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Seeking Competitive Advantages through Giftedness in Globalizing French Universities: The Penelope Case

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  • Philippe Mouillot

    (CEREGE [Poitiers] - Centre de recherche en gestion [EA 1722] - IAE Poitiers - Institut d'Administration des Entreprises (IAE) - Poitiers - UP - Université de Poitiers = University of Poitiers - UP - Université de Poitiers = University of Poitiers - ULR - La Rochelle Université)

Abstract

This research takes place within the halo of the 2015 French national reform. The latter invites the existing 74 public universities to reorganize into 25 regional think tank poles to get more legitimacy in competing with international equivalent academic structures. As a response, French universities shall tackle crucial educational issues, among which gifted students' management are a spearhead. Indeed, the French higher education system still does not consider gifted students a priority notwithstanding the serious efforts performed at the school level to try and identify children with special needs and the potential they represent for knowledge-based resources. Through the case of a student we have named Penelope, a French abnormally intelligent student, this research introduces the French higher education context and tackles the educational challenge of gifted students' integration to academic environments that are not specifically prepared to deal with so-called deviances in a country that is going through severe academic perspectives change.

Suggested Citation

  • Philippe Mouillot, 2016. "Seeking Competitive Advantages through Giftedness in Globalizing French Universities: The Penelope Case," Post-Print hal-04035762, HAL.
    • Handle: RePEc:hal:journl:hal-04035762
    DOI: 10.12785/jtte/040101
    Note: View the original document on HAL open archive server: https://hal.science/hal-04035762
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    References listed on IDEAS

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    1. Kelly Bedard & Elizabeth Dhuey, 2006. "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 121(4), pages 1437-1472.
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