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Le processus (s)électif de fabrique institutionnelle des projets et parcours professionnels. Un suivi longitudinal des candidats au doctorat, doctorants et jeunes docteurs

Abstract : Defeating the idea that career objectives simply emerge from individual preferences, this thesis shows, on the contrary, how they are constructed in interaction with the structural and collective social levels. The notion of career objective, rarely approached in its longitudinal dimension, is the core of this research dedicated to the future of PhD students and PhD holders. The dynamics of career objectives is revealed through a longitudinal and qualitative approach: two series of biographical interviews were conducted with 23 recently graduated PhD holders in Engineering Sciences and in Juridical and Political Sciences. The first round took place only a few months after their thesis defense and the second one about 18 to 20 months later. In addition, semi-structured interviews were conducted with the executive managers from the doctoral schools of the same university. Between entering a PhD course and more than a year and a half after the thesis defense, career objectives evolve. Five distinct types of development emerge: "constant", "fluctuating", "reoriented", "iterative" and "ongoing" career objectives. The evolution of these career objectives arises from the influence exercised by educational and production institutions (higher education and research institutions as well as all potential employers), which thus participate in the making of career objectives of PhD candidates, PhD students and PhD holders. Educational and production institutions influence the making of career objectives in a processual and selective way. By instilling an academic and scientific vocation on the interviewed population who will gradually internalise it, these institutions proceed to a regular selective sorting along the different steps of the doctoral and professional paths. They select PhD candidates, PhD students and PhD holders whom they consider to be the most able to participate in their missions and institutional objectives and guide the remaining students towards alternative professional perspectives. This selective process is made of four sequences: engendering commitment; fostering specific professional skills; crystallizing professional aspirations and finally, institutionally regulating the access to jobs and places. If a general life project also participates in the orientation of career objectives, educational and production institutions keep control over the training conditions and over the reproduction of their own professional bodies.
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Contributor : Flavie Le Bayon <>
Submitted on : Friday, January 22, 2021 - 4:02:54 PM
Last modification on : Tuesday, March 30, 2021 - 3:48:57 AM
Long-term archiving on: : Friday, April 23, 2021 - 7:21:22 PM


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Flavie Le Bayon. Le processus (s)électif de fabrique institutionnelle des projets et parcours professionnels. Un suivi longitudinal des candidats au doctorat, doctorants et jeunes docteurs. Sociologie. Aix-Marseille Université, 2021. Français. ⟨tel-03118858⟩



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