Grâce à la qualité de son expertise, ce concours est devenu un point de passage privilégié pour les porteurs de projets innovants et offre une visibilité auprès des financeurs publics et privés, comme en témoigne le millier de candidatures reçues chaque année. Preuve du dynamisme de la recherche française, mais aussi de sa créativité et de ses capacités d'innovation. Voir l'article...

Depuis 1999, le concours national d'aide à la création d'entreprises de technologies innovantes a permis la création de 1476 entreprises qui ont généré des emplois durables. Véritable tremplin pour les jeunes talents et l'innovation, il est le premier dispositif d'amorçage en France et assure avec succès son rôle de détection de projets de création d'entreprises innovantes. Voir l'article...

Le ministère en charge de l'Enseignement supérieur et de la Recherche lance le 12 janvier 2015 la 17e édition de i-LAB - concours national d'aide à la création d'entreprises de technologies innovantes.
Afin d'inscrire le concours dans la stratégie nationale de recherche, 5 Grands Prix à forte visibilité récompenseront les lauréats de la catégorie en "création-développement"  les plus prometteurs qui répondent à l'un des dix grands défis sociétaux définis par l’Agenda stratégique "France Europe 2020" pour la recherche, le transfert et l’innovation. Voir l'article...

Rankings by subject illustrate that many universities not visible in major academic rankings, perform remarkably well in a limited academic fields and study areas.
There is hardly an institution which can claim to perform equally well in all fields and study programs and get confirmation of this by external quality assessment such, academic rankings. At the same time a diverse institutional landscape of higher education reveals that a number of universities have a remarkable performance in a limited academic fields and study areas. Therefore, some national, global, and specialized rankings, in addition to the whole-institution assessment, prepare and publish rankings covering specific academic disciplines or study programmes.
The IREG Forum 2015, to be hosted by the Aalborg University, will take a closer look at this issue by mapping and analysing subject and discipline rankings constructed by major providers of academic rankings. The following three major groups of academic disciplines will be given special attention: - engineering, medicine and humanities and social sciences. Similarities and differences between various academic disciplines, study programs as well as global and national rankings will be discussed.
Similarly to the previous IREG conferences, the “Aalborg Forum” will provide excellent opportunity to learn about the new initiatives in academic rankings and related developments in universities and other organizations.
An important part of the program will be a presentation of the IREG Guidelines for Stakeholders of Academic Rankings. More...

After eighteen months of discussion the US Department of Education has issued a draft framework for its proposed ratings of American colleges and universities.The department has revealed the indicators that it is considering for the proposed ratings. It has not, however, made a final decision or decided the weighting that the various indicators might receive. More...

By Monika Queisser. Imagine a world where women are the ones repairing cars, driving buses, building roads and houses, mining coal, fighting fires and ploughing fields, with men nowhere to be seen. It sounds like Utopia, dystopia or highly unlikely, depending on your point of view. Even if girls often do better in school than boys there is still a clear-cut gender divide in the fields of study young people chose and in the areas of work they pursue. Boys are more likely to go for science, engineering and maths while girls probably pick health and the humanities. More...

The Badge Europe! initiative (acronym BEU!, pronounced “Be You”) reaches out to learners, citizens, educators, employers, public authorities and policy makers with the overall aim to create the conditions for: Providing systematic access to the recognition of all learning, whether non-formal, informal and formal; Increasing the transparency, trustworthiness and quality of the recognition of learning achievements; Empowering individuals for more more balanced relationships with institutions and authorities; Creating new opportunities for employment, social inclusion and learning for all. More...

De plus en plus d'universités s'inquiètent du mauvais niveau des étudiants en orthographe, et mettent en place des cours de rattrapage.
Les universités s’alarment du niveau des étudiants en orthographe. Ainsi, ceux-ci auraient de plus en plus de lacunes, quelle que soit la filière, note Le Figaro. « La maîtrise de l’orthographe, de la grammaire et de la syntaxe est en baisse, comme le confirment nombre d’études », affirme Danièle Manesse, professeur en sciences du langage, au quotidien. Voir l'article...