Bénédicte Gendron

Bio: Bénédicte Gendron is an academic researcher from Paul Valéry University, Montpellier III. The author has contributed to research in topic(s): Vocational education & Human capital. The author has an hindex of 8, co-authored 34 publication(s) receiving 218 citation(s). Previous affiliations of Bénédicte Gendron include University of Paris & University of Montpellier.

Why Emotional Capital Matters in Education and in Labour? Toward an Optimal Exploitation of Human Capital and Knowledge Management

Abstract: From the perspective of the Chicago school, there is no behaviour that can not be interpreted as economic. In this paper, through our conceptual framework named “Emotional Capital” (EC), I discuss the assertion in the perspective of an optimal constitution and exploitation of Human Capital. In reference to emotional intelligence, I show that emotional capital, more than an additional capital, is a booster capital potentializing, which energizes or empowers the human, social and cultural capitals. EC is critical to enable human capital formation, accumulation and its optimal exploitation for individuals. Also, it is crucial in knowledge management in the today's increasingly complex and competitive global workplace for companies and organisations. Our conceptual model enables to understand student academic success or failure on the one hand, the different occupational and jobs choices and career prospect between men and women, and organisations or companies successes as well, on the other hand.

Older workers and active ageing in France: the changing early retirement and company approach

Abstract: Europe is experiencing demographic shifts without precedent due especially to progress concerning health and the decrease in fertility. These affect individuals, families, local communities, countries and whole strata of society. The number of people over 60 years old is going to increase in Europe as the baby boomers reach retirement age. If the factors related to employment are considered, it must be noted that the working-age population is falling nowadays. This drop is, in part, the result of low participation by seniors in the labour market, especially in France. The employment rate for this category of workers at the present time is lower than the objectives set within the framework of the Lisbon Process. The low participation of older workers in the labour market is the result of premature exclusion, within a context of high unemployment and industrial restructuring. Therefore, the development and enhancement of employment for older workers constitute a crucial issue. If the situations are very div...

Why emotional capital matters in education and in labour? toward an Optimal exploitation of human capital and knowledge management

Abstract: From the perspective of the Chicago school, there is no behaviour that is not interpretable as economic. In this paper, we discuss the assertion in the perspective of an optimal constitution and exploitation of Human Capital, through our conceptual framework named Emotional Capital (EC). Referring to emotional intelligence, we show that emotional capital, more than an additional capital, is a booster capital potentializing or energizing the human, social and cultural capitals, EC is critical to enable human capital formation, accumulation and, its optimal exploitation for individuals and crucial in knowledge management in the today's increasingly complex and competitive global workplace for companies and organisations. Our conceptual model enables to understand student academic success or failure on the one hand, the different occupational and jobs choices and career prospect between men and women, and organizations or companies successes as well, on the other hand.

The role of counselling and guidance in promoting lifelong learning in france

Abstract: Until the latter part of the twentieth century, education and training were confined mainly to the first phase of a person's life. Young people progressed on a straight line from school to work or to vocational education and training or to higher education, with little opportunity to change direction. Once they had left the educational system they were unlikely to return. But, nowadays, in all developed countries, the structure of people's lives is undergoing radical change in the distribution of activities by age, leading to a shift to older age groups undertaking functions previously reserved for an earlier time in life. These tendencies are linked to changes in the labour market structure, and are accompanied by readjustments in the social arrangements that regulate ‘who does what, when’. These include policies to defer statutory retirement ages, extend compulsory education and training, and to postpone the age at which young people become entitled to unemployment and social benefits in the tr...

The French Vocational "Baccalaureat" Diploma: Space of a Plural Transition for the Youth.

Abstract: Until the vocational baccalauréat diploma was created, the French hierarchical educational system rested on strong structuring dualisms: on one hand, the opposition between general and technological education, and vocational education; and on the other hand, the opposition between short and long studies. At the secondary level of education, the general baccalauréat, considered prestigious, welcomed students who were to focus on higher education. At the opposite extreme, the vocational Certificat d’Aptitude Professionnelle (CAP) and the Brevet d’Études Professionnelles (BEP) were considered as the route of relegation and exclusion, reinforcing negative characteristics in students encountering learning difficulties. But since the creation of the vocational baccalauréat, this structure has been modified (see appendix). This vocational baccalauréat must offer students who failed in general education a path for continuing their studies or catching up through options that are socially more prestigious. As a result, this programme could play an important, if not determining, role in schooling for young people excluded in the battle against academic failure. But do young people excluded from the élite track find in this option, as Alice lost in Wonderland, a chance to create their own pathway? Some 20 years after its creation (1985) we could question whether this diploma has fulfilled its objectives. This paper will not attempt to answer this question but will focus on an additional important aspect: has the vocational baccalauréat programme contributed to innovation and opinion changes in French initial secondary education? More precisely, has the social perception of vocational education changed since this baccalauréat was created? A Leonardo da Vinci project entitled Analysis and comparison of social representations of VET in different European countries (VET-Cultures) suggested that for students, this vocational education programme seems to be a space, time and period for a plural transition: from failure to success, from weak self-esteem to self-confidence, from dependence to autonomy, from childhood to adulthood, from school to work. In this paper, we analyse some of those transitions, occurring mainly during the student period, via case-studies examining the dynamic of social representation of VET.

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Emotional capital and education: theoretical insights from bourdieu

Abstract: This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers’ and students’ emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain ‘affective economies’. This point is made in reference to a brief discussion of my ongoing ethnographic work over the last ten years. I conclude the article with outlining some new possibilities of theorising the potentiality and usefulness of the concept of emotional capital in the field of educational research.

La productivité des salariés âgés : une tentative d'estimation : Les travailleurs âgés face à l'emploi

Abstract: En moyenne, les salaires croissent avec l'âge. Une question naturelle est de savoir si les salaires plus eleves des travailleurs âges correspondent, ou non, a une productivite plus elevee. La reponse a cette question n'est pas sans consequence sur l'employabilite de ces travailleurs âges. Estimee comme la « contribution » des differentes classes d'âge a la productivite des entreprises, la productivite des salaries croit avec l'âge jusqu'a 40 ans, avant de se stabiliser. Le profil de la productivite suit d'assez pret celui des remunerations. En particulier, il n'apparait pas d'ecart marquant entre salaire et productivite, si ce n'est aux âges les plus eleves (plus de 55 ans). Ces resultats restent neanmoins assez peu precis, car il est difficile d'extraire des relations causales de l'âge des salaries sur la productivite des entreprises a partir des simples correlations entre production et structure de la main-d'oeuvre. En particulier, les salaries âges sont plus nombreux dans les entreprises anciennes et peu efficaces, et representent une partie de la main-d'oeuvre qui s'ajustent moins rapidement aux chocs de productivite. Il en resulte un biais dans l'estimation de la productivite, dont la correction ne peut se faire qu'au prix de resultats moins precis. En outre, les resultats ne concernent que les salaries en emploi, et non l'ensemble des individus