18 novembre 2011

Salon européen de l'éducation 2011 - "Réussir à la fac"

Stand MESR au salon européen de l'éducation 2011Dans le cadre du Salon européen de l'éducation, qui se tient à Paris, du 24 au 27 novembre 2011, le ministère de l'Enseignement supérieur et de la Recherche anime un espace "Réussir à la fac". L'occasion pour les étudiants, les lycéens et leurs parents de s'informer sur la vie étudiante, l'orientation, les filières, les formations, les diplômes et les débouchés offerts par l'université.
Réussir à la fac

"Réussir à la fac": sur cet espace de 150 m2, le ministère de l'Enseignement supérieur et de la Recherche propose cinq pôles d'information. Pour mieux connaître les choix offerts par les universités, déterminer quelles études correspondent le mieux à chacun, dialoguer avec des spécialistes de l'orientation, de la santé ou du logement.
Pôle "Accueil et documentation"

L'espace accueil est animé par des étudiants. Il est complété par un pôle de documentation où des spécialistes et des étudiants des principales filières (sciences, lettres, droit, santé, économie) informent les visiteurs sur toutes les formations dispensées dans l'enseignement supérieur.
Pôle "Tests"

Les jeunes peuvent passer des tests d'orientation sur des bornes informatiques prévues à cet effet. Ils évaluent leur connaissance du monde universitaire et des cursus dispensés dans l'enseignement supérieur ce qui leur permet de mieux appréhender les aptitudes requises pour certaines filières, ou les débouchés de l'université etc. Ces tests sont l'occasion de rencontrer des spécialistes, des étudiants, et de jeunes diplômés, et de partager leur expérience d'études et d'insertion professionnelle.
Pôle "Orientation"

Des conseillers d'orientation analysent les tests et répondent aux questions lors d'entretiens individuels. Les visiteurs sont ensuite dirigés vers l'université concernée par leur choix afin d'obtenir les précisions utiles.
Pôle "Témoignages"

Il s'agit de présenter, à travers des interviews filmées, des paroles de P.D.G., de D.R.H. et de jeunes diplômés. Ils racontent leurs parcours, au sein de l'université puis dans le milieu professionnel, et conseillent les étudiants.
Pôle "Vie étudiante"
Des conseillers du CNOUS et des CROUS renseignent les étudiants sur le logement, les bourses et les aides, la santé, la restauration, les projets culturels ou encore les initiatives étudiantes.
Stand näitusel MESR Euroopa Education 2011
Osana Euroopa Education Fair, mis toimus Pariisis 24-27 november 2011, kõrgharidus-ja Teadusministeerium hosts valdkonnas "Edukas kolledžis." Võimalus õpilastele, keskkooli õpilased ja nende vanemad õppida üliõpilaselu, orientatsioon, kursused, koolitust, kvalifikatsiooni ja pakutud võimalusi ülikoolis.
Õnnestub kolledž

"Edukas kolledžis" kohta ruumi 150 m2, kõrgharidus-ja Teadusministeerium pakub välja viis põhiteavet.
Lisateavet valikute pakuvad Eestis ülikoolid määrata, millised uuringud on kõige olulisemad igaüks, rääkige eksperdid sättumuse, tervisele või eluase. Velle...

Posté par pcassuto à 22:25 - - Permalien [#]


