Plafonnement des Carrières Académiques au Maroc : Analyse Approfondie par les Equations Structurelles
Keywords:
Carrière universitaire, Plafonnement des carrières, Enseignantschercheurs, Méthode PLS
Abstract
Cet article vise à contribuer à la compréhension du plafonnement des carrières dans le contexte universitaire, en identifiant ses différentes composantes, facteurs influents et conséquences, en donnant la parole aux enseignants chercheurs dans les universités publiques au Maroc. Pour ce faire, nous avons adopté une approche de recherche hybride, combinant des méthodes inductives et déductives, ainsi que des approches qualitatives et quantitatives. En plus de mener une étude qualitative exploratoire auprès de 18 enseignants-chercheurs et six acteurs institutionnels, dont les résultats ont déjà été publiés partiellement (Maghni & Taoussi, 2018 et 2023), nous avons également réalisé une enquête extensive en utilisant un questionnaire auprès de 117 universitaires. Ce questionnaire a été administré en ligne via un formulaire HTML envoyé aux participants. Les échelles de mesure ont été évaluées en termes de fiabilité et de cohérence interne, puis soumises à une analyse factorielle sous SPSS. La méthode PLS a été employée pour valider le modèle interne, évaluer l'adéquation du modèle externe et tester les hypothèses formulées. Les résultats mettent en évidence la diversité des perceptions des professeurs universitaires au Maroc concernant le plafonnement des carrières, en identifiant des facteurs individuels, organisationnels et contextuels qui ont été validés, ainsi que l'impact du plafonnement des carrières académiques sur l’engagement affectif envers l’établissement de travail, le stress au travail, l’efficacité dans l’avancement de carrière et l’auto-motivation d’évolution.
This article aims to contribute to the understanding of career plateauing in the university context by identifying its various components, influential factors, and consequences, while giving a voice to university professors in public universities in Morocco. To achieve this, we adopted a hybrid research approach, combining inductive and deductive methods, as well as qualitative and quantitative approaches. In addition to conducting an exploratory qualitative study with 18 university professors and six institutional actors, the results of which have already been partially published (Taoussi & Maghni, 2023) , we also conducted an extensive survey using a questionnaire with 117 academics. This questionnaire was administered online through an HTML form sent to the participants. The measurement scales were assessed for reliability and internal consistency and then subjected to factor analysis using SPSS. The PLS method was used to validate the internal model, assess the fit of the external model, and test the formulated hypotheses. The results highlight the diversity of perceptions among university professors in Morocco regarding career plateauing, identifying individual, organizational, and contextual factors that have been validated, as well as the impact of academic career plateauing on affective commitment to the workplace, work stress, career advancement effectiveness, and self-motivation for progression.
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References
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2. Allen, N. J., Meyer, J. P., & Smith, C. A. (1993). Organizational commitment: Evidence of career stage effects. Journal of Business Research, 26(1), 49-61.
3. Arthur, M. B., Hall, D. T., & Lawrence, B. S. (1989). Handbook of Career Theory. Cambridge University Press.
4. Aryee, S., Chay, Y. W., & Chew, J. (1994). An examination of the antecedents of subjective career success among a managerial sample in Singapore. Human Relations, 47(5), 487-509.
5. Austin, A. E. (2002). Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career. The Journal of Higher Education, 73(1), 94-122.
6. Baldwin, T. T., & Blackburn, R. T. (2020). Overcoming Career Plateaus in Academia: How Developmental Relationships and Institutional Support Enhance Faculty Satisfaction and Performance. Journal of Career Development, 47(6), 599-615.
7. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
8. Becquet, V., & Musselin, C. (2004). Variations autour du travail des universitaires. Revue française de sociologie, 45(2), 243-275.
9. Bollen, K. A. (1989). Structural Equations with Latent Variables. John Wiley & Sons.
10. Bonnivert, P. (2002). De la succession des générations à la gestion des compétences. Formation Emploi, (78), 37-49.
11. Bravo, M. J. (2004). La méthode des organisations professionnelles : validation du questionnaire des familles professionnelles. Gestion, 29(3), 86-102.
