IAU library joins French universities interlibrary loans network
IAU resources can now be borrowed by ABES member libraries via the collective electronic catalogue of France’s higher education libraries, SUDOC. Specialising in journals and periodicals, SUDOC holds over 10 million bibliographic records, and plays a leading role in the French higher education and research information systems.
ABES was created in 1994 to implement Sudoc (Système Universitaire de Documentation or University Documentation System), the union catalogue of France’s higher education libraries. Sudoc opened in 2001 and has proved a resounding success. It covers the collections of 1 419 “deployed” or memberlibraries along with the 1,793 public or private libraries from the Sudoc-PS network which specialises in referencing serial publications. With over 10 million bibliographic records, 32 million localised documents and 24 million public queries in 2010, it plays a leading role in the French higher education and research information system.
Les actes du séminaire sur la GPEC Territoriale en Poitou-Charentes sont en ligne
Retrouvez le programme, les photos du séminaire, les documents présentés ainsi que la synthèse en ligne sur le site internet du Séminaire GPEC Territoriale en Poitou-Charentes.
Le responsabilité sociétale des entreprises
Cet engagement est d'autant plus fréquent que la taille des sociétés est importante. Par ailleurs, le commerce et l'industrie manufacturière hors agroalimentaire sont les secteurs les moins impliqués en matière de RSE: la notion même y est souvent inconnue et très peu de sociétés engagent des actions. À l'opposé, l'implication est forte dans les secteurs de l'énergie et de l'environnement et dans l'industrie agroalimentaire, domaines où les questions de développement durable en général et d'environnement en particulier sont logiquement très présentes.
Les sociétés impliquées dans la RSE ont des pratiques différenciées. En particulier, elles sont plus attentives aux enjeux de développement durable dans leur politique d'achats ou au respect de la biodiversité.
D'autres actions sont plus largement mises en œuvre, y compris au sein des sociétés qui ne connaissent pas la notion de RSE. Elles relèvent davantage du volet social (la lutte contre la discrimination par exemple), même si une des actions les plus courantes est la prévention ou le recyclage des déchets.
La responsabilité sociétale des entreprises: une démarche déjà répandue, Insee Première, novembre 2012, 4 p.
Euroguidance - 20 ans!
Le CARIF OREF Auvergne, membre du réseau européen Euroguidance, organise une rencontre qui rassemblera un public de professionnels impliqué dans les questions d'orientation tout au long de la vie et de mobilité en Europe. Mercredi 12 décembre 2012 de 09h30 à 16h30 au Lycée Louis le Grand à Paris.
Au cours de cette journée seront présentés les outils développés par le réseau ELGPN (European Lifelong Guidance Policy Network), par les collègues Belges et Suédois et par la France. Aura lieu également une table ronde sur le thème: "Les nouvelles technologies au service de la professionnalisation des acteurs de l'orientation et de la mobilité".
Consulter le programme. Les pré-inscriptions se font directement en ligne sur le site de l'Agence Europe Education Formation France.
Η OREF CARIF Auvergne, μέλος του Ευρωπαϊκού Δικτύου Euroguidance οργανώνει μια συνάντηση φέρνοντας μαζί σε ένα ακροατήριο των επαγγελματιών που εμπλέκονται σε θέματα πολιτικής σε όλη τη ζωή και την κινητικότητα στην Ευρώπη. Τετάρτη, 12, Δεκεμβρίου 2012 9:30-16:30 μ.μ. στο Lycée Louis le Grand στο Παρίσι. Περισσότερα...
Can Higher Ed Lead Institutional Green Procurement into a New Era?
This article originally appeared in the September Issue of College Planning & Management magazine. AASHE is currently soliciting institutions interesting in participating in the pilot project described in this article. Please contact firstname.lastname@example.org for further details.
In the early days of the “green” purchasing movement, institutional procurement professionals only had to focus on a few product attributes, such as recycled content, or on a few eco-labels, such as FSC certified wood. In fact, of the more than 400 eco-labels tracked by Ecolabel Index today, only 25 pre-date 1996. Those simple days are long gone. In addition to navigating the explosion in eco-labels, buyers are now expected to take into account the impact of products throughout their whole life cycle. What are the waste, water and air pollution impacts during manufacture? What about during their use? And what happens at the end of their useful life? Taking all these impacts into account requires matching them up with credible eco-labels or standards that certify those impacts have been mitigated to a specified degree. It also requires having a plan for the reuse, recycling or safe disposal of the product at the time of purchase. View more...