Europe: Social sciences research role backed

http://www.universityworldnews.com/layout/UW/images/logoUWorld.gifBy Jan Petter Myklebust and Brendan O’Malley. European Union Commissioner Maire Geoghegan-Quinn has responded to calls to give more weight to social sciences and humanities in Horizon 2020, the EU's funding programme for research and innovation.
At a meeting at the British Academy in London on 10 November, she confirmed that "future funding at the European level will provide significant space for social sciences and humanities research".
The full proposals for Horizon 2020 are due to be published before the end of the year and then discussed by member states and the European parliament.
Geoghegan-Quinn said Horizon 2020 will be structured around three pillars: 'excellence in the science base', 'creating industrial leadership and competitive frameworks' and 'tackling societal challenges'.
'Tackling societal challenges' will focus on the challenges of health, demographic change and well-being; food security and the bio-based economy; secure, clean and efficient technology; smart, green and integrated transport; climate; and inclusive, innovative and secure societies.
A parallel thematic programme, Understanding Europe, will not be promoted separately but "underlies all our efforts to have a prosperous, inclusive and sustainable Europe by 2020", she said.
The British Academy is the UK national academy for the humanities and social sciences. In its response to the consultation on the green paper last May it stated that "few of the grand challenges [facing the world] are likely to be susceptible to technological solutions, while all of them require analysis by social science and humanities research before political action".
Hence the academy argued strongly for a grand challenge addressing the major policy issues raised by the changing economic, social and cultural dynamics of European society. It proposed the title Understanding Europe and the themes of 'memory, identity, cultural change, employment, education, working lives, inequality, families and the quality of life'.
This proposal was endorsed by ALLEA, the federation of 53 academies of science, social sciences and the humanities in 40 European countries. In its own response, ALLEA argued for "a very large-scale European research programme on identity and cultural change, education and employment, intergenerational justice and personal and societal well-being".
Geoghegan-Quinn said that the responses of the British Academy and ALLEA were among the most impressive of the 750 consolidated responses to the green paper, and that around 14% of the responses received concerned the social sciences and humanities.
She said the challenge on inclusive, innovative and secure societies had been included because it was raised during the consultation.
It will be firmly aimed at boosting knowledge of the factors that foster an inclusive Europe, that help overcome the current economic crisis and the very real concerns people have, that identify the links between the European and global contexts, and that encourage social innovation, she said.
This challenge would also bring security and socio-economic research together with the aim of understanding the many forms of insecurity - whether caused by crime, violence, terrorism, cyber attacks, privacy abuses or other forms of social and economic insecurity.
"We need a strong evidence base for policy-making on these issues and the social sciences and humanities have the appropriate tools and methods to address the intricacy of these challenges, including enhancing the societal dimension of security policy and research," said Geoghegan-Quinn.
Horizon 2020 will have a strong emphasis on interdisciplinary approaches and will help to maintain the EU's standing as a major player in this area, she added. The EU also wants to support capacity-building and networking for social innovators and entrepreneurs and she endorsed the Vienna Declaration from the Challeges of Social Innovation conference in Vienna in September. This declaration promotes 14 topics of social innovation research.
"We are depending on you to help our society prepare for the profound changes that we will continue to face in the coming decades," Geoghegan-Quinn said.
Sverker Sörlin, professor of environmental history at the Royal Institute of Technology in Stockholm, told University World News: "The current actions across Europe to improve the proposal for Horizon 2020 are extremely welcome. They call for integrated efforts the sciences and the humanities and social sciences to deepen our understanding of past, current and future social change.
"The combined environmental, economic, and cultural crises, that risk bring political crisis, are a rallying call to invest forcefully in the humanities and the social sciences.
"The EU has a sad track record of heavy-handed investment in technologies, whereas it is clear that what this ageing and paralysed continent needsnow are new ideas, new institutions, and new ideas on how to address the ongoing decay and crippling inertia."
Related links:
DENMARK: Social science needs higher EU profile
EUROPE: Plan for one million new research jobs

Posté par pcassuto à 11:47 - - Permalien [#]
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The distinctiveness gap: do students see the difference between universities?

