the role of the diverse actors (popes, royalty, territorial princes, cities, and communities), and on the political models that inspired them. As their network became increasingly dense, local or regional recruitment of universities succeeded the international recruitment of the great medieval universities or the academic peregrination of the Renaissance. The movement toward the " nationalisation " of universities contributed to the progressive limitation of their scope for recruitment, which was also linked to a gradual evolution in the relations between parents and their children. The " discovery of childhood ", in which universities and colleges participated, was marked by a greater emotional attachment between generations and an increasing demand for local instruction, making a strong contribution to the movement from the old arts faculties to the colleges of the Ancien Regime. This movement is analysed in the context of the old Province of Brittany between the transfer of the law faculty from Nantes to Rennes (1735) and the Revolution. The present demand for local higher education has been accompanied by a considerable development in students remaining at home. According to surveys, this development remains nevertheless lower among Breton students than among students in Cologne or Düsseldorf. The choice of location for internships also testifies to the low mobility of students who have become attached to their parental home or to their own home, if they live in a couple
Allari, Elisa. "Etude exploratoire des enjeux du renouvellement du leadership universitaire : la présidence de l’université." Electronic Thesis or Diss., Aix-Marseille, 2012. http://www.theses.fr/2012AIXM1120.
Full textAlthough academic leadership has been studied in numerous works, non valid and widely agreed upon definition has so far emerged. Here we have to cope with an eluding changing concept, revealed or suppressed by given surroundings, in short a polymorphic and polychromatic concept. This doctorate work aims at questioning the leadership concept applying to higher education. Taking in charge the highly changing environment in which universities evolve at the present time, makes up the true dimension of the present study. With a view to answering our questioning, we have chosen to make an approach of leadership in terms of processes, relationships and dynamism in which leaders and followers can perceive the same changing situation in a intricate way. This research allows us to present the characteritics of academic organisations and to identify the factors of a significant change leading to more entrepreneurial type of management as indicated by Clark (2001). In this respect, the analyses of the ways of legitimation of the presidential leadership takes place in a framework of increased management, in which managerial expertise and strategic action become necessary. This study leads us to complete the concept of academic leadership and to grasp the imperceptible change processes on the basis of convergent representations. The evolution of the French higher education system brings us to raise the problematic of the various legitimacies, the allotment of roles at the university and their relationship at the heart of a new practice of governance
Aillères, Margaux. "« Faire son cours » à l’université : approche anthropo-didactique des pratiques des enseignant·e·s du supérieur en France." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0194.
Full textThe commercialisation of higher education, as a consequence of the Bologna model and the successive reforms in France, accelerated the transformation of the university model in the last twenty years. In this unprecedented context, where the university has entered a process of standardizing practices and training, the practices of dissemination of knowledge are not well studied from the point of view those who implement it : teachers in higher education. The thesis proposes to devote oneself to it, in the French context. This is to describe (for both understand and explain) what university teachers do when they "teach", from the question of how teaching is shared and distributed within a teaching team to how are the lectures prepared and delivered, while considering their inclusion in a set of structural but also axiological and praxeological mutations of the university
Allari, Elisa. "Etude exploratoire des enjeux du renouvellement du leadership universitaire : la présidence de l’université." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM1120.
Full textAlthough academic leadership has been studied in numerous works, non valid and widely agreed upon definition has so far emerged. Here we have to cope with an eluding changing concept, revealed or suppressed by given surroundings, in short a polymorphic and polychromatic concept. This doctorate work aims at questioning the leadership concept applying to higher education. Taking in charge the highly changing environment in which universities evolve at the present time, makes up the true dimension of the present study. With a view to answering our questioning, we have chosen to make an approach of leadership in terms of processes, relationships and dynamism in which leaders and followers can perceive the same changing situation in a intricate way. This research allows us to present the characteritics of academic organisations and to identify the factors of a significant change leading to more entrepreneurial type of management as indicated by Clark (2001). In this respect, the analyses of the ways of legitimation of the presidential leadership takes place in a framework of increased management, in which managerial expertise and strategic action become necessary. This study leads us to complete the concept of academic leadership and to grasp the imperceptible change processes on the basis of convergent representations. The evolution of the French higher education system brings us to raise the problematic of the various legitimacies, the allotment of roles at the university and their relationship at the heart of a new practice of governance
Noguès, Boris. "Des intellectuels entre Eglise et Etat : étude sur les carrières enseignantes dans la faculté des arts de Paris de l'âge classique à la Révolution (vers 1660-vers 1793)." Paris 1, 2002. http://www.theses.fr/2002PA010649.
Full textPierronnet, Romain. "Les universités gèrent-elles leurs personnels BIATSS? : l’entretien professionnel comme révélateur des pratiques." Thesis, Paris Est, 2018. http://www.theses.fr/2018PESC0045/document.
