Legal Status of Academic Professionals in France: Experience for Russia

Abstract

In terms of social (public) needs, science is a global system. General laws of nature expand beyond political boundaries. This process is currently driven by an increase in the number of the countries actively participating in the scientific (research) process; a significant increase in the number of international scientific (research) teams and articles published by them; an increase in the number of international grant programs. At the same time, the legal status of academic professionals (scientists, researchers, etc.) – who are the direct actors of scientific (research) activities – differs significantly in different countries of the world. As the Russian President pointed out: “it is critically important to focus resources on supporting talented, committed researchers and teachers, to create the conditions in which the best domestic and foreign, primarily young, scientists, promising university graduates, would, certainly, aspire to work in Russian higher education institutions”. In order for the presented political platform of the head of state to be implemented, it is important to choose – based of a comparative analysis of the existing models of legal regulation of the status of academic professionals in the global legal space – as strategically important for implementation, a model that would meet the requirements of government (public governance) efficiency. The article analyzes the constituents of the legal status of academic professionals in France. Based on diachronic and synchronic comparison, the author draws conclusions with regard to the possibility of using efficient French legal models for the purpose of reforming the sector of Russian law related to academic (research and education) matters.

Mapa de Consenso del Docente Universitario: Percepciones del proceso de enseñanza-aprendizaje efectivo

“…El conocimiento académico se ha convertido en un sistema internacional sometido a requerimientos públicos, los cuales regulan la agenda de formación e investigación científica, en el marco de los nuevos desafíos impuestos a las sociedades por los procesos de globalización y las tecnologías de la información (Reyna, 2018;Ahmed, 2018;Yanti et al, 2019;Zakharova, 2019;Rivas-Rebaque et al, 2019;Chuquihuanca et al, 2021).…”