Canalblog
Suivre ce blog Administration + Créer mon blog
Formation Continue du Supérieur
5 novembre 2012

Why History Matters

HomeBy Amy Lewis. It's advising season on my campus. My management students will want guidance selecting their spring classes. Their major classes are easy to pick -- we have checklists and flowcharts to let them know what they "need" to take. It's the general education requirements and free electives that stump them. I typically point out that employers want well-rounded employees who can draw on a breadth of knowledge. Sometimes I share that the best course I took as an undergraduate was a physical geography class completely unrelated to my major — that you never know which class will completely captivate you. This fall, I will tell my students something different as I urge them to consider taking classes outside of the business school: Those who don’t learn from the past are doomed to sell offensive T-shirts.
Last week, I was browsing the web, looking for current events to discuss in my undergraduate management classes. I came across several mentions of a T-shirt being sold by the Gap bearing the phrase "Manifest Destiny" and the unsurprising outrage and calls for Gap to stop selling the shirt and to offer a formal apology. Facing protests that the shirt was, at best, culturally insensitive and could easily be interpreted as glorifying the massacres and cultural destruction of Native Americans, the designer apparently issued a flippant tweet about the survival of the fittest. Quickly, Gap stopped selling the shirt, and issued an apology. More...
2 novembre 2012

Academic Writing Month and the social landscape of academic practice

http://static.guim.co.uk/static/b9dbdbd52b575dcdff51895290c041c46660ce8f/common/images/logos/the-guardian/professional.gifPublic scholarship projects are a space to think out loud, build support networks and work collaboratively, says Anna Tarrant.
With the 2014 REF deadline looming and job search committees eyeing up ways of banking a few more high quality REF-ables, it's easy to feel overwhelmed by the pressure to produce. As an early career researcher this is particularly the case – you know what prospective departments are looking for. But despite increasing advances in open access publishing and peer-review, getting published still takes considerable time and personal commitment. Academic Writing Month (AcWriMo) may therefore seem like impeccable timing or a bid to push already overworked academics over the edge.
Inspired by National Novel Writing Month, a challenge to write 50,000 words of fiction in a month, Charlotte Frost (then a post-doctoral researcher at the University of Wisconsin-Milwaukee) set herself a similar task in 2011 for her own academic writing. Using PhD2Published, the publishing resource she had set up the previous year, she then extended the invitation world-wide. More...
1 novembre 2012