What can higher education contribute to improving social mobility in the UK?
Conference call now open: What contribution can higher education make to social mobility in the UK from 2012-13 onwards? 26-27 March 2013, Manchester
- Students and academic staff (particularly those crossing national borders within the UK) are encouraged to apply for a HEA travel grant.
- If you are a student AND your proposal to conference is accepted but you are not awarded a travel grant, you will be automatically considered for one of our limited full-conference reduced rate places. (50% reduction).
- Non-affiliated applicants (i.e not affiliated to a University or a company employee/director) who have a proposal accepted will also be considered for a reduced rate place.
The Higher Education Academy is pleased to announce a two-day residential conference on 26 and 27 March 2013 at the Macdonald Manchester Hotel, Manchester City Centre to examine the contribution of higher education to improving social mobility. Higher education has undergone change in all four UK nations as the economy has declined and public sector spending has been reduced. Issues of social mobility, access, retention, attainment and progression however continue to be important across the UK, within higher education institutions, and for students, their families and society as whole.
2012-13 marked the beginning of significant changes to the higher education landscape, raising concerns about the future of access and equality within the HE sector and heightening existing fears about stagnating social mobility. The conference will include key note speakers, panel discussions, workshops, papers and posters designed to inform scholarly debate and provide practical ways forward. The conference is open to academics, HEI managers, educational practitioners and policy makers. We welcome a broad range of perspectives and methodologies to critically look at the question of what contribution can higher education make to social mobility in the UK from 2012-13 onwards. While topics not listed below are very welcome, possible themes include:
- How widening-access partnerships and collaboration can be adapted to a more competitive environment and whether new approaches and delivery models are required across England, Wales, Scotland and Northern Ireland;
- The contribution of higher-education providers to improving the retention, attainment and progression of students especially those from lower socio-economic groups, disabled or black and minority ethnic backgrounds in all discipline areas;
- How more equitable access to employment, graduate careers and the professions can be achieved through higher-education pathways, including apprenticeships, study abroad and postgraduate study;
- The role of students in enhancing the quality and outcomes of the higher education experience for students from under-represented and disadvantaged groups;
- The actual and projected impacts of changes to the funding of higher education on access, retention, attainment and progression for students from under-represented and disadvantaged groups.
- The needs of part-time students in the current context, including support systems and pedagogy for flexible learning.
The conference is inviting proposals for one or more of the following types of sessions: paper, panel, workshop or poster. Parallel sessions of papers, workshops and panels will run for one hour morning and afternoon on both days of the conference. Posters will be displayed on both days, with time set aside for interaction and discussion between poster presenters and delegates.
PAPERS should report research findings, or discuss evidence-based practice, or critically assess policy or practice in relation to higher education and social mobility. Papers will be clustered and presented in shared sessions. (20 minutes including discussion per paper). Paper proposals should provide a description of the research and argument and indicate what literature or evidence they will be drawing on. Papers can have multiple authors but a chief author must be stated on the proposal form. Download the paper-proposal form. (145KB)
WORKSHOPS: We welcome proposals for workshop convenors. Proposals should provide a rationale and description of the workshop. Proposals should state how they will ensure workshops are interactive and involve participants. Workshops should be of interest and relevance to a broad audience and be able to cater to a maximum of 28 participants or fewer. Download the workshop-proposal form. (145KB)
PANELS: The conference will host a very limited number of panels. We welcome proposals for panel discussions focusing on a particular theme, problem or special interest relating to higher education and social mobility. Panel proposals must include a brief description and rationale for the panel, and a lead presenter or convenor who will facilitate statements or position papers from up to 3 panel members and a 15 minute panel discussion at the end of the session. Proposals for panels must include the name of the panel convenor, and at least two panel members but need not, at this stage, include the abstract from panel members. Download the panel-proposal form (146KB)
POSTERS: should be A0 in size (portrait layout) and present summary information about your work in a visual or text format in a way that is of interest to the conference participants. Posters will be displayed throughout the conference, but you will be asked to talk about your poster during a networking session. Download the poster-proposal form. (145KB)
Please note that applications to contribute to the conference will only be considered if they have completed the relevant proposal form. To submit a proposal, download the relevant form above. Email your completed form to email@example.com by 12 noon, Friday 30 November 2012.