The Guardian homeBy Anne Gwinnett. Oxford Brookes University's Anne Gwinnett discusses the findings of a new Distinct project survey that asked vice-chancellors about distinctiveness. Distinctiveness is another word for identity. It concerns the values you hold, the culture in which you do things and the things that you offer. For an institution, it is an important part of how you tell the people with whom you want to engage why they should want to engage with you.
However, our evidence suggests there is a "distinctiveness gap". Most vice-chancellors want their institution to be seen as distinctive and different from their competitors, but fewer than half believe that they are actually achieving this. It is not difficult to see why this has come about, but the good news is the evidence seems to suggest that for most institutions there is an answer that lies within. At the Distinct project, we recently sought to establish the views of vice-chancellors in England on distinctiveness. Responses were received from 28 VCs, including the heads of a broad range of institutions: pre- and post-1992, of varying sizes, from all mission groups and non-aligned. So the answers give us some compelling insights into the sector as a whole.
More than 80% said it was essential for their university's strategy that they were seen as distinctive by students, yet only around 40% believed that their university was regarded as clearly distinctive by students. VCs believe that most of their audiences (students, employers, partner organisations and so on) see their institution as distinctive in certain key respects. However, the basis for that claim of distinctiveness is not always clear. For example, more than 50% of HE institutions seem to believe that it is the student experience that makes them distinctive but, with so many competing on the same territory, there is limited scope. Furthermore, one in four of the VCs who claimed that their students regard them as "absolutely distinctive" were unable to pick out any attribute on which their institution was completely different from the rest.
It is easy to see how we got here as a sector. Until recently, most forces affecting universities pushed them towards homogeneity; they were expected to compete for funding and a place in the league tables based on a set of criteria common to all. While those forces continue to operate, the latest changes in the HE environment mean that there are additional, conflicting demands for institutions to find ways to differentiate themselves to attract students and resources. With increased competition, institutions will need to be able to express, clearly and convincingly, why they should be the preferred choice of prospective students, potential donors, employees of the calibre they need or partner organisations. We believe that this does not necessarily equate to a bleak picture for institutions; it is not the case that any university lacks the potential to be distinctive. Rather, our research from both within and beyond the sector tells us that any organisation can find and communicate its distinctive offer, providing it has a clear perspective on where it is now and its leadership has the commitment and skills to take on this challenge.
Next steps

• Find your unifying core. What is it about your institution that makes it special to both employees and external audiences? What is the core of why you exist and what you offer to the world that can't be found elsewhere? Why are you one institution rather than a loose confederation of departments?
• Identify and understand your key audiences. You can't be all things to all people, so prioritise and focus your resources where they will have most impact. In order to influence your key audiences you need to understand what they think of HE in general and of your institution in particular. Good quality, unbiased research is key.
• Perception is reality. People will act based on their perception – no matter how inaccurate – so, for your institution, their perceptions are your reality. Don't seek to justify or explain why they are wrong. Give them reasons to believe the things you want them to know.
• Leadership commitment is vital. Senior management need to be open to the idea that what you aspire to be is not necessarily how you are perceived. Only then will the resources and leadership needed to establish and communicate distinctiveness be forthcoming.
• Have the courage to stand out. In the words of Michael Porter: "Strategy is choosing to run a different race because it's the one you've set yourself up to win." Identify what you are really better at than those institutions which your audiences regard as your competitors, and commit to that.
• Use the Distinct project resources – tailored tools and techniques for the sector which we have developed from our research both within and beyond HE, and are available on our website.
Anne Gwinnett is project sponsor for the
Distinct project, a HEFCE-funded initiative to support universities in identifying and communicating what makes them distinctive. She is director of corporate affairs at Oxford Brookes University. The full results from Distinct's vice chancellors' survey will be published shortly at www.distinct.ac.uk. To request a copy of the results directly, please email contact@distinct.ac.uk.

