Teaching lobbying ethics: pedagogical choices and dilemmas

Pédagogie et dilemmes de l'enseignement de l'éthique du lobbying

Lucile Desmoulins (1)

1 UPEM - Université Paris-Est Marne-la-Vallée

Since the theoretical and practical relations between lobbying and ethics are complex to grasp, teaching ethical lobbying is a challenge. A pluralistic methodology led to explore the pedagogical practices and dilemmas met when teaching the ethics of lobbying. Based on a conceptual analysis of lobbying as a sector of activity and a set of practices and techniques aimed to influence political decision-making processes, ethics courses appeal to lobbying students. However, there are very few such courses in French Master level training programs, and the term itself appears seldom in their brochures and web-sites. Yet, students prove to be keen on asking questions and getting answers on that matter during all courses of such programs. The pedagogy of the relations between lobbying and ethics is complex because it should meet students’ expectations to learn the legal framework, the codes of conducts, as well as the do and the don’t that drive from social norms, whereas teachers should recall that values are subjective and that one should be pragmatic when one meets ethical dilemmas in his daily work.

Si les relations théoriques et pratiques entre lobbying et éthique sont complexes à appréhender, leur enseignement relève de la gageure. Une méthodologie pluraliste d'enquête associant l'analyse de discours à l'ethnographie organisationnelle a permis de formuler une proposition conceptuelle sur la nature même du lobbying, et d'étudier l'impérieuse nécessité de la présence d'enseignements abordant l'éthique dans les formations en lobbying. Les étudiants expriment souvent des questionnements et un souci éthique. Pour autant, le statut de l'éthique dans les formations françaises de niveau Master paraît limité à la portion congrue dans leurs supports de communication. La pédagogie des relations entre lobbying et éthique est en tension entre le souhait de répondre aux attentes d'étudiants en demande de repères clairs tels que le cadre légal ou les normes sociales, et le devoir de réaffirmation de la subjectivité des valeurs et du caractère pragmatique des questionnements éthiques. Mots-clés : lobbying, éthique, pédagogie, intelligence économique, professionnalisation. Abstract Since the theoretical and practical relations between lobbying and ethics are complex to grasp, teaching ethical lobbying is a challenge. A pluralistic methodology led to explore the pedagogical practices and dilemmas met when teaching the ethics of lobbying. Based on a conceptual analysis of lobbying as a sector of activity and a set of practices and techniques aimed to influence political decision-making processes, ethics courses appeal to lobbying students. However, there are very few such courses in French Master level training programs, and the term itself appears seldom in their brochures and web-sites. Yet, students prove to be keen on asking questions and getting answers on that matter during all courses of such programs. The pedagogy of the relations between lobbying and ethics is complex because it should meet students' expectations to learn the legal framework, the codes of conducts, as well as the do and the don't that drive from social norms, whereas teachers should recall that values are subjective and that one should be pragmatic when one meets ethical dilemmas in his daily work.

Mots clés: lobbying; éthique; pédagogie; intelligence économique; professionalisation

Domaines: Sciences de l'information et de la communication; Science politique; Education; Philosophie

Lucile Desmoulins. Pédagogie et dilemmes de l'enseignement de l'éthique du lobbying. Communication & professionnalisation, 2017, 5, pp.122-144. ⟨10.14428/rcompro.vi5.913⟩. ⟨hal-02275766⟩