If you are applying to be considered for more than one session (paper, panel, workshop, poster), you MUST complete an abstract form for each type of session you apply for.
What happens next?
We will acknowledge receipt of your submitted form. All proposals will be reviewed by two peer reviewers and the final selection of the successful contributions will be made by the conference organising committee. Abstracts will be judged on clarity, rigour, relevance and overall fit with the aims of the conference. The key contact or proposed convenor will be informed of the outcome by 12 December 2012. Please note: we cannot guarantee which day your session will be allocated to if accepted. The conference webpage will be updated on a regular basis http://www.heacademy.ac.uk/resources/detail/retention/Social_mobility. All enquiries to: firstname.lastname@example.org.
In construction: A Framework for Fair Recognition of Joint Degrees
Within the framework of the JOQAR-project, the European Consortium for Accreditation and ENIC-NARICs have cooperated to develop guidelines for good practice for institutions and programmes which award joint degrees and/or joint diploma supplements. In addition, the JOQAR project wants to contribute to the fair and flexible recognition of joint degrees.
In this context, ENIC-NARICs from 30 countries gathered in Barcelona on 9 November 2012 to discuss the current state of practice when dealing with joint degrees (and degrees awarded by joint programmes). The workshop offered ENIC-NARICs an opportunity to further exchange experiences and to discuss a draft Framework for Fair Recognition of Joint Degrees.
From the perspective of ENIC-NARICs, two projects have created new circumstances for the recognition of joint degrees. The European Area of Recognition (EAR) Manual on the one hand codified good practice based on the Lisbon Recognition Convention while ECA's Joint Programmes Quality Assurance and Recognition (JOQAR) Project is streamlining joint programme’s external quality assurance, accreditation and joint degree awarding.
In the workshops, ENIC-NARICs disected the distinctive elements that can play a role when dealing with joint degrees. The workshop dealt with the following elements: the joint programme consortium, the awarding institutions, the joint programme and the joint degree itself. Each issue was analysed through examples and good practices were formulated. The result of these and coming discussions will be published as the Framework for Fair Recognition of Joint Degrees in the beginning of 2013.
"The best way to deal with joint degrees is (a) to accept you don’t need to know everything, and (b) to know when the information and/or evidence gathered is sufficient to recognise or recommend recognition."
The presentation and participants list is available on the event website.
Data on research activities in Europe
Some interesting bits of information can be extracted from the data available. For instance, did you know that:
- Sweden invests 3.4 % of GDP in R&D,and is thus amongst the world leaders in terms of R&D intensity and as the leader of EUs Innovation scoreboard
- Researchers from Germany most commonly work together with researchers from UK in European projects, and Germany receives the largest share of EU research budget
- Denmark is rapidly catching up in the innovation indicators and reached the 3% of GDP to research already in 2009
- In the Netherlands, the level of private investment to R&D is well below EU average, composing of 0.88% of the GDP. However, the Netherlands has a high success rate in EU applications (over 25%)
- While Italy receives fourth largest share of EU research funding, the investment to R&D in Italy is relatively modest, around 1.26% in 2010
- While Finland currently does well in the innovation rankings, there are great concerns about finding new research intensive industries
- Estonia increased funding to R&D with an average of 10% each year between 2000 and 2010, from 0.60% to 1.62% in 2010
All of the country profiles and information can be found here.
Les programmes européens de formation et de recherche dans l’enseignement supérieur - Espace Euro-méditerranéen
Derniers jours pour les inscriptions. Télécharger le Programme, télécharger la Présentation des intervenants et télécharger le bulletin d’inscription. Contacts: Jacqueline BERGERON, Présidente: email@example.com, Gilles ROUET, Secrétaire Général: firstname.lastname@example.org, Gérard WORMSER, Président du Conseil Scientifique: email@example.com. Avec l'appui de la Région Aquitaine, la participation de la Mairie de Bordeaux et la collaboration de la Maison de l'Europe Bordeaux Aquitaine.
