Economics Degrees in the French University Space: Heteronomy and Professionalization of Curricula 1970-2009
Résumé
This article
analyses the degree-granting economics programs offered in French universities
in the period 1970-2009 from a disciplinary socio-historical approach. Archival
data was compiled into a database used to map the space of these universities
with the help of geometric data analysis (principal component analysis
and ascending hierarchical clustering). Interpretation of the resulting space reveals
a utilitarian shift in university curricula to the detriment of research, as
well as a trend towards modelling studying programs on templates of professional
schools. Economics instruction has become increasingly heteronomic,
critical economics has been marginalized and professionalized programs are
today perceived as the ‘gold standard’ of teaching.