The engagement of academics in organizational change in higher education institutions is generally understood as involving a wide range of behaviors, and previous studies have situated academics' actions at various points along a continuum between passivity and pro-activity. This article complements this approach by asking how--rather than in…

This paper focuses on the curricular change in French universities that has taken place over the last two decades and especially since the implementation of the "LMD Reform" in 2002. Curricula tend to become "regionalised-knowledge" courses, by regrouping disciplinary knowledge and looking forward to economic and social needs.…