Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain

Higher Education

Volumn 73, Issue 6, 2017, Pages 963-980

  Angermuller, Johannes ^a,b  

^a ÉCOLE DES HAUTES ÉTUDES EN SCIENCES SOCIALES   (France)

^b UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

Academic careers in Germany; Academic status; France; Social categories; UK and U. S

Indexed keywords

EID: 85013113411     PISSN: 00181560     EISSN: 1573174X     Source Type: Journal    
DOI: 10.1007/s10734-017-0117-1     Document Type: Article

References (55)

1. Abbott, A. (2001). Chaos of disciplines. Chicago: University of Chicago Press.
2. Altbach, P. G. (1996). The international academic profession: Portraits of fourteen countries. Princeton: Carnegie Foundation.
3. Althusser, L. (2003). The Humanist Controversy and Other Writings (1966–67). London, New York: Verso.
4. Angermuller, J. (2013). How to become an academic philosopher. Academic discourse as a multileveled positioning practice Sociología histórica, 3, 263–289.
5. Angermuller, J. (2014). Poststructuralist Discourse Analysis. Subjectivity in Enunciative Pragmatics. Houndmills, Basingstoke: Palgrave Macmillan.
6. Angermuller, J., & Maeße, J. (2015). Regieren durch Leistung. Zur Verschulung des Sozialen in der Numerokratie. In A. Schäfer & C. Thompson (Eds.), Leistung (pp. 61–108). Paderborn: Schöningh.
7. Aronowitz, S. (1994). The Jobless Future: Sci-Tech and the Dogma of Work. Minneapolis: University of Minnesota Press.
8. Baert, P. (2012). Positioning theory and intellectual interventions. J Theory Soc Behav, 42(3), 304–324.
9. Baert, P. (2015). The existentialist moment. The rise of Sartre as a public intellectual. Cambridge: Polity.
10. Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 1–22.
11. Berning, E. (2004). Petrified Structures and still little Autonomy and Flexibility. Country Report Germany. In J. Enders, & E. d. Weert (Eds.), The International Attractiveness of the Academic Workplace in Europe (pp. 160–187). Frankfurt: Gewerkschaft Erziehung und Wissenschaft 107.
12. Bérubé, M. (1998). The employment of English. Theory, Jobs, and the Future of Literary Studies. New York, London: New York University Press.
13. Bessert-Nettelbeck, J. (1981). Zur Berufung von Hochschullehrern in der BRD und Frankreich. Dissertation, Berlin.
14. Bills, D. (2004). The Sociology of Education and Work. New York.
15. Boltanski, L. (2006). On Justification: Economies of Worth. Princeton: Princeton University Press.
16. Bonnal, L., & Giret, J.-F. (2010). Determinants of access to academic careers in France. Econ Innov New Technol, 19(5), 437–458.
17. Bourdieu, P. (1981). Epreuve scolaire et consécration sociale. Les classes préparatoires aux Grandes Écoles Actes de la recherche en sciences sociales, 39, 3–70.
18. Bourdieu, P. (2008). Sketch for a Self-Analysis. Chicago: University of Chicago Press.
19. Bourdieu, P., & Boltanski, L. (1975). Le titre et le poste. Rapports entre le système de production et le système de reproduction Actes de la recherche en sciences sociales, 2, 95–107.
20. Chevaillier, T. (2001a). French academics: between the professions and the civil service. High Educ, 41(1).
21. Chevaillier, T. (2001b). Professional Diversity in a Centralized System: Academic Staff in France. In J. Enders (Ed.), Academic Staff in Europe (pp. 92–113).
22. Clark, B. R. (1983). The Higher Education System: Academic Organization in Cross-National Perspective. Berkeley: University of California Press.
23. Clark, B. R. (1997). The Entrepreneurial University. Demand and Response. Lawrenceville, NJ: Princeton University Press.
24. Curtis, J. W., & Kisielewski, L. (2016). Faculty Salaries in Sociology and Other Disciplines, 2016 Update. No place.
25. Desrosières, A., & Thévenot, L. (2002). Les catégories socioprofessionnelles. Paris: La Découverte.
26. Enders, J. (1996). Die wissenschaftlichen Mitarbeiter. Ausbildung, Beschäftigung und Karriere der Nachwuchswissenschaftler und Mittelbauangehörigen an den Universitäten. Frankfurt am Main: Campus.
27. Enders, J. (Ed.). (2001). Academic Staff in Europe. Changing Contexts and Conditions. Westport, CN: Greenwood.
28. Foucault, M. (2007). Security, Territory, Population. Lectures at the College de France. Basingstoke: Palgrave, Macmillan.