La science passe au Super Big

http://sciences.blogs.liberation.fr/test/images/logo_libe.pngPar Sylvestre Huet. La science passe t-elle à l’état «Super Big»? Le mot semble moche, mais qu’inventer comme néologisme pour décrire ce qui se passe dans nos laboratoires, alors que, dans les années 1970, les premières critiques de la technoscience dénonçaient la «Big Science».
Que diraient ces mêmes contempteurs au regard des derniers développements du monde scientifique ? Au début des années 1980, note Jonathan Adams (1), on comptait sur les doigts d’une main les articles scientifiques à plus de cent auteurs. L’an dernier, 120 articles de physique portaient plus de mille signatures. Et 44 articles plus de 3.000!
Ces articles exposent les résultats expérimentaux de programmes et d’équipements scientifiques dont la taille a dépassé les accélérateurs de particules des années 1970, archétypes de la «Big science» de l’époque. On les trouve dans tous les domaines, même si les équipes du Cern où le boson de Higgs vient d’être découvert tiennent toujours le haut du classement par nombre d’auteurs. Ecologie, biologie, astrophysique, géosciences… presque toute la recherche est concernée. Ainsi, relève t-on pas moins de 442 signatures de biologistes en bas des articles du programme Encode qui explore la complexité de l’ADN (2) et veut décrire les multitudes d’interactions de ce monde mouvant.
Pour ces équipes, mais également pour les petits groupes, la collaboration par-delà les frontières est désormais la règle. Pour l’année 2011, les bases de données ne recensent pas moins de 10.000 articles cosignés par des chercheurs de Grande-Bretagne et d’Allemagne, «le double de l’année 2003», note Adams.
Ces collaborations bi- ou multilatérales dessinent le nouveau paysage mondial de la science en mutation rapide. Alors qu’en 1989 aucun pays n’affichait plus de mille articles cosignés avec un autre, la Chine est devenue en 2011 le premier partenaire des Etats-Unis avec 19.141 articles cosignés, détrônant au passage la Grande-Bretagne dans le rôle de «plus proche collaborateur».
Cette Super Big-Science n’est pas un effet de mode, elle s’attaque à des «superproblèmes» qui exigent la collecte de données par milliards. Des milliards de galaxies pour comprendre le contenu et le destin de l’Univers. Ou des milliards de collisions entre protons pour l’infiniment petit de la matière. Ou des millions de données satellites pour suivre l'évolution du climat. Ou les 10.000 protéines différentes qui peuplent chacune des cellules humaines, note Bruce Alberts, le rédacteur en chef de Science (3). Ces milliers de protéines, assemblées en centaines de «nanomachines» moléculaires dont émergent les propriétés biologiques des cellules.
Au-delà de la collecte de données, il faut atteindre une compréhension plus profonde, du vivant comme du cosmos, de la matière comme du climat. Cette compréhension ne surgira pas spontanément des supercalculateurs qui moulinent ces données, avertit Alberts. Mais plutôt de nouvelles percées de l’imagination, dont la source se trouve dans l’échange intellectuel intense entre individus et petites équipes que doit favoriser une politique de la recherche qui redonne du temps de réflexion aux scientifiques, en les dégageant d’une course échevelée aux contrats à court terme sur appel d'offres.
(1) Nature du 18/10/2012.
(2) Libération, 14/09/2012.
(3) Science, 28/09/2012.
lire aussi l'article de Subra Suresh dans Nature sur les collaborations internationales.
http://sciences.blogs.liberation.fr/test/images/logo_libe.png Με Sylvestre Huet. Επιστήμη κάνει πέρασμα κατάσταση "Super Big"; Η λέξη φαίνεται άσχημο, αλλά εφεύρουν ένα νεολογισμό σαν να περιγράψει τι συμβαίνει στα εργαστήρια μας, ενώ στη δεκαετία του 1970, τα πρώτα σχόλια της τεχνοεπιστήμης κατήγγειλε την "Big Science".
Τι θα αυτοί οι ίδιοι επικριτές υπό το φως των πρόσφατων εξελίξεων στον επιστημονικό κόσμο;
Στις αρχές της δεκαετίας του 1980, σημειώνει ο Jonathan Adams, που μετριούνται στα δάχτυλα του ενός χεριού τα επιστημονικά άρθρα πάνω από εκατό συγγραφείς. Πέρυσι, 120 άρθρα ήταν πιο φυσικό από χίλιες υπογραφές. 44 άρθρα και πάνω από 3.000! Περισσότερα...
26 octobre 2012

We must not waste our most vital resource

http://bathknightblog.com/wp-content/uploads/2011/07/telegraph-logo.jpgBy . Britain still has world-class schools and universities from which our children can benefit.
For all its travails, there is one area where the Coalition is unquestionably on the right path: education. This is fortunate, since it is also the area that will determine whether the Britain of the 21st century thrives or declines.
There is nothing new, of course, in the idea that education matters: think of Tony Blair’s famous incantation of the word in 1996, designed to persuade the middle classes that he shared their burning desire to better their children’s lot. Think, too, of the reaction to Michael Gove’s recent letter to the Radio Times. In it, the Education Secretary apologised to Daniel Montgomery for his “clever-dick questions” and “pathetic showing-off” as a pupil at Robert Gordon’s College in Aberdeen. It struck a chord, with several other public figures taking the chance to apologise to, or simply thank, those teachers who had made a difference in their lives. More...
7 octobre 2012

Who’s Afraid of the Big Bad Disruption?

HomeBy Jonathan Marks. As a politics professor, I feel I should know something about health policy, but it is mostly dread that made me sign up for Ezekiel Emanuel’s class, Health Policy and the Affordable Care Act, through Coursera. Word is that higher education is about to be disrupted by online providers, like Coursera and Udacity, and their MOOCs (massive open online courses). If students can take political philosophy with Harvard’s Michael Sandel for free, why will they pay to take it with me?
Have you seen Professor Sandel’s course? I bet I am not alone in wanting to take his more than I want to take mine. Sebastian Thrun, co-founder of Udacity, predicts that in 50 years there will be no more than 10 higher education institutions. Thrun isn’t quietly waiting for his prediction to pan out, either. Pearson VUE recently contracted to administer proctored final exams for some of Udacity’s courses, an important step toward offering credit that most colleges will find hard to reject. More...

