Educational transformation at the university and stakeholders engagement

Abstract

« LanCée » is a collective project of renewal of pedagogical practices led by a team of teachers of a French university institute of technology. « LanCée » follows the trend of the active pedagogical movement, based on competency-based approach. This approach pulls on the theoretical framework of the sociology of translation to characterize the decisive elements that allowed the emergence and development of the project. At a meso-level, the analysis cross-references the way the project was able to "take its place" in the midst of heterogeneous institutional logics and, at the micro-level, the analysis cross-references the individual and collective logics based on the representations and lived experiences of the stakeholders involved. By identifying the enrollment actions and adjustments of heterogeneous actors, the analysis shows how the behaviours and activities of individuals vary according to the stage of the trajectory of an innovation process within which LanCée was built, transformed and reconfigured. A corpus of qualitative interviews and an observation of the participants over three years were used in order to study the main controversies encountered, and the translations that allowed the pedagogical transformation project to take shape.