Reconciling Republican ‘Egalité’ and Global Excellence Values in French Higher Education

Cremonini, Leon; Benneworth, Paul Stephen; Dauncey, Hugh; Westerheijden, Donald F.

doi:10.1007/978-94-007-4975-7_7

Cited by 11 publications

(12 citation statements)

References 10 publications

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“…This paper looks at three examples. France undertook a series of reforms focused on strengthening institutional research and improving infrastructural quality of the national 'top universities' (see Cremonini et al, 2013). Germany initiated the Excellence Initiative to promote 'world-class science' at German universities.…”

Section: The Global Policy Rhetoric On Excellence In Higher Educationmentioning

confidence: 99%

“…We rationalize public support for HE -in light of the currently dominant paradigm of new public management in higher education -as being based on the system's effectiveness (Bergan et al, 2009) and efficiency (see, inter alia, Kickert et al, 1997) in producing public benefits. A 'good' public intervention produces these public benefits most efficiently both directly and indirectly (including public benefits accrued from recycled private benefits such as increased salaries or additional taxation; see Cremonini et al, 2013 for a broader discussion). Therefore, a 'rational' WCUP justifies its public funding by improving the efficiency of the system in producing its public benefits.…”

Section: The Global Policy Rhetoric On Excellence In Higher Educationmentioning

confidence: 99%

“…In a recent public lecture, Dirk van Damme, OECD's Executive Director Centre for Education Research and Innovation (cited in Cremonini et al, 2013), pointed out what he called the limits to competition between universities to produce socially optimal outcomes. The need for increased collaboration between universities to achieve collective societal ends is a more pressing problem than encouraging efficiency in quasi-markets.…”

Section: A Conceptual Framework To Understand the Benefits Of World-cmentioning

confidence: 99%

“…The data presented here is primarily secondary (cf. Cremonini et al, 2013;Kehm, 2013) with a specific focus on the intentions and focus of the particular policy interventions. This has been matched with a degree of analysis of policy documents from education Ministries, from the involved universities, from press reports and other sources as referenced.…”

Section: A Conceptual Framework To Understand the Benefits Of World-cmentioning

confidence: 99%

See 3 more Smart Citations

In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

et al. 2013

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The growing popularity of the concept of world-class universities raises the question of whether investing in such universities is a worthwhile use of public resources. Does concentrating public resources on the most excellent universities improve the overall quality of a higher education system, especially if definitions of excellence and worldclass are made by external ranking organizations? This paper addresses that question by developing a framework for weighing up trade-offs between institutional and system performance, focusing on the potential system-wide improvements which world-class university programmes (WCUPs) may bring. Because WCUPs are in a relatively early stage of their development, systemic effects are not yet clear. We therefore analyse the ex ante reasons that policy makers have for adopting WCUPs to see if they at least seek to create these systemic benefits.

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Section: The Global Policy Rhetoric On Excellence In Higher Educationmentioning

confidence: 99%

Section: The Global Policy Rhetoric On Excellence In Higher Educationmentioning

confidence: 99%

Section: A Conceptual Framework To Understand the Benefits Of World-cmentioning

confidence: 99%

Section: A Conceptual Framework To Understand the Benefits Of World-cmentioning

confidence: 99%

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In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

et al. 2013

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“…But participants spoke from different political standpoints. While naturally, political opinions and worldviews diverge within academia, the transformations recently implemented and those underway are contested and deeply divisive (Cremonini et al 2013;Thorkelson 2018). Two sets of opposing viewpoints were identifiable in our data: the view that the public service should be defended and at the other end of the spectrum, the view that forms of privatisation were desirable.…”

Section: Parisian University)mentioning

confidence: 85%

Public good in French universities: principles and practice of the ‘republican’ model

Carpentier¹,

Courtois

2020

Compare: A Journal of Comparative and International Education

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Drawing on 45 semi-structured interviews conducted in four public universities as part of an international comparative project, we examine the cultural, political, social and economic forces at play in the way the 'public good' is perceived, translated and debated within the French higher education context. Our findings indicate that a variety of views of the public good value/contribution of higher education co-exist, which, in a context of reform, reflect various understandings of how the principles and practices driving the French 'republican' model work or should work.

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Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective

Schäfer,

Schittenhelm,

El Dali

2023

Population Space and Place

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Intra‐EU doctoral migrants are doubly privileged: as EU citizens they enjoy free movement rights and as academics their intra‐EU mobility is promoted by the EU's measures to establish a European Research Area. This paper takes a closer look at these favourable conditions by examining intra‐EU mobile doctoral academics in different places. To understand the experiences of migrating into academic spheres abroad and being on the threshold of entering the academic workforce, our theoretical approach brings together theories of distinctive practices resulting in exclusion and theories of belonging. We consider the knowledge resources, including language abilities, that are required for the doctoral migrants' inclusion in the academic workforce abroad by using a comparative view on places. Our empirical analysis focuses on graduates in the social sciences and humanities who moved from Germany to France or the Netherlands during their educational trajectories. Suggesting a place‐based comparative approach, we contribute to the debates about barriers to intra‐EU academic migration. We explain (i) place‐specific obstacles due to differing understandings of ‘appropriate’ knowledge and language abilities in higher education that affect social and academic life and (ii) how these barriers result in the doctoral migrants being in‐ and excluded in academic environments abroad.

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Reconciling Republican ‘Egalité’ and Global Excellence Values in French Higher Education

Cited by 11 publications

References 10 publications

In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

Public good in French universities: principles and practice of the ‘republican’ model

Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective

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