Full textFrench universities have undergone recent transformations through reforms inspired by New Public Management. The deployment of a new national budgetary framework (" LOLF ") followed by the LRU law (" Liberté et Responsabilité des Universités ") in 2007 led to the transfer of new responsibilities to universities, including Human Resources Management (HRM): researchers and "professionals" ("BIATSS"). While research work has been devoted to the former, the latter has been studied much less frequently, particularly from the perspective of HRM policies and practices dedicated to them.This research, funded through a CIFRE agreement with Adoc Mètis, aims at understanding the reality of the autonomy of French universities in managing their BIATSS staff. Thus, it takes stock of the effects of the LRU law on this matter, ten years after its adoption. More generally, it can contribute to discussing the reality of public HRM transformations in France, in the light of the model promoted by the reformers: from national and statutory personnel administration practices, the aim is to develop local management based on skills.Conducted within two universities, our research relies on a study of the appraisal interviews conducted by BIATSS staff, at the heart of the desired transformations of public HRM. Our methodology therefore considers appraisal interviewing as a management tool that reveals several HRM processes, linked to the three objectives set out by law: assessment of objectives, management of staff skills and training, and decisions about promotion. Given these aims, we propose to understand the perception and uses of interviewing by staff, both at the local level (within four departments) and at the "central" level (Directorate of Human Resources and promoting committees).Our results first of all question the coherence of appraisal interviews, both internally (lack of consistency of the targets with the assessment methods) and externally (limited integration of the interview with the production of decisions for which specific tools already exist). The interview appears to be a universal clamp of public HRM, which helps explain its sometimes paradoxical and limited effects with regard to its theoretical functions.The analysis of the uses of appraisal interviews suggests that a distinction should be made between several levels, starting with a national level which remains a strong prescriber of university HRM, through its funding to universities and the rules it produces to organize the local management of agents, most of whom are national civil servants. This is the case, for example, with regard to the appraisal interview system itself: while national government intends to develop the autonomy of universities, it is generalizing a system for the appraisal of staff, embedded in procedures and processes for the management of staff stemming from national rules specific to civil servants' bodies.At the local level, both institutions have few specific HRM policies and practices, including the management of their contractual staff. This observation is the result of both internal political resistance and the complex ways in which decisions are produced within university organizations, where different logics confront each other. In so doing, the development of local management, co-produced with managers and based on the local appreciation of objectives and skills, comes up against the persistence of an historical conception of the public service
Macarie, Florea Monica Roxana. "Le Comité national d'évaluation : les effets de l'autoévaluation." Thesis, Paris 10, 2010. http://www.theses.fr/2010PA100091/document.
Full textThis thesis proposes to identify the effects of the French Higher Education Institutions assessment. Our research is centred on the self- assessment proposed by the National Evaluation Committee (CNE) in their guide “The Book of References” (2003). This thesis also contains a study, namely interviews with 37 persons in charge of 17 Higher Education Institution that followed the above-mentioned self-assessment, the estimated discourse on their self-assessment and institutional experience, the effects and their opinions on the procedure and the self-assessment guide. Our analysis has been based on Educational Sciences (for “assessment” and “Higher Education” concepts) and on Organizational Sociology (for the public institutions – Higher Education Institutions - organisation and functions). The thesis concludes with an actual institutional assessment panorama: the creation of The Research and Higher Education Assessment Agency (AERES, 2007) that proposes to renounce the CNE’s “formative” assessment for the “summative” assessment. The Higher Education Institutions are engaged with new responsibilities centred not on the assessment processes, but on the gaining of results
Etienne, Pierre. "L’université et la ville, quel positionnement face aux enjeux de durabilité ?" Electronic Thesis or Diss., Reims, 2020. http://www.theses.fr/2020REIML007.
Full textUniversities are very present in many large and medium-sized cities in France. There, they play an important social and economic role. Thousands to tens of thousands students, scholars and employees live there during the academic term and beyond. They form a significant share of these cities inhabitants. Such cities face today new priorities in the matter of urban planning and urban design, particularly concerning transition to sustainability. Therefore, how do these universities weigh out, or not, on these sustainability-centered urban reconfiguration? On the contrary, how does injunction to sustainability impact universities development? Answering these two questions is a way to renew the old theoretical debate about the relation between the university and the city where it is located.This thesis aims at studying what kind of interaction burgeons between university campuses and cities sustainability, in France. First part of the memoir presents the methodological and theoretical framework, with the following entries: sustainable development, sustainable city, and the place of the university within the city. Second part questions the relations between the presence of a university in a city and how this city addresses urban sustainability issues
Lefeuvre, Sonia. "Entre souci d'insertion professionnelle et désir d'épanouissement intellectuel : la trajectoire des étudiants d'AES et de LEA." Phd thesis, Université de Bretagne occidentale - Brest, 2009. http://tel.archives-ouvertes.fr/tel-00627646.
Full textGuidarini, Valérie. "L' université : un nouvel outil de recomposition urbaine ? : l'exemple du site de la faculté des sciences de Saint-Jérôme dans les quartiers nord de Marseille." Paris, EHESS, 2002. http://www.theses.fr/2002EHES0068.
