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Autonomy as Anticipation of the World of Work at School

Abstract

Schools are under increasing pressure to prepare students for the transition to post-compulsory education and vocational training. Beyond the support of the students’ professional orientation, the focus is on students’ learning of soft skills. Based on an ethnographic study in schools of the lower secondary level, the article discusses how in school, autonomy is anticipated in school as a central requirement of the world of work. The analysed counselling interview reveals a narrowing of autonomy to the self-responsible execution of orders.

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Envisioning Higher Education: How Imagining the Future Shapes the Implementation of a New Field in Higher Education

Abstract

Higher education is a site of contesting visions by actors in politics, science and the economy. This article investigates imaginations of the future articulated around the introduction of data science in Swiss higher education through a qualitative analysis of study programmes, policy documents, and business reports. Universities envision data sciences mainly in reference to economic and technological concepts, which contribute to the coordination of the various actors and thus unfolds specific performative effects in the present.

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Establishment of a School-Based Pathway to Universities of Applied Sciences in Switzerland. Conventions of Higher Education Access in Vocational and General Education

Abstract

How did the upper-secondary specialised school (SpS) establish itself as a school-based pathway to the universities of applied sciences in Switzerland? The sociology of conventions serves to analyse how actors justify and assess this type of school. The analysis of interviews and educational policy documents shows that the specialised school has been a recurring target of criticism from advocates of the VET system. It had to make compromises with the world of work to gain recognition as a pathway to the universities of applied sciences.

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How the World of Work Transforms Educational Institutions
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The Implementation of Results-Based Management in Quebec: Between School Principals’ Optimism and Teachers’ Skepticism

Abstract

In this article, we examine the extent to which the implementation of results-based management (RBM) affects socio-professional relationships in public schools in Quebec. Our analyses of interview data show that the perceptions of RBM by Quebec teachers and school principals are more divergent than convergent. The observed differences of perception affects the socio-professional relationships between school principals and teachers to the extent that the former have to find adequate strategies to obtain the commitment of the latter.

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Intensification of Teachers’ Work and Bureaucracy: The Example of the PPRE

Abstract

This article analyses the changes the profession of primary school teacher has been submitted to. It focuses on a device prompted to fight against school failure, called “Personalised Programme for School Success” (PPRE). It shows its propensity to above all reinforce the control on pedagogical practices through a mandatory formalization of those and to standardise the responses commonly held about schooling difficulties while engaging the entire hierarchical chain.

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Organization Versus Profession? Teaching in the context of higher education reforms from a Sociology of Professions Perspective

Abstract

The paper addresses the impact of higher education reforms on academic teaching and the concrete implications of the new academic teaching requirements for the professional practice of professors. It explores how labour market requirements change the university from the point of view of professors and how they deal with these changes. The paper draws on 64 interviews with professors from Germany, which were conducted as part of a qualitative study on the consequences of performance evaluation procedures at German universities.

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School Principals’ Work Stress in an Era of New Education Governance

Abstract

The worldwide implementation of school governance reforms over the last decades has changed the function and roles of school principals. Now identified as key players, these changes expose them to new health risks. International research has established the principalship to be highly demanding and stressful. This study addresses work stress, its main causes and coping strategies among school principals in French-speaking Switzerland. While they are most frequently bothered by time stressors, coping efforts are primarily directed at reducing or preventing conflictual interpersonal relations.

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Training in Companies: Educational Practices at the Heart of the World of Work

Abstract

In Switzerland, dual vocational education and training, which is practice- and employment-oriented, is the most frequently chosen path after compulsory education. The analysis of the training provided in the company by the people in charge of the apprentices questions the influences of the world of work on educational practices. The analysis of 80 semi-directive interviews highlights the tension between production and training, the different representations of apprentices, and the impact of these two elements on training practices.

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Book Reviews
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