29. Frank, P. a. (1977). The sociology of science in France. In R. K. Merton & J. Gaston (Eds.), The sociology of science in Europe (pp. 258–282). Carbondale, Edwardsville: Southern Illinois University Press.
30. Fulton, O., & Holland, C. (2001). Profession or Proletariat: Academic Staff in the United Kingdom after Two Decades of Change. In J. Enders (Ed.), Academic Staff in Europe (pp. 301–322).
31. Gross, N. (2008). Richard Rorty. The Making of an American Philosopher. Chicago: The University of Chicago.
32. Gumport, P. J. (Ed.). (2007). Sociology of Higher Education: Contributions and their Contexts. Baltimore, MD: Johns Hopkins University Press.
33. Hagstrom, W. (1965). The Scientific Community. Madison, WI: University of Wisconsin.
34. Kwiek, M., & Antonowicz, D. (2015). The changing paths in academic careers in European universities: minor steps and major milestones. In T. Fumasoli, G. Goastellec, & B. M. Kehm (Eds.), Academic work and careers in Europe: trends, challenges, perspectives (pp. 41–68). Heidelberg: Springer.
35. Lamont, M. (2009). How Professors Think: Inside the Curious World of Academic Judgment. Cambridge: Harvard University Press.
36. Lamont, M. (2012). Toward a comparative sociology of valuation and evaluation. Annu Rev Sociol, 38(21), 201–221.
37. Langenhove, L. v., & Harré, R. (1999). Introducing Positioning Theory. In R. Harré, & L. v. (Eds.), Positioning Theory. Moral Contexts of Intentional Action (pp. 14–31). Oxford: Blackwell.
38. Latour, B., & Woolgar, S. (1979). Laboratory Life. Princeton: Princeton University Press.
39. Metzger, W. P. (1987). The Academic Profession in the United States. In B. L. Clark (Ed.), The Academic Profession. National, Disciplinary and Institutional Settings (pp. 123–208). Berkeley et al.: University of California Press.
40. Meyer, J. W., & Rowan, B. (1977). Institutional organizations: formal structure as myth and ceremony. Am J Sociol, 83(2), 340–363.
41. Musselin, C. (2009). The Market for Academics. London: Routledge.
42. Nikunen, M. (2014). Precarious work at the ‘entrepreneurial’ university: adaptation versus ‘abandon ship’. Individualization and identity work: coping with the ‘entrepreneurial’ university. In S. Ahola & D. M. Hoffman (Eds.), Higher education research in Finland (pp. 271–290). Jyväskylä, Finland: Finnish Institute for Educational Research.
43. Partha, D., & David, P. A. (1994). Toward a new economics of science. Res Policy, 23(5), 487–521.
44. Paye, S. (2013). Différencier les pairs. Mise en gestion du travail universitaire et encastrement organisationnel des carrières académiques (Royaume-Uni 1970–2010). Paris.
45. Rothengatter, M., & Hil, R. (2013). A precarious presence: some realities and challenges of academic casualisation in Australian universities. The Australian Universities' Review, 55(2), 51–59.
46. Sacks, H. (1986). On the analyzability of stories by children. In J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics. The ethnography of communication (pp. 325–345). Oxford: Blackwell.
47. Schimank, U. (2001). Unsolved problems and inadequate solutions: the situation of academic staff in German higher education. In J Enders (Ed), Academic Staff in Europe, 115–136.
48. Scholz, R., & Angermuller, J. (2013). Au nom de Bologne ? Une analyse comparative des discours politiques sur les réformes universitaires en Allemagne et en France. Mots, 101, 22–36.
49. Slaughter, S., & Leslie, L. L. (1997). Academic Capitalism. Politics, Policies, and the Entrepreneurial University. Baltimore, London: The Johns Hopkins University Press.
50. Stephan, P. (1996). The Economics of Science Journal of Economic Literature, 34(3), 1199–1235.
51. Stephan, P. (2012). How Economics Shapes Science. Cambridge, MA: Harvard University Press.
52. Strauss, A. (1959). Mirrors and Masks. The Search for Identity. Glencoe: Free Press.
53. Trahar, S. (2011). Developing Cultural Capability in International Higher Education. A Narrative Inquiry. London, New York: Routledge.
54. West, L. (1996). Beyond Fragments. Adults, Motivation and Higher Education. New York: Routledge.
55. Zuckerman, E. (1999). The categorical imperative: securities analysts and the illegitimacy discount. Am J Sociol, 104(5), 1398–1438.