Posté par pcassuto à 11:23 - - Permalien [#]

Mise en place d'un "comité des pairs" pour accompagner des universités en matière de gestion budgétaire

Un "comité des pairs" pour accompagner la gestion budgétaire des universitésLe ministère de l'Enseignement supérieur et de la Recherche et la Conférence des présidents d'université ont souhaité créer un "comité des pairs" afin d'aider les universités qui le souhaitent en matière de gestion budgétaire.
Depuis 4 ans une mutation profonde du paysage universitaire a été engagée et l’ensemble des universités seront autonomes en 2012. Les universités autonomes ont été particulièrement accompagnées financièrement. Elles ont utilisé avec dynamisme ces marges, au bénéfice de leurs personnels et de leurs étudiants. La très grande majorité des établissements est en bonne santé financière.
8 établissements sur 83 constatent cependant deux déficits de fonctionnement consécutifs, ce qui amène les recteurs à arrêter le budget conformément à l’article 56 du décret du 27 juin 2008. Les raisons de ces déficits sont souvent techniques (régularisations comptables demandées par les commissaires aux comptes). Dans certains cas, la gestion et la situation financière des établissements méritent d’être regardées attentivement.

Pour renforcer l’expertise de ces situations, le ministère de l'Enseignement supérieur et de la Recherche et la Conférence des présidents d’université ont décidé de créer une nouvelle modalité de dialogue avec la mise en place d’un "comité des pairs". Pour les universités qui le souhaitent, des réunions spécifiques seront organisées. Elles associeront l’université, le Ministère de l’Enseignement supérieur et de la Recherche, le recteur concerné ainsi que deux anciens présidents d’université, reconnus pour leurs compétences en matière de gestion, Claude Jammeux, et Bernard Dizambourg,. La présence de ces "pairs" permettra de porter un regard approfondi et connaisseur sur ces situations et de contribuer à des pistes d’amélioration de leur situation. Ces réunions pourront aussi enrichir plus largement l’analyse budgétaire de ce secteur.
Le très grand effort de réforme universitaire a été accompagné par d’importants moyens supplémentaires:
  • Un transfert de la masse salariale (bonus indemnitaire de 10% notamment pour faire vivre une gestion des ressources humaines dynamique) qui  assure des marges de manœuvre pour chaque université;
  • Un financement intégral des mesures de point fonction publique ou de pensions;
  • Un abondement supplémentaire de 14,5 millions d'euros fin 2011 sur la question du vieillissement des personnel (glissement vieillesse technicité), qui couvre aussi bien des mesures techniques que des décisions prises par les universités, dans un contexte budgétaire national pourtant très contraint.

La Conférence des présidents d’université a exprimé clairement le souhait de ne pas reprendre en 2011 aux universités disposant d’un GVT négatif les marges dont elles disposent, car cette perspective n’avait pas été anticipée. Le ministère a répondu favorablement  à cette demande.
Ce surcroit de financement sera consolidé en 2012, ce qui a pour conséquence de permettre aux établissements concernés de construire leur budget primitif dans de bonnes conditions.
Pour celles qui ont actuellement des marges de manœuvre en raison d’un GVT négatif, les crédits correspondant seront gelés à titre conservatoire dans les universités concernées dans l’attente d’un dialogue avec chacune d’entre elle, et d’une bonne vision de leur situation en 2012.
Plus largement, le ministère et la Conférence des présidents d’université engagent très rapidement un dialogue sur le financement à moyen terme des questions d’évolution de masse salariale.

A "committee of peers" to accompany the budget management of universitiesThe Ministry of Higher Education and Research and the Conference of University Presidents wanted to create a "peer panel" to help universities who wish to fiscal management.
For 4 years a profound change in the university landscape has been committed and all universities are autonomous in 2012. Autonomous universities were accompanied particularly financially. They used a dynamic margins for the benefit of their staff and their students.

The vast majority of institutions are financially sound.
8 of 83 institutions, however, find two consecutive operating deficits, leading rectors to stop the budget in accordance with Article 56 of the Decree of June 27, 2008. The reasons for these deficits are often technical (accounting adjustments requested by the auditors). In some cases, management and financial institutions need to be watched carefully. More...

Posté par pcassuto à 09:45 - - Permalien [#]
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