Full textWe had to deal with the problematic of " the University in the City " through which the students are often given dynamic abilities for the areas where they are set up. So as to understand how the connections between the university areas and their surroundings work, we studied the connection between the physical areas and the social practices. We selected the area of Faculté des Sciences de Saint Jérôme in Marseilles in our study. After analysis, it appears that the social part that the University could play cannot be deduced as a simple creative strategy or as one of the University setting up. Student presence does not make student life. This one is most a discreet reality, hardly comparable to the wanted symbolic effect. So the instrumentalisation of the student population appears uncomfortable because the “instrument” is not so easy to use, as living and reacting in a very specific way according to its surroundings
Waṭfaẗ, ʿAlī. "L'inégalité sociale dans l'enseignement supérieur : des idées à l'approche théorique : l'Université de Caen comparée à la France." Caen, 1988. http://www.theses.fr/1988CAEN1041.
Full textDesvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Electronic Thesis or Diss., Paris 4, 2016. http://www.theses.fr/2016PA040219.
Full textOur project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset
Moureaux, Jordan. "Universités, spécialisation et développement économique régional." Electronic Thesis or Diss., Toulon, 2022. http://www.theses.fr/2022TOUL2002.
Full textThis thesis focuses on the contribution of French universities to local economic development. The first chapter will depict the current situation of French universities by looking at their efficiency and ranking them. Thereafter, we focus on the reasons why the majority of French universities appear to be relatively inefficient. The study of French universities, through a semi-parametric analysis for the year 2014, highlights differences in efficiency according to the size, typology and host territory of universities. We observe that small universities have more facilities than large universities in terms of optimizing the ratio between their resources and their teaching and research output. However, an efficient, small university will always generate less knowledge and a smaller stock of human capital than an inefficient, large university.The second chapter will present empirical work on the spillover effects of university knowledge on local entrepreneurship. In this chapter we seek, by looking at the work previously done, to understand how a university can, through its training and research activities, contribute to economic development. This relationship is often seen as automatic, and the incentive to pursue higher education is seen as a necessity at both the individual and public interest levels. The multi-stakeholder relationship that involves universities, companies and more globally the actors of the territory, is based on the use of knowledge. The third and fourth chapters are devoted to the study of these spillover effects of knowledge. The main objective of this thesis is to study the effect and scope of specialized knowledge spillovers, of university origin, on the creation of high and low knowledge-intensive firms. The constitution of an original database, for the year 2017 and for 34,075 French municipalities, was necessary. Using econometric models, our study highlights results that confirm the presence of specialized knowledge spillovers on the French territory and validate the hypothesis of geographical decrease of these spillovers. The type of knowledge as well as the distance are indeed significant elements in the study of spillovers, since we can observe distinctions according to the various combinations. The variables concerning knowledge externalities, which are approximated by students and graduates of the four major academic disciplines, are all positive and significant for municipalities located within 90 kilometers of the sources of knowledge production. Taking into account the specialization of universities and firms, minor differences can be observed in the scope and intensity of knowledge spillovers on the territory. The creation of firms based on the use of knowledge is thus favoured by their geographical proximity to the sources of knowledge production
Desvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040219.
Full textOur project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset
Bourdon, Muriel. "L'Europe des Universitaires : naissance et développement d'une politique européenne : l'Université Pierre Mendès France et son réseau." Grenoble, 2010. http://www.theses.fr/2010GRENH015.
Full textKouamé, Thierry. "Entre le Parlement et l'Université : le collège de Dormans-Beauvais à la fin du Moyen âge : prosopographie d'un collège parisien (1370-1458)." Paris 1, 2002. http://www.theses.fr/2002PA010665.
Full textMartin, Ana Maria. "Les lettrés espagnols à l'université de Paris au XVIe siècle et leur contribution aux grands débats humanistes de leur temps." Paris 10, 2002. http://www.theses.fr/2002PA100147.
Full textIn the XVIth century, Paris was one of the oldest and one of the most prestigious academic town. Its famous university which counts the most important theological faculty in Europe attracted a vast number of students of various origins. Spanish people represent an important part of the foreign people who attended the different colleges of the Sorbonne to be, either as simple students or as teachers, or sometime both. Therefore, Paris has undoubtedly influenced their thoughts. A lot of them didn't leave any marks. Though, a relative important number of the most illustrious literate people of the Peninsula completed their intellectual training there. Our work has tried to find their tracks to highlight their contributions to the XVIth century thought from Trente Concile to the big humanist debates which punctuated that complex period of time. The study of the most famous Spanish people's thoughts such as Soto, Vitoria, and Vivés is a testimony of the universal value of the conclusions to which they ended. They seem to have anticipate the fist steps of international law. They also appear as the forerunners of human rights by their absolute assertion of the holy character of the human being. Thus, their questionings echo ours, through the centuries
Pouly, Marie-Pierre. "«L'esprit » du capitalisme & le corps des lettrés : l'inscription scolaire de l'anglais et sa différenciation XIX - XXe siècles." Paris, EHESS, 2009. http://www.theses.fr/2009EHES0111.
