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The author proposes to consider the work of the study of undergraduate students at the university as both a social and didactic fact whose structuring modes in two disciplinary fields should be addressed. epistemologically contrasted: educational sciences and law. By means of a mixed methodology combining ethnographic observations, archival work, qualitative interviews and analytical statistics, it will explore the relationships between study, teaching and academic success by subdividing these macro-variables into micro -operational variables and describing their articulations. In this paper, the author examines studying at university as a social and didactical fact by bringing its structural patterns to light in two epistemologically contrasted subjects: law and education. Using a mixed methodology, articulating ethnographical observations, qualitative interviews and analytical statistics, the purpose is to explore the relationships between studying, teaching and academic success. By dividing up these macro-variables into micro-variables, we demonstrate that academic success is more related to the quality than the quantity of studying interconnected with how students perceive their teachers 'expectations which certainly depends on students' studying cultures and disciplines. [ABSTRACT FROM AUTHOR]

This paper examines the intentions and effects of the "Ropes of Success" schemes, which aim to promote social mobility in higher education. A qualitative study conducted at the University of Strasbourg shows that students enrolled in the Cordées de la représentation already demonstrate academic ambition before entering the program and have a strong potential for academic achievement. The Ropes of Success would thus constitute an early model of meritocracy. [ABSTRACT FROM AUTHOR]