L'insoutenable manque de pluralisme dans l'enseignement de l'économie à l'université

Sophie Jallais (), Florence Jany-Catrice and Arthur Jatteau ()
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Sophie Jallais: PHARE - Philosophie, Histoire et Analyse des Représentations Économiques - UP1 - Université Paris 1 Panthéon-Sorbonne
Arthur Jatteau: CLERSÉ - Centre Lillois d’Études et de Recherches Sociologiques et Économiques - UMR 8019 - Université de Lille - CNRS - Centre National de la Recherche Scientifique

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Abstract: Executive summary This report presents the results of a quantitative survey carried out on economics and management bachelor's degrees. This survey covers courses in bachelor's degrees in economics supplied by 53 French public universities, i.e. almost all those offering such degrees. It covers 6,433 courses. More specifically, the report looks at course titles and the number of ECTS associated with them, this number being understood as the weight attributed to them in the bachelor's degree. In our study, these ECTS are weighted according to whether the course is optional, part of the core curriculum or not, and so on. Almost all the statistics we produce are expressed in ECTS (or rather in ECTS shares). In order to produce intelligible statistics on these thousands of courses, we categorized them along three levels. The first level divides the courses into 9 categories, the second into 71 categories and the third into 115 categories, enabling several levels of analysis. For example, we can measure the weight of mainstream and non-mainstream courses. For an analysis over time, we also use the categorization constructed in 2013 by PEPS-Économie, in a previous study of economics bachelor's degrees. The major limitation of our survey is that it is limited to course titles. Sometimes, the title cannot be seen as fully indicative of the content of the course: the same course title may in fact give rise to very different contents, depending on the teacher and/or the university where the course is taught. Nevertheless, course titles remain representative of the desire to emphasize a particular term or theoretical orientation. They provide a solid indication of the current state of economics teaching at undergraduate level.

Keywords: Economie; Enseignement supérieur; Pluralisme; Licence (search for similar items in EconPapers)
Date: 2023-10-10
Note: View the original document on HAL open archive server: https://paris1.hal.science/hal-04313618v1
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Published in Association Française d'Economie Politique. 2023, 161 p

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