12. Cerdin, J. L. (2000). Career Mobility and Job Search. In C. L. Cooper & I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology (Vol. 15, pp. 29-71). John Wiley & Sons.
13. Cerdin, J. L. (2015). La gestion des carrières internationales. Gestion, 40(2), 32-41.
14. Cerdin, J. L., & Peretti, J. M. (2001). International careers: New directions for organizational research. Human Resource Management Review, 11(3), 341-355.
15. Chao, G. T. (1990). "Effects of Sex and Gender Role Identity on Perceptions of Career Plateauing." Journal of Applied Psychology, 75(2), 177-185.
16. Chin, W. W. (2010). How to write up and report PLS analyses. In V. Esposito Vinzi, W. W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares: Concepts, methods and applications (pp. 655-690). Springer.
17. Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern Methods for Business Research, 295(2), 295-336.
18. Cherkaoui, M. (2009). Le système de recherche au Maroc : État des lieux et perspectives. Haut Conseil de l’Éducation.
19. Chay, Y. W., Aryee, S., & Chew, I. (1995). Career plateauing: Reactions and moderators among managerial and professional employees. The International Journal of Human Resource Management, 6(1), 61-78.
20. Churchill, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, (16), 64-73.
21. Clark, B. R. (1987). The Academic Life: Small Worlds, Different Worlds. American Association for Higher Education.
22. Darling, J. R., & Cunningham, C. E. (2023). "Factors Contributing to Career Plateau in the Public Sector: A Study of Perceptions and Outcomes." Nom de la revue, volume(numéro), pages.
23. Duberley, J., Cohen, L., & Mallon, M. (2006). Constructing scientific careers: Change, continuity, and context. Organization Studies, 27(8), 1131-1151.
24. Drucker-Godard, C., Fouque, T., Gollety, M., & Le Flanchec, A. (2017). Le ressenti des enseignants-chercheurs : un conflit de valeurs. Gestion et management public, 6(3), 31-52.
25. Delong, T. J. (1982). Career anchors and job/role planning: Tools for career and human resource development. Organizational Dynamics, 10(1), 2-20.
26. Dette, D. E., Seibel, V. C., & Vahle-Hinz, T. (2019). Career Plateaus and Turnover Intentions: The Moderating Role of Occupational Self-Efficacy. Journal of Career Development, 46(6), 606-619.
27. Drucker-Godard, C., Fouque, T., Gollety, M., & Le Flanchec, A. (2012). Validation d'une échelle de mesure de l'implication affective envers la profession. Management & Avenir, 54(2), 58-77.
28. Dumont, M., Schwarzer, R., & Jerusalem, M. (2000). French Adaptation of the General Self-Efficacy Scale. Diagnostica, 46(1), 121-132.
29. Edwards, J. R. (1992). A cybernetic theory of stress, coping, and well-being in organizations. The Academy of Management Review, 17(2), 238-274.
30. Feldman, D. C., Leana, C. R., & Bolino, M. C. (2002). Underemployment and relative deprivation among re-employed executives. Journal of Occupational and Organizational Psychology, 75(4), 453-471.
31. Fesser, C., & Pelissier-Tanon, A. (2002). Une approche logique pour la recherche d’information sur le web sémantique. Revue d’intelligence artificielle, 16(4-5), 547-574.
32. Forbes, D. (1987). The decline of the West: An American story. The Atlantic Monthly, 259(1), 35-46.
33. Fall, A. (2015). L'influence de la mobilité et de la visibilité dans l'entreprise sur l'implication affective des cadres marocains : cas des entreprises multinationales. Université Mohammed V de Rabat.
34. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
35. Feldman, D. C., & Bolino, M. C. (1996). Careers within careers: Reconceptualizing the nature of career development. Human Resource Management Review, 6(2), 121-148.