26 septembre 2012

A radical vision for third level?

irishtimes.comTHE DECISION by the Department of Education and the Higher Education Authority to delay publication of a report on the future landscape of the third-level sector underlines the very radical nature of what was proposed. The report, compiled by an international panel made up of some of the leading world authorities on higher education and chaired by Prof Frans Van Vught of the European Commission, recommends a full merger between University College Dublin and Trinity College Dublin and a major rationalisation across the sector.
The State’s 20-plus higher education colleges would be consolidated into just six. A new technological university based in Dublin and Waterford would also be established.
It’s important to note how the modus operandi of the Van Vught team was so different from traditional expert groups on education and much else. Normally, these tend to be comprised of stakeholders or vested interests from the particular sector under scrutiny. This was the case last year when the National Strategy for Higher Education or Hunt Report was published. Hunt was a very conservative document. While making the case for closer collaboration, it did not envisage a radical shake-up of existing structures. The Van Vught team, by contrast, was prepared without consultation with the colleges themselves. The HEA says this approach left the panel free to challenge current thinking and to present radical alternatives.
Van Vught and his team certainly grasped this opportunity but – given the angry and rapid response from the universities – it is difficult to envisage their proposals gaining much traction. Some university sources suggested the report had already been shelved. Certainly, it appears to be securing little in the way of official support. Last night, the Department of Education said the proposed UCD-TCD merger was “neither feasible nor desirable’’. The presidents of both DCU and NUIM have reassured staff the proposed merger of their two universities will not happen. TCD, which has still to receive a copy of the report, has stressed how the findings represent a significant departure from the Hunt Report and do not represent Government policy. Similar sentiments were expressed by the HEA in a statement to this newspaper yesterday.
All of this begs an obvious question – why was the Van Vught report commissioned in the first instance? The HEA and the Department of Education are in the process of implementing the Hunt Report – was it necessary to seek another set of proposals? Was it not abundantly clear this report always had the potential to destabilise a third-level sector already coping with a funding crisis and other difficulties? That said, this week’s turn of events in which the report was effectively buried is not good for Ireland’s international reputation in higher education circles. Prof Van Vught and his team are among the most distinguished figures on international higher education. Commissioning a report from them – and then rubbishing its contents – is scarcely international best practice.
24 septembre 2012

How can universities improve access without lowering standards?

The Guardian homeBy Eliza Anyangwe. Cambridge is saying no to 'social engineering' for fear it will reduce standards. Does it? Tell us how you think universities can widen participation without compromising academic merit.
Here's my recipe for academic success: mix two parts student effort to one part teacher/institutional effort, liberally sprinkle with attentive parenting and mix vigorously. Bake for 13 or 14 years in a stable, nurturing environment with an expectation that students will succeed (rather than end up in jail) and the chances are that they will. Seems simple enough, but is it?
Let me give you some context for this theorising on social mobility and academic success: on 9 September, the Telegraph ran a story about the universities (namely Cambridge and Reading) who were resisting pressures to make "adjusted offers to working-class candidates", as requested by Les Ebdon, the new head of the Office for Fair Access (Offa).

21 septembre 2012

As Online Courses Grow, Sites Offering Unauthorized Academic Help Get More Brazen

http://chronicle.com/img/photos/biz/icons/wired-campus-nameplate.gifBy Alisha Azevedo. Plenty of Web sites offer to write students’ papers or complete their assignments for a fee. But they appear to be growing more aggressive in promising to get students good grades for no work; some even promise to take entire online courses for students.
One new site is sure to worry officials embracing massive open online courses, or MOOC’s. It’s called We Take Your Class, and its marketing text says: “We do it all. Tests, Homework, Discussions, Projects, and More!” After all, the site states, “Life is too short to spend time on courses you have no interest in.” Managers of the site could not be reached for comment.
One key concern about the latest moves to embrace online education has been ensuring that students taking the courses are who they say they are. Some new online efforts have formed partnerships with testing centers where students can go to take tests in a place where their identity can be confirmed and proctors can watch for cheating.