Full textThis thesis analyses the social forces and debates underlying the inscription of English in school curricula in the 19th century, giving modern languages a practical twist. It highlights the relation between the translation of economic activities in the educational sphere and the process of unification of economic and linguistic markets. The analysis sheds light on the simultaneous differentiation of English. This cultural good, whose symbolic value exceeds its functional linguistic uses, displays increasing internaI differences as it enters the educational system, as a result of the strategies enacted by dominant social groups to maintain the system of symbolic and social differences. The thesis then reflects on the genesis of the English studies canon upon which disciplinary membership is founded (via the 'agrégation'). It studies the institution by the State of a relatively autonomous university body and the way this body and its canon are reproduced and transformed, focusing especially on a moment of redefinition at the end of the 1960s
Carrausse, Séverine. "Les sociabilités étudiantes : étude comparative de trois universités en Corée du sud, France et Portuga." Paris, EHESS, 2010. http://www.theses.fr/2010EHES0004.
Full textThe system of each university, which is constituted by selection and matriculation methods, academic formalities, and everyday life conditions, generates a specific type of social experience. The latter is the essential of the university student's process of socialization. Beyond their core business of degree award and scientific knowledge provision, universities, as areas of socialization and education, can be, for the duration of the studies, associated with the urban entity, and shape university student's identity and personal experience. My research involves various domains such as the social morphology of a specific population (the students), the history and evolution of certain institution (the university) and the link between university and urban areas. All these aspects had been brought into contact with specific historical, geographical, cultural and social contexts: Seoul in South Korea, Coimbra in Portugal and Toulouse in France. This thesis integrates eight-year work of participating observation and quantitative information (1350 questionnaires) collected from university students registered in three differentiated universities. The comparative study of the main categories which structure the student life suggests heterogeneous readings which nevertheless would present analogical reference. Through the comparative analysis of those three forms of university student socialization process, this thesis to shed light on a new approach to the sociology of academic systems, by studying what they "produce": specific types of social actors
Kajiwara, Yoichi. "Les dominicains français face au système universitaire des grades à la fin du Moyen Âge." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2015/document.
Full textAlthough the relationship between the Universities and the Dominican Order in the Middle Ages has attracted historians’ attention for a long time, the impact of the University degree system upon the Friars Preachers has not yet given rise to systematic studies. Focusing on the fifteenth century, where a rapid proliferation of faculties of theology in Europe has given Dominicans more opportunities to access university degrees, this dissertation aims to measure an influence that the magisterium had on the norms, practices and ideas of French Dominican friars, whose ideology was closely linked to university activities. In the French provinces, where the network of Dominican Studia was highly developed, the intellectual elite earned the respect of brothers and enjoyed many advantages within the Order. Aspiration to the privileged status of scholarly Dominicans is accentuated as the degree system of faculty of theology, first established within University of Paris, is implanted in many universities of Europe. As a result, the superiors of the Order wanted to control more rigorously friars’ obtaining of the magisterium. Finally, the Order established a system of supervision for Dominican degree candidates, which was codified in the Order’s new constitution enacted in the beginning of the fifteenth century and refined through many ordinances of the General Chapter. In spite of Dominicans’ efforts to condition the obtaining of university degrees, the relationship between norms and practices was fairly complex, as shown by a prosopographical analysis of the friars authorized to pursue the magisterium. Sometimes, restrictive norms adapt to practices. Such an elasticity of Dominican legislation increased the importance of ad hoc judgments by the superiors, who were responsible to examine and guarantee intellectual and moral qualities of the friars admitted to the degree. Hence, authorizing process of Dominican degree candidates became quite complicated, as the friars who were eager for the degree committed themselves actively in such a process. On the other hand, the Order did not seem very interested in the academic acts which Dominicans performed in practice within the faculty, because, relying on pontifical favor generously granted, it could confer the magisterium on the friars who deserved it. The predilection of Dominicans for the degree seems all the more unshakable as the magisterium is closely associated with their self-consciousness. Friars' view of the magistri is, however, double-edged, for the doctor can never be free from suspicion of worldly vanity. The Observant Dominicans were particularly interested in this recurrent question of masters’ arrogance. They were nevertheless as attached to the degree as the non-reformed friars. The University degree system took root so profoundly in the Dominicans’ ideology that they shared an ideal with University men, that of intellectual contribution to a prosperity of the Church, and the Dominican Order appeared as an universitas of doctors of theology
Hoang, Van tuan. "L'enseignement supérieur en Indochine (1902-1945)." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV048.
