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Se reconvertir professeure-chercheure, un devenir parfois éprouvant

Author

Listed:
  • Nancy Aumais

    (UQAM - Université du Québec à Montréal = University of Québec in Montréal)

  • Laetitia Condamin

    (Métis Lab EM Normandie - EM Normandie - École de Management de Normandie = EM Normandie Business School)

Abstract

Les transformations de l'enseignement supérieur ont récemment contribué à une reconfiguration au sein des universités nord-américaines et européennes (Clegg, 2008; Ylijoki et Ursin, 2013). La littérature explore ainsi les phénomènes de clientélisation et de commodification (Sabelis, 2019), de massification (Becher et Trowler, 2001), d'intensification du travail et de travail émotionnel (Ogbonna et Harris, 2016), d'absurdité des critères (Macdonald et Kam, 2011) et d'insécurité (Clarke et Knights, 2015). Le travail identitaire généré chez les professeures-chercheuses peut ainsi devenir source d'épuisement et de souffrance et en particulier lors d'une reconversion professionnelle. À partir de notre expérience de reconversion, nous mobilisons l'auto-ethnographie collaborative (Gilmore & Kenny, 2014; Zawadzki & Jensen, 2020), à travers l'analyse de dialogues que nous avons tenus, enregistrés et retranscrits, autour de situations concrètes et des émotions ayant participé au travail identitaire de chacune. Souffrance et émotions sont peu étudiées en sciences de gestion au profit des idées de rationalité, neutralité, objectivité et détachement analytique (McMurray et Pullen, 2019) et d'excellence (Ashcraft, 2017, Butler et Spoelstra, 2014).

Suggested Citation

  • Nancy Aumais & Laetitia Condamin, 2023. "Se reconvertir professeure-chercheure, un devenir parfois éprouvant," Post-Print hal-04951466, HAL.
    • Handle: RePEc:hal:journl:hal-04951466
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