28 août 2012

7 Historical Business Figures Who Shunned Higher Ed

http://www.onlinemba.com/wp-content/uploads/2012/03/equalfind.gifBy Becky Celestine. We’ve all heard of modern figures like Bill Gates and Steve Jobs who famously found success despite dropping out of school, but not a lot has been said about business figures from history that left school behind for a better life. Famed inventors, business magnates, and some of the richest men in the world made their fortunes as college (and even grade school) dropouts. Read on to learn about some of the biggest names in business history who all decided they could do better without school.
1. Howard Hughes
American business magnate Howard Hughes was one of the wealthiest people in the world in his time. As a film producer, influential aviator, and investor, he left his mark on the world, but he didn’t have a whole lot to do with education. Hughes was reported to be an “indifferent student,” and never graduated from high school. He did have a love of mathematics and engineering, auditing a few classes at Caltech. He was also a student at Rice University, thanks to an arrangement by his father, but after his father’s death, he dropped out and subsequently bought out his family to become the sole owner of his father’s tool company, thus launching his career as the businessman we know. Despite limited higher education of his own, Hughes founded the Howard Hughes Medical Institute in 1953, one of the largest private biological and medical research institutes in the United States, and the second-wealthiest philanthropic organization in the U.S.
2. Andrew Carnegie
Andrew Carnegie was a great man who came from modest beginnings. We remember him as an industrialist leader of the 19th century American steel industry, as well as a major philanthropist, but his early life tells a different story. A Scottish immigrant, Carnegie’s family moved to Pennsylvania, where his first job at age 13 was that of a bobbin boy in a cotton factory. Carnegie had no education to speak of, but was a major educational philanthropist, donating money to create libraries, the Carnegie Institute of Technology, the Carnegie Institution, and Carnegie Mellon University. Although Carnegie was a major supporter of education, he did not believe in it, at least not in the traditional sense. Carnegie believed that there was a “magic formula” for success that should be put in the reach of regular people, taught in public schools and colleges. He even shared the opinion that if this magic formula were properly taught, students could cut their time spent in school to less than half.
3. Mary Kay Ash
Famed American businesswoman Mary Kay Ash is recognized as one of the greatest female entrepreneurs in American history and has left behind a legacy of makeup and money, but she did it all with no more than a public high school education. Although Ash excelled in school, she came from a poor family that was not able to send her to college. She married young and had three children, building her cosmetic empire as an uneducated working mother. Ash did spend a year at the University of Houston studying to become a doctor, but she gave it up and returned to her passion of sales instead of pursuing a medical career.
4. Thomas Edison
Homeschoolers can point to Thomas Edison as a shining example of the genius that can be produced by home education. The young Edison had trouble in school thanks to his wandering mind, and only spent a short three months in official schooling. As a grade school dropout, his mother taught him at home, with much of his education coming from the scientific textbook School of Natural Philosophy and texts from The Cooper Union. This education undoubtedly sparked his lifelong love of scientific exploration and innovation, which he paired with a background in entrepreneurship, a skill that began as a boy selling candy and newspaper on trains.
5. Nikola Tesla
Edison’s protege, Nikola Tesla, excelled without much in the way of education as well. Tesla studied at the Higher Real Gymnasium in Croatia, and did so well that his teachers thought he was cheating when he was able to perform calculus in his head. He only took three years to finish his four-year term, and went on to study engineering at the Australian Polytechnic. Although he excelled at his studies on the uses of alternating current, he dropped out and never received a degree. According to the university, he simply stopped attending lectures after the first semester of his third year. At the pleading of his father, Tesla attended the Charles-Ferdinand University in Prague for one summer semester, but once again, dropped out after the death of his father. Although he did not seem to appreciate higher education for an extended period of time, Tesla was an avid reader and enjoyed memorizing complete books with his photographic memory, a skill that undoubtedly served him as an inventor and futurist.
6. Walt Disney
Responsible for creating the Disney empire and changing the world of motion pictures forever, Walt Disney was one of the most creative and ambitious high school dropouts in history. While in high school, Disney took night courses at the Chicago Art Institute, even becoming the political cartoonist for the school newspaper. But at the age of 16, Disney dropped out of school to join the Army. The joke was on Disney: he was rejected from the Army for being underage. Still, he didn’t go back to school. Instead, he joined the Red Cross to drive an ambulance during World War I and worked several odd jobs before starting a commercial company in 1920 and launching the beginnings of Disney as we know it.
7. George Eastman
George Eastman was the founder of Eastman Kodak Company and the man responsible for bringing photography into the mainstream, but he was a school dropout. Family life interfered with Eastman’s completion of school, as his father died and his mother took in boarders to afford his schooling. After the death of his sister, Eastman left school early to start working. Less than 15 years later, Eastman had patented the first film in roll form. Later in life, his philanthropy allowed him to establish the Eastman School of Music, schools of dentistry and medicine at the University of Rochester, as well as provide donations to MIT, Tuskeegee, and Hampton.
27 août 2012

Don't Panic ... Yet

http://www.insidehighered.com/sites/all/themes/ihecustom/logo.jpgBy Kevin Kiley. College administrators are justifiably worried about whether they're going to be able to balance their budgets in a changing economic landscape, and a survey released by Sallie Mae last month didn't do much to put them at ease.
The report’s headline finding is that spending on colleges -- a number that includes parent and student income and savings, federal and private loans, grants and scholarships, and money from friends and relatives -- by traditional-aged students and their families dropped over the past two years, a 13 percent decrease between 2009-10 and 2011-12. More...

Newsletter
49 abonnés
Visiteurs
Depuis la création 2 783 472
Formation Continue du Supérieur
Archives