La stratégie 2020 met l’accent sur une croissance intelligente, durable et inclusive, elle repose sur plusieurs lignes directrices, celles de l’éducation et de la formation sont au premier plan au titre de la dotation en qualifications, compétences mais également de l’inclusion sociale. Pour suivre ces orientations, deux axes phares sont mis en avant: celui de la mobilité des étudiants des enseignants et des chercheurs, celui du développement de coopérations créatives, ouvertes sur la diversité des acteurs (politiques, institutionnels, économiques, sociaux…).
Au-delà des collaborations entre établissements d’enseignement supérieur et de recherche, ces orientations incitent au développement de partenariats mixtes, au sein de territoires diversifiés. Les programmes européens d’enseignement supérieur et de recherche sont l’occasion de nouveaux maillages avec le monde économique, les collectivités territoriales, plus généralement les organisations qui concourent de façon formelle ou non formelle à la transmission de savoirs. La situation géopolitique méditerranéenne fait peser depuis plusieurs mois sur les institutions universitaires de fortes responsabilités dans le domaine de la formation de la jeunesse et des attentes spécifiques en matière de développement de projets communs.
Le dialogue, les échanges, la coopération avec les pays du sud de la méditerranée sont vivement encouragés par la commission européenne dans le cadre de projets partagés portés par les institutions universitaires. L’espace euro-méditerranéen se trouve ainsi au coeur de l’applicabilité pour le développement de la mobilité, la création d’un cadre plus large de certification et de reconnaissance des diplômes, l’ouverture vers de nouvelles stratégies d’apprentissage, un regard renouvelé sur le statut de la connaissance. En contrepoint, les pays du voisinage, acteurs européens de plein exercice, semblent développer depuis plusieurs années une force économique en prenant appui sur les programmes européens de formation tout au long de la vie.
Ce contexte nous conduit à concevoir d’autres formes d’échanges et de travail scientifiques communautaires à partir des expériences conduites au travers des programmes européens. Ces expériences formatives conduisent-elles vers une gouvernance améliorée de l’éducation et de la formation dans une alliance euro-méditerranéenne? Les programmes transnationaux peuvent-ils être envisagés comme levier pour un engagement plus démocratique des acteurs permettant le renforcement des droits de toute personne à l’éducation et la formation à la recherche, étant entendu que cette dernière ne peut être agie que dans le respect de la capacité et la démarche d’apprentissage de chacun, la reconnaissance des compétences, la valorisation des expériences au service d’une meilleure inclusion sociale et professionnelle?
Ce colloque permettra d’aborder ces questions à travers des échanges d’expériences, des témoignages, des lectures issues de champs scientifiques transdisciplinaires en lien avec les évolutions qu’il faut envisager à l’horizon de la mise en place du programme Erasmus pour Tous en 2014. Il sera suivi d’une publication.
Cycle de conférences 2013
1er trimestre 2013 (date communiquée ultérieurement): "L'Islam et le monde Arabe contemporain, comprendre les cultures, co-construire les formations sur l'espace euro-méditerranéen" en partenariat avec l'IFUM d'Aix Marseille.
MOOCs and Accreditation: Focus on the Quality of "Direct-to-Students" Education
MOOCs: "Direct-to-Students" Education
MOOCs are a form of “direct-to-students” education: Students do not need to enroll in a college or university; offerings are available on-demand to anyone. Students do not need to become involved in a federal or state student assistance program, paying little (even as compared to lower-cost community college tuition) or nothing for the offerings. Students are not bound by an academic calendar with semesters or courses and they are not part of a structured degree program. MOOCs provide an opportunity for connection between internationally known professors from elite institutions and millions of students.
MOOCs take creative advantage of current technology that not only allows for a massification but approaches a universalization of higher education once barely imaginable. Offerings involve consideration of a concept or skill, generally via video, followed by exercises or quizzes. They sometimes rely on an approach to teaching and learning that removes faculty from the heart of the educational experience, pushing students to use their own initiative to seek out and benefit from learning experiences, much as the healthcare industry has modeled greater patient responsibility for sustaining health. This shift away from the traditional central role for faculty is one of the more controversial aspects of MOOCs.
