PROPEDASUP

The PROPEDASUP project follows on from previous research on French Higher Education reforms, configurations and reconfigurations. This project focuses in particular on university education reforms and examines pedagogical transformation policies that are driven by a wide range of public action instruments (legislative, conventional, participatory) in order to improve teaching practices, training design and digital pedagogical innovations. These public policies have led to institutional reconfigurations resulting from new strategies and forms of change management associated with university education reforms. These public policies have also led to professional reconfigurations resulting from the development of new offices and new positions dedicated to leading pedagogical transformations: they have created new divisions of labour and occupational stratifications within and between the two regulated workforces in Higher Education, the support staff and the academic staff. Now that these pedagogical transformations policies have been in place for over fifteen years and most of their funding instruments are due to expire between now and 2028, it is time to examine their effects, particularly in terms of the professional reconfigurations and dynamics of change. Thus, the aim of the PROPEDASUP is to study the evolution of work and professions involved in leading pedagogical transformations in French Higher Education: we will analyze each of the professional segments, their relationships and their interdependencies in the institutionalization of positions, work tasks and knowledge and, in so doing, the (re)definition of pedagogical transformations. The PROPEDASUP project will be carried out by a multidisciplinary research team with a systemic and mixed method approach, crossing observation scales, survey techniques and theoretical frameworks, and will have 5 objectives : 1) further research into European and national public policy instruments for leading pedagogical transformations in Higher Education ; draw up a statistical inventory of offices, professions and positions in charge of leading pedagogical transformations in french universities ; based on ethnographic studies of four teaching and learning centers, examine the ways in which instructional designers take public policies on board and implement leading practices ; analyze the processes of selection, formalization and circulation of university pedagogy knowledges that are used to lead pedagogical transformations in teaching and learning centers ; use the results of the project to develop training and strategic decision-making tools for university managers, particularly those taking up their new positions. The results of the PROPEDASUP project will be published through a series of contributions aimed at the scientific community and institutional and administrative staff in charge of leading pedagogical transformations in French public Higher Education.