Full textTitle : Higher education in Indochina (1902-1945) Keywords: Education, higher education, Indochinese university, university of Hanoi, colleges, Vietnam, Indochina. Abstract : The higher education in Indochina in the French colonial period was highlighted by the creation of the School of Medecine of Hanoi in 1902 and by the creation of an Indochinese university in 1906. It was a temporary mesure as well as a political. Paul Beau created the Indochinese university in response to changing situation in the Far East and to match the requirement of indigenous people. From Albert Sarraut’s reform in 1917 onward, the higher education became an official part of the system of education in Indochina. The Indochinese university was reorganized and several colleges were created and trained people in almost every domains to meet the development of the country: the medicine, the law, the fine arts, the business, the agriculture and the forestry, the public works and the pedagogy. Until 1945, the system of higher education in Indochina was very well organized and offered a rather complete. Hanoi became an educational center in the whole French colonial empire. The Indochinese university, despite its limits about the quantity and the quality of lessons proposed, participated in the development of the Indochinese peninsula’s countries, during the colonial era and after independence the three countries. It was the only university dedicated to the native students in all the French colonial empire. The Indochinese university is considered as one of the most important works of the French colonialism in Indochina
Soulié, Charles. "La fabrique des philosophes, ou des usages sociaux de l'UFR de philosophie de Paris I." Paris, EHESS, 1994. http://www.theses.fr/1994EHES0339.
Full textThe subject of this work concerns socially differenciated uses made by paris 1 u. F. R. Philosophy students of their study. After describing these students and their professional destinations, i studied their relationship to culture, their pedagogical choices and their research practices in the master degree. The last element allowed me to treat in a concrete way the question of social determination in philosophy research. This is shown to be highly related to teaching programmes and specifically to the agregation exam. But variables such as scholarly capital (khagne, e. N. S etc. ), social origin, and gender, also play a determining role. I have thus been able to expose the relationship between the research subject treated and the student profil. The study was enlarged to encompass master students in the parisian area, and then doctoral students. This confirmed, taking account of the level of study, the afore-mentionned relationship. The conclusion emphasises the weight of secondary teaching, via the philosophy agregation and the system of preparatory classes, on french university philosophy teaching and its research activities
Fondu, Quentin. "La Scène et l'Amphithéâtre : sociologie et histoire de la discipline des études théâtrales en France et dans les deux Allemagnes (1945-2000)." Thesis, Paris, EHESS, 2021. http://www.theses.fr/2021EHES0004.
Full textThis thesis is about the history of the discipline of theatre studies in France and in the two Germanies, from 1945 to the early 2000s. It examines the historical and social conditions in order to understand its emergence and development. My main hypothesis is that the creation of this discipline happened at the intersection of the academic and theatrical fields, and at the crossroads of local, national and international logics. Unlike older disciplines, theatre studies avows a larger openness vis-a-vis logics external to the academic world, both in terms of training and job prospects. Participating perhaps in the contemporary challenges to “disciplinary order”, the history of this discipline must also be resituated within the broader metamorphosis of theatre and the university over the course of this period. Our approach relies on historical sociology, whose aim is to bring together methods from history and sociology in order to simultaneously think about events, institutional history, and structural analysis. Without abandoning the basis for comparison between France and the two Germanies, our methodology also draws heavily from histoire croisée, which allows us to broaden the scope of our analysis without accepting at face value the national framework of the discipline
Diese Dissertation behandelt die Geschichte der Disziplin der Theaterwissenschaft in Frankreich und im geteilten Deutschland, von 1945 bis zum Beginn der 2000er Jahre. Sie untersucht die historischen und sozialen Bedingungen, die es ermöglichen, ihre Entstehung und Entwicklung zu verstehen. Die zentrale Hypothese ist, dass die Konstituierung dieser Disziplin durch die Verbindung des akademischen und theatralischen Bereichs und dem Zusammenwirken lokaler, nationaler und internationaler Logiken ermöglicht wurde. Im Gegensatz zu älteren Disziplinen beansprucht die Theaterwissenschaft in der Tat eine größere Offenheit gegenüber Logiken außerhalb der akademischen Welt, sowohl in Bezug auf Ausbildung als auch auf Karrierewege. Die Geschichte dieser Disziplin, die wohl an der gegenwärtigen Krise der "Disziplinarordnung" teil hat, muss daher in die breiteren Metamorphosen des Theaters und der Universität in dieser Periode - insbesondere in ihre jeweiligen Internationalisierungen und Politisierungen - eingeordnet werden. Der Ansatz dieser Dissertation basiert auf der historischen Soziologie, die darauf abzielt, die Methoden der Geschichte und der Soziologie zu kombinieren, um Ereignisse, die Institutionengeschichte und die Strukturanalyse gleichermaßen zu berücksichtigen. Ohne die Prinzipien des Vergleichs zwischen Frankreich und den beiden deutschen Staaten aufzugeben, verdankt die Methodologie auch viel der histoire croisée, die es erlaubt, die Skalen der Analyse zu multiplizieren, ohne a priori den nationalen Rahmen der Theaterwissenschaft vorwegzunehmen
Yarbrough, Alexander. "Reform and Its Limits : the Bélisaire Affair and the Politics of Religious Toleration in Enlightenment France." Electronic Thesis or Diss., Paris 4, 2017. http://www.theses.fr/2017PA040114.
