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Connaissance et institutions académiques

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  • Jean-Luc Gaffard

    (OFCE - Observatoire français des conjonctures économiques (Sciences Po) - Sciences Po - Sciences Po)

Abstract

Significant changes in the environment – a demographic shock coupled with the emergence of the so-called knowledge economy – dramatically disturb the organisation of both university research and teaching. Changes in the behaviour of students as well as in the demand for labour create a new challenge that fundamental disciplines, such as economics, have to take-up. The main issue at stake is that of the articulation between research and teaching. While the necessary adoption of a professional conduct might lead to a strong divide between these two dimensions of the mission of universities, we argue that the principle, which was at the core of the Humboldt reform at the beginning of the nineteenth century in Germany, is more than ever of a great interest. Research activity is the necessary ingredient of an efficient teaching. Similarly, teaching is a means to highlight some of the interesting themes in the research agenda. Therefore, a department of economics should be organised in a sufficient number of universities involved in a fair competition that would allow producing a better research and well suited lectures. Nevertheless, it appears that a global reform of the institutional framework is central to the emergence of this organisation.

Suggested Citation

  • Jean-Luc Gaffard, 2007. "Connaissance et institutions académiques," Post-Print hal-03582920, HAL.
    • Handle: RePEc:hal:journl:hal-03582920
    DOI: 10.3917/reco.585.1095
    Note: View the original document on HAL open archive server: https://sciencespo.hal.science/hal-03582920
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    References listed on IDEAS

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    1. David Colander, 2005. "The Making of an Economist Redux," Journal of Economic Perspectives, American Economic Association, vol. 19(1), pages 175-198, Winter.
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