36. Fugate, M., & Kinicki, A. J. (2008). A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change. Journal of Occupational and Organizational Psychology, 81(3), 503-527.
37. Gatignol, C. (2015). Réformes de l’enseignement supérieur et carrière des universitaires français : Choisir entre recherche de légitimité et recherche de plaisir pour construire son parcours professionnel (thèse de doctorat en sciences de gestion, université de Grenoble Alpes)
38. Greenhaus, J. H., Parasuraman, S., & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes. The Academy of Management Journal, 33(1), 64-86.
39. Gumport, P. J. (2000). Academic Restructuring: Organizational Change and Institutional Imperatives. Higher Education, 39(1), 67-91.
40. Guichard, J., & Huteau, M. (2001). Les interactions en orientation. Presses universitaires de France.
41. Hall, D. T. (1976). Careers in Organizations. Scott, Foresman and Company.
42. Hall, D. T. (1996). The Career is Dead: Long Live the Career. Jossey-Bass.
43. Havighurst, R. J. (1964). Developmental Tasks and Education. New York: McKay.
44. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
45. Heutte, J. (2008). L’accompagnement des communautés d’apprentissage : une approche systémique. Revue internationale de pédagogie de l’enseignement supérieur, 24(2), 1-16.
46. International Labour Organization (ILO). (2015). Skills for Employment and Employability: Guidance for TVET Providers and Labour Market.
47. Igalens, J & Roussel, P. (1998). Méthodes de recherche en gestion des ressources humaines, Economica.
48. Jaskolka, G., & Kram, K. E. (1989). An Update on Career Theory. San Francisco: Jossey-Bass.
49. Judge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (1995). Core Self-Evaluations and Job and Life Satisfaction: The Role of Self-Concordance and Goal Attainment. Journal of Applied Psychology, 90(2), 257-268.
50. Kets de Vries, M. F. R., & Miller, D. (1985). Narcissism and leadership: An object relations perspective. Human Relations, 38(6), 583-601.
51. Lamoureux, J., & Cardinal, L. (1996). La pratique de l’action communautaire. Presses de l’Université du Québec.
52. Latack, J. C. (1989). Coping with job stress: A conceptual evaluation framework for coping measures. Journal of Organizational Behavior, 10(4), 479-508.
53. Lee, C. B. (2003). A study of underemployment among self-initiated expatriates. Journal of World Business, 38(4), 281-294.
54. Lee, J. (2003). The effects of goal orientation and task difficulty on strategies, feedback seeking, and performance. The Journal of Psychology, 137(6), 517-533.
55. Lemire, L., Saba, T., & Gagnon, Y. C. (1999). Les pratiques de gestion des ressources humaines : influences des contextes organisationnel et culturel. Presses de l’Université du Québec.
56. Louvel, S., & Valette, A. (2008). La gestion des compétences : un levier pour l’action stratégique ? Revue française de gestion, 34(183), 117-132.
57. Maghni, A., & Taoussi, G. (2018). HOW DO ACADEMICS AND INSTITUTIONALS PERCEIVE THE MECHANISMS OF CAREER ADVANCEMENT? Economic and Social Development: Book of Proceedings, 113-122.
58. MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99-128.
59. Musselin, C. (2005). Le marché des universitaires : France, Allemagne, États-Unis. Presses de Sciences Po.
60. Marginson, S., & van der Wende, M. (2007). To Rank or to Be Ranked: The Impact of Global Rankings in Higher Education. Journal of Studies in International Education, 11(3-4), 306-329.
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Published
2024-01-25
How to Cite
Taoussi, G., & Maghni, A. (2024). Plafonnement des Carrières Académiques au Maroc : Analyse Approfondie par les Equations Structurelles. European Scientific Journal, ESJ, 25, 591. Retrieved from https://eujournal.org/index.php/esj/article/view/17704
Section
ESI Preprints
Copyright (c) 2024 Ghita Taoussi, Ahmed Maghni
This work is licensed under a Creative Commons Attribution 4.0 International License.
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