Full textIn 1767 Jean-François Marmontel published Bélisaire, philosophical tale that included a plea for civil tolerance in religion and a merciful Christianity with Deistic elements. A successful book, Bélisaire did not only have admirers: its support for tolerance and its new vision of salvation earned it a lively opposition from the Church, especially the Faculty of Theology of Paris, which planned a Censure. Yet the Censure displeased the government which immediately became involved. Known to historians, the affair’s specialists, John Renwick and Robert Granderoute have published two articles and a preface, respectively. Yet despite their quality, central elements of the affair remain unknown. New sources show: (1) that the avocat general od the Parlement of Paris, Jean-Omer Joly de Fleury, took advantage of the affair to compose a new theology of tolerance, reconciled with Catholicism and (2) that the government censored the Censure, re-writing its 4th article which praised too enthusiastically civil intolerance, certainly the king’s policy, but which he wanted to retain the right to modify. This study therefore shows the inner workings of magistrates and ministers who sought to defend the Church, a base for the monarchy, while also modernizing it. It also shows the paradoxes of failed reforms: the theology of tolerance, quite rich, never served to modify the law. This affair mobilized high-ranking ministers, dynamic and devoted, yet the monarchy struggled to enact their ideas. It never instituted a new religious synthesis, like it had done in the past, following the analysis of Dale Van Kley
Houzé-Robert, Emmanuelle. "Les enseignants-chercheurs de la Faculté des Sciences et Techniques de l'Université de Nantes : récits de vie professionnelle et dynamique de la science." Nantes, 2005. http://www.theses.fr/2005NANT3042.
Full textThe subject of this essay is to look into the dynamics of the science faculty of Nantes University from the point of view of the exact ones who are involved in the researching and lecturing process : the scholars. The way they describe their scientific practices and their professional environment is analysed over time, taking into consideration local circumstances. About fifty professional histories have been collected from scholars of the faculty of Science and Technology of Nantes. This faculty represents a unique case of a recent faculty in a town without a previous University. This thesis brings to light the increasing complexity of the work in the last thirty years. This is particularly caused by a change of the students' demographic backgrounds and their increasing numbers. It is also caused by a diversification of the researching techniques and practices, which creates tensions between the activities of the profession, which are crucial to the dynamics of the Science department
García, Mayné. "Configurations spatiales et architecturales : contribution à la formation par l'habitabilité des espaces universitaires." Thesis, Rennes 2, 2016. http://www.theses.fr/2016REN20052/document.
Full textThis thesis covers an aspect less developed from the Human and Social Sciences, the role that the architectural conceptions and spaces of study and work in the formative process in the university level in a time of widespread digital culture. From a study in cases with Mexican and French universities, we analyzed how the architectures assist or obstruct practices that favor or hinder formation model with the finality of human development. The construction of data is supported by the ethnographic tools, an analytic model that relates spatial production and analysis of formation dispositives and using technical analysis of the discourse, images and architectural analysis. The study of the interrelationships between what we call spatial and architectural configurations in five universities campi, produced findings linked with the characteristics of habitability and their relationships with the actors project as to the purpose of university formation
Esta tesis aborda un aspecto escasamente trabajado desde las Ciencias Humanas y Sociales: el papel que desempeñan las concepciones arquitectónicas y los espacios de estudio y de trabajo en los procesos formativos universitarios, en un momento de generalización de la cultura digital. A partir de un estudio en casos en universidades mexicanas y francesas, analizamos la manera en que las arquitecturas propician u obstaculizan prácticas que favorezcan los modelos de formación con finalidad de desarrollo humano. La construcción de datos está apoyada en herramientas de corte etnográfico, un modelo analítico que relaciona la producción espacial y el análisis de dispositivos de formación, técnicas de análisis del discurso, análisis de imágenes y análisis arquitectónico. El estudio de las interrelaciones entre lo que denominamos configuraciones arquitectónicas y espaciales en cinco campi universitarios produjo hallazgos ligados con las características de la habitabilidad y sus relaciones con el proyecto de los actores en cuanto a las finalidades de la formación universitaria
Lips, Christophe. "L’appropriation du Processus de Bologne par les acteurs de l’université, enjeux et perspectives." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV091.
