| 000 | 01344cam a2200265 4500500 | ||
|---|---|---|---|
| 005 | 20250112034459.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aGuérin, Francis _eauthor |
| 700 | 1 | 0 |
_a Zannad, Hédia _eauthor |
| 245 | 0 | 0 | _aWhat does it mean to professionalize? Business schools versus Engineering schools |
| 260 | _c2019. | ||
| 500 | _a17 | ||
| 520 | _aOn the basis of different theoretical approaches such as the Projective City or the Convention school and two case studies, this paper shows how engineering and business schools shape their students’ relationship to themselves and to the environment in order to reduce uncertainties concerning employment opportunities. Because the figure and the competencies of engineers and–all the more–managers are fuzzy, engineering and business schools exert efforts to “shape” them into a figure that can be recognized and valorized by private companies. | ||
| 690 | _acareer project | ||
| 690 | _ateaching method | ||
| 690 | _aselection | ||
| 690 | _aprofessionalization | ||
| 690 | _aproject | ||
| 690 | _aelite school | ||
| 690 | _ahigher education | ||
| 690 | _aeconomy of conventions | ||
| 786 | 0 | _nFormation emploi | o 145 | 1 | 2019-04-11 | p. 29-51 | 0759-6340 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-formation-emploi-2019-1-page-29?lang=en |
| 999 |
_c168307 _d168307 |
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