MOOCs also build on longstanding practices in higher education, including continuing education, online education and competency-based education such as the work of Western Governor’s University (WGU) and Excelsior University. WGU, since its inception in 1997, has been offering online, competency-based education. Excelsior, founded in 1971 as Regents College in New York, has been a pioneer of adult and online learning. MIT’s Open Courseware initiative has been around for 10 years, as has Carnegie Mellon University’s Open Learning Initiative. Straighterline, a private company offering low-cost online courses since 2009, has established transfer partnerships with a number of institutions and, most recently, entered into agreements with Education Testing Service and the Collegiate Learning Assessment that allow students to be tested and attempt to transfer their Straighterline credits. However, the scale of MOOCs, their extensive online presence, their international appeal and tuition-free approach set them apart even as they reflect some traditional features.
What is a MOOC experience worth to a student? Students can receive an acknowledgment of their achievement by earning certificates or “badges” that affirm mastery of skills or specific portions of learning. This can help with employers and obtaining a job. The Mozilla Foundation has constructed an electronic platform to support the issuing, collecting and sharing of badges. Students may also convert MOOC experiences to college credit. UC-Berkeley is exploring the award of transfer credit to California community college students who enroll in Berkeley MOOCs. Colorado State University-Global Campus is offering credit for MOOCs. Will longstanding organizations devoted to assessment of prior learning such as the Council for Adult and Experiential Learning and the American Council on Education’s College Credit Recommendation Service include MOOC experiences in their scrutiny?
MOOCs, Quality and Accreditation
As with any effort at change in higher education, the emergence of MOOCs has quickly been accompanied by questions about their quality, a key element in their staying power. Are students learning? How do we know? Such discussions often lead to discussion of accreditation, higher education’s primary means of assuring and improving quality. If there is a role for accreditation with MOOCs, what might this be? If accreditation is not an appropriate vehicle for quality review for MOOCs, what is? Questions include:
- Through what lens do we examine MOOCs for quality? With traditional higher education, we have a lens through which to determine baseline quality. This includes curricula, faculty and student support, for example. Does it make sense to judge MOOCs through the lens of traditional higher education? Or, do we need a different lens and what is this?
- Do MOOCs call for additional rethinking of expectations of teaching and learning – beyond current conversations? MOOCs may not have faculty in the traditional sense, curricula may come from elsewhere and traditional student support may be absent. MOOCs offer:
- Alternative delivery of instruction – noncredit offerings to a mass, potentially universal, audience.
- Alternative approaches to instruction – a more modest faculty role, expanded reliance on students and peer-to-peer grading and auto-grading.
- Alternative evaluation of learning – use of data analytics.
- To what extent does current accreditation review address the key features of MOOCs? The 80 U.S. recognized accreditors review and accredit programs, colleges and universities. Accreditation review includes attention to continuing education and most accreditors address online learning and competency–based education. Regional and faith-related accreditation address degree education; the national career-related accreditors review both degree and non-degree postsecondary education. At present, accreditors are not focused on the scale of MOOCs, do not accredit elements of courses and still expect that faculty play a significant role in students’ educational experiences.
- If accreditation is to address MOOCs, what needs to be done? Accrediting organizations were created by traditional higher education and have changed as traditional institutions have changed. If MOOCs continue to build connections with colleges and universities that result in the conversion of MOOC experiences into college credit, what tools do accreditors need? Is such scrutiny desirable or valuable? Will the review process change and, if so, how?
- If it is not appropriate for accreditation to address quality in this context, what are alternative forms of quality review? Do alternative tools need to be created? If so, what are their characteristics? What are other approaches to determining quality that might be developed?
MOOCs offer an unusual direct-to-student opportunity for expansion of learning, apart from the traditional structure of programs and degrees. Whether ultimately apart from or connected to the environment of currently accepted teaching and learning, judgment about quality will be essential. The questions above provide a start to address how to judge quality in MOOCS and determine whether accreditation is the appropriate tool for assuring and improving quality in this environment. The Council for Higher Education Accreditation began to focus on this issue at its 2012 Summer Workshop and is continuing the dialogue at various meetings, including its upcoming 2013 Annual Conference.