La transformation de l’université française : La perception des universitaires

Abstract

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Impact of International Rankings on French Universities

“…One further argument against the rankings methodology is that measuring the quality of research in all disciplines using similar bibliometric indicators is also questionable due to wide differences in research traditions between the social and natural sciences (Tandilashvili, 2022;EUA report, 2011). Adopting bibliometric indicators to measure research quality is more adapted to exact and medical sciences than to human and social sciences.…”

“…Many agree that the "disappointing image" of French universities, pushed the French government to undertake certain reforms in order to improve the country's overall positioning in international rankings (Tandilashvili, 2022;Tandilashvili, 2016;Harfi and Mathieu, 2006). In one of her press interviews in 2008, the Minister of Higher Education and Research, Valérie Pécresse, declared that the "bad grades" in international rankings reveal the urgency to reform the French university system (Echos, 2008).…”

“…They are also acclaimed to improve transparency and allow students to make informed choices. However, critics have questioned their objectivity since their evaluation methods depend strongly on the choice of indicators used (Luque-Martínez and Faraoni, 2020; Kosztyán In addition to serious criticism and even opposition from academia, rankings are nonetheless widely accepted by higher education players and the wider public due to their simplicity and consumer-oriented information (Tandilashvili, 2022; Luque-Martínez and Faraoni, 2020; Tandilashvili and Tabatadze, 2016; Wilkins and Huisman, 2015; Marginson and van der Wende, 2 2007). Consequently, university rankings have been subject to increased academic scrutiny and critical debate in recent years.…”

“…Previous studies have explored rankings' impacts on different levels: on policy making (Lim and Williams Øerberg, 2017; Marginson and van der Wende 2007; Dill and Soo, 2005); on HEIs strategy and objectives (Collins and Park 2016;Elken et al, 2016;Hazelkorn, 2011;Hendel and Stolz, 2008;Maginson and Sawir, 2006;Dill and Soo, 2005) on students' choices (Clarke, 2007); on departments and other sub units (Tandilashvili, 2022;Marques and Powell, 2020), on academics' behaviour (Tandilashvili and Tandilashvili, 2022;Bloch et al, 2021); and on university identity (Tandilashvili, 2022;Roessler and Catacutan, 2020;Elken et al, 2016).…”

“…While much has been written about the methodologies employed, together with their inherent basis and problematic impact on higher education policies, detailed case studies on the actual effects of university rankings, especially in a national context, remain an important desideratum in the literature. Rare prior empirical studies have identified tensions and value conflict generated within the French universities at different levels (Tandilashvili, 2022).…”