Full textOur thesis aims to answer to the question: which are the strategies and the logics of action, that are applied by the university staff, in order to legitimise the Bologna Process (BP), through its implementation. The BP should help universities to play entirely their role of major economic stakeholder in the knowledge economy. A double logic characterises its functioning: a strategic logical, that defines goals, at a supranational level, combined with an instrumentation logical, that translates these goals into instrument, that should be implemented at the local level, namely in the universities. Universities live in a period of changes, characterized by uncertainty and the challenge of an adaptation to the needs of the knowledge society, as well as their duty to fulfill their missions of public service. The effective implementation of the instruments of the BP should help them to accomplish these challenges. Here is precisely the stake of a real reflection, based on the management of public organizations: it is to lean on the principles of this management, in terms of performance, as well as of quality, in order to conduct a truly strategic reflection for an efficient implementation. In our research work, we offer a pioneering perspective of the BP, by connecting it to an innovation. This perspective helps to highlight the significance of the sense that should be given to the implementation of the BP, as well and the major role of the stakeholders in this implementation, through his choices and strategies. Based on these statements, we elaborated our research question. Three hypotheses have been formulated, they concern the strategies of appropriation through mimetism practices, that are frequently observed in situations of uncertainty, the link between appropriation and the association goals/instruments during the implementation, and the benefits of a strategic and participative management to reduce the dissociation goals/instruments. We opted for an epistemologic positioning that comes under the interpretativist paradigm, and for an hybrid approach, between abduction and hypothetico-deduction. Our research is leaning on two precise cases: the Université Pierre-Mendès-France (Grenoble – France) and the University Matej Bel (Banská Bystrica – Slovakia). In order to handle our collected data, we proceeded through thematic qualitative analysis. Globally, we observed that : some of the university staff applied different strategies (strategies of mimetism, observation, reappropriation of instruments, choices of strategic partners) that led to an appropriation, and showed en efficient implementation of the instruments; that a strategic and participative management led to an appropriation by the stakeholders of the BP and to a more efficient implementation of the instruments; and that the structures, that offer highly professionalising education, better legitimate the BP than the structures that offer more ‘classical’ education. It is then possible to observe an appropriation of the BP by some stakeholders, nevertheless it seems that not all stakeholders legitimate it yet, that often lead to a dissociation instruments/goals and to a relative technicist and mechanical implementation. In this way, we propose to turn principally to the principles of a sensegiving and sensemaking management. Through their application, these principles should lead to a legitimation of the BP. Our work could lead to more longitudinal, or wider studies, that could integrate more universities, to studies using ‘les economies de la grandeur’, or the network management, to go deeper in our results, as well as to enlarge them, by pluridisciplinary studies, nay to a reflection, that could lead to the creation of a tool, that could help, on a non restrictive way, to estimate, to offer a framework, and to identify the needs of the stakeholders within the frame of an efficient implementation of the BP
Maric, Goran. "E-learning : situations et perspectives dans les universités françaises." Paris 13, 2011. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2011_maric.pdf.
Full textThis thesis was thought from the report that the e-learning widely spread, under diverse forms and in some years, within the French traditional universities. Its first part (macro analysis) leads us to wonder about the link between this new way of teaching and the governmental policies, as well as those of the traditional universities: by what compromises was an innovation so important able to develop so quickly? In connection with this question, we also put that to know if there is a French-style e-learning. If yes, what are its general characteristics? The second part (méso analysis) drives us towards the actors of the e-learning. The search consists then in identifying the economic, institutional, educational and technological foundations of their strategies: between the concern of reducing costs and the structural realities, where do they stand? In the third part (micro analysis), we try an evaluation of some concrete realizations from the following question: how is it that certain e-learning formations seem to have managed to join the university landscape, whereas the others did not reach it at all?
Casta, Aurélien. "Le financement des étudiants en France et en Angleterre de 1945 à 2011 : le student finance, l'award et le salaire étudiant et leur hégémonie." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100086/document.
Full textThe thesis deals with student funding policies in France and England and the debates that they raised since the post-war years. It answers two main questions. By using the approach of the social policies sociology, it compares the systems of proposals and policies – the student finance, the award and the salaire étudiant – which have shaped higher education since 1945 in both countries. By using the concept of hegemony that Antonio Gramsci thought it at the beginning of the 20th century, the thesis shows the decision-making process that lead to these proposals and policies. Our materials are composed of the available statistical data, the student union archives, the governmental reports and the documents diffused by the groups involved in the sector. The thesis deals with four periods – two in each country – and describe the debates, the conflicts and the policy which took place. It shows that those funding systems are founded on different measures: tuition fees, loans and grants for the student finance; the public funding of maintenance and fees for the award; free higher education and wage for the salaire étudiant. It also shows that they are supported by specific representations of students and the value of their work and specific types of funding and decision-making process. It shows finally that the spreading of these ideas in the public debate and the development of these institutions inside the sector make possible the shaping of their policies and of their hegemony
Tandilashvili, Nino. "Le managérialisme et l’identité universitaire : le cas de l’université française." Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100090.
Full textDriven by major changes in the higher education environment, French universities have engaged themselves in a comprehensive process of management modernization. In parallel, governments have undertaken number of reforms to face up important socio-economic and technological evolutions. These reforms aroused a vague of criticism in English and French scientific literature, stating namely, that the price to pay for the improvements proposed by these reforms is very high, sometimes even distorting the basic idea of what is university.Thus, the present research is part of the scientific and public debates incited by the changes in the governance of universities in France. It aims to analyse the nature of the impact of growing “managerialism” on the university identity. Does the introduction of private sector management tools and concepts allow improved efficiency and effectiveness of universities without altering its fundamental nature? Or, on the contrary, this “modernisation of management” transforms the university identity, which is a complex set of values, missions, operating mode… To answer these questions the research proposes a multiple case study of three French public universities with diverse academic profiles: multidisciplinary, scientific and social sciences universities. The contents analysis of the interviewed academics’ discourse reveals important identity modification due to different factors. Our aim is to see in what extent this modification is attributed to managerialism. In so doing, our research exposes number of tensions between traditional norms, values and practices, on the one hand, and the objectives of the emerging formal institutional structure and management, on the other hand
Goldstein, Marta. "Les échanges franco-américains en sciences humaines, économiques et sociales, de 1870 à 1932." Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30106.
Full textWithin the context of the expansion of the United States as a world power, we study the extent to which their intellectualdevelopment is enhanced by bidirectional exchanges of students or transfers from French institutions to America. Amongthose, we take in in-depth look at the Ecole Libre des Sciences Politiques in Paris. Having combed its archives, we could list theAmerican students there, from its founding to the end of our period of study in 1932. We point out the importance of somestudents and study the schools it gave birth to in America. We explain the transfer from the Musée Social or Paris to the U.S..We take into account the networking between French and American historians, geographers, economists, sociologists andother university scholars. We analyze exchange students, including those from programs created by James Hyde and AlbertKahn, with a particular emphasis on Harvard University. France is determined to attract foreign students at the expense ofGermany where the majority of the best American scholars were trained. Therefore, by way of an intellectual biography of JeanJules Jusserand, French ambassador to the U.S. for 22 years, we study the war of influence on American soil between Frenchand German intellectuals, before and during World War I
Mercier, Charles. "René Rémond, Nanterre et l'Université : les enfantements de 68 (1968-1976)." Paris 1, 2011. http://www.theses.fr/2011PA010674.
Full textHamelin, Bertrand. "Singulier et pluriel : Michel de Boüard." Caen, 2011. http://www.theses.fr/2011CAEN1622.
Full textThis biography of historian and archaeologist Michel de Boüard (1909-1989) offers a new look at two questions of cultural history, historiography and intellectual history. First, it is the study of the original career of a historian who was trained at the Ecole des Chartes but who was attracted by the renewal initiated by the Annales paradigm: while his first scientific works illustrated a traditional tendency of French historiography, based on the sole use of written documents, after the Second World War, Michel de Boüard moved to new forms of historical research, becoming aware of ethnography and medieval archeology, which he is considered to have redefined in France. Special attention is drawn to the reform of regional studies Michel de Boüard carried out in Normandy. Second, this research offers unprecedented observations of the intellectuals’ action on the scale of a small university town, Caen. A Resistance fighter and a deportee to Mauthausen, Michel de Boüard was considerably involved in public debate. The study of this part of his activity reveals an aspect of intellectual history hitherto generally neglected. Moreover, his minority positions deserve study: Michel de Boüard incarnated a little-known political figure, that of the progressive Christian and he distinguished himself by his support of Holocaust denial at the end of his life. The main challenge of this biography is, therefore, without absolutizing the genuine uniqueness of such a career, to understand the genesis of such great diversity
Grau, Hervé. "L'enseignement des sciences physiques et l'expérimentation en France 1750-1830." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0192.
Full textLa période qui s'étend de 1750 à 1830 voit en Europe la mise en place d'une nouvelle physique qui se caractérise surtout par la mise en mathématique de phénomènes comme la chaleur et l'électricité, par la prise en compte de l'état gazeux et des quantités impondérables et par la création de la cristallographie qui se sépare avec la chimie de l'histoire naturelle. Cette physique s'enseigne, et jamais la physique enseignée n'a été aussi proche de celle du chercheur, ce qui fait une nette différence avec la situation d'aujourd'hui, mais aussi avec la situation des années précédentes. Le propos de cette thèse est de s'intéresser aux conditions de l'expérimentation dans l'enseignement de la physique et de la chimie sur cette période. La thèse s'articule autour de l'étude de cas de lieux d'enseignement, en commençant par une approche locale, à savoir Nantes avec le collège des Oratoriens, son évolution en école centrale et en lycée, puis avec l'École royale du Génie de Mézières et l'École Polytechnique et enfin avec le Collège de France, tout en posant la question d’une spécificité française par rapport à la situation européenne. Il s'agit de voir les conditions d'un enseignement des sciences physiques et de son évolution, de la part accordée à l’expérimentation, et de montrer comment l’opposition ou la complémentarité de la science du chercheur d’avec celle de l’ingénieur a structuré l’enseignement de celle-ci en France à cette époque, en lien avec les enjeux politiques et éducatifs, sujets clés de ces temps de bouleversements de société