Par Laurent Bisault et Claire Kubrak, direction régionale de Midi-Pyrénées, Insee, Anna Testas, SIES, ministère de l'Éducation nationale, de l'Enseignement supérieur et de la Recherche. Dans le cadre de la stratégie « Europe 2020 », l'Union européenne s'est fixé pour objectif d'investir au moins 3 % du produit intérieur brut (PIB) dans la recherche et le développement. En 2012, la France est encore en deçà de cette cible (2,2 %). À l'échelle régionale, cependant, Midi-Pyrénées la dépasse largement (4,8 % du PIB régional) et l'Île-de-France l'atteint (3,0 %). La Franche-Comté et Rhône-Alpes en sont également très proches. En 2011, Midi-Pyrénées était la sixième région européenne en termes d'effort de recherche. En France, dans l'ensemble des régions, la recherche est d'abord exercée en entreprise. En administration, elle est présente dans toutes les régions via notamment les universités. Les emplois de recherche sont concentrés dans les grandes agglomérations, davantage que les autres emplois. L'Île-de-France accueille 40 % des doctorants, contre un quart de l'ensemble des étudiants.

Sommaire

• Un effort de R&D supérieur à la moyenne nationale dans six régions
• Midi-Pyrénées, sixième région européenne pour l'effort de R&D
• Côté entreprises, grandes entreprises et ETI portent l'essentiel de la dépense de R&D
• Côté administrations, une participation de l'ensemble du territoire via l'enseignement supérieur
• Les grands pôles régionaux concentrent les activités de recherche
• Un doctorant sur deux en Île-de-France ou en Rhône-Alpes. Voir l'article...

Rapport du gouvernement au Conseil supérieur de l'égalité professionnelle (CSEP) sur le bilan des actions menées en matière d'égalité professionnelle entre les femmes et les hommes (2012-2015)
Le présent rapport remis au Conseil supérieur de l'égalité professionnelle (CSEP) fait le bilan des actions menées par le gouvernement en matière d'égalité professionnelle entre les femmes et les hommes depuis 2012 - cette date renvoie à la fois à l'installation d'un CSEP aux missions élargies et à la mise en place d'une nouvelle politique gouvernementale. En application de l'article D.1145-6 du code du travail, ce rapport est actualisé tous les deux ans. Présenté de façon thématique, il reprend les trois objectifs prioritaires de la politique gouvernementale que sont : l'insertion professionnelle des femmes ; l'égalité professionnelle entre les femmes et les hommes tout au long de la carrière – en termes de recrutement, d'égalité salariale, d'articulation entre les vies professionnelle et personnelle, de formation, d'accès aux responsabilités et de participation aux instances de décision- ; et la mixité professionnelle. Voir l'article...

The second edition of the European Tertiary Education is the only Europe-wide compilation of comparable data about individual higher education institutions, covering more than 2,200 universities and colleges in Europe
ETER data for 2012 can now be downloaded from this website. Under analytical results, it is also possible to download selected results and charts from ETER.
ETER (European Tertiary Education Register) is a project promoted by the Directorate General for Education and Culture of the European Commission, in cooperation with the Directorate General for Research and Innovation and EUROSTAT (see poster here and a general presentation of ETER here). The purpose is to build a register of higher education institutions in Europe, providing data on the number of students, graduates, international doctorates, staff, fields of education, income and expenditure as well as descriptive information on their characteristics. You can download some examples of analyses which can be done from ETER here and a guidance on how to use the data here.

The Register builds on the results and experience of the EUMIDA (EUropean MIcroDAta collection) study and has the following goals:

• Develop a more complete set of indicators and characterize HEIs according to their main activities.
• Extend the coverage of the EUMIDA dataset to cover all European HEIs (with the exception of some small institutions).
• Collect data for 2011 and 2012, validate them and make them publicly available.
• Produce a methodological Handbook, as the basis for a regular data collection on European HEIs.

This website provides access to data collected for the year 2011 (respectively the academic year 2011/2012) and 2012 (academic year 2012/2013). ETER is not a ranking of European Higher Education and thus does not aim directly to compare HEIs. Rather, it provides a register of European Higher Education, as well as a core set of data on their characteristics, resources and outputs.

Publication du baromètre 2015 de l’ouverture sociale des grandes écoles, réalisé par la CGE et l’association Passeport Avenir, en partenariat avec le cabinet Inergie et le mécénat de compétences des groupes Orange et Accenture.
Selon la 2ème édition du Baromètre de l’ouverture sociale des grandes écoles  la moitié des grandes écoles compte aujourd’hui plus de 30% de boursiers contre un tiers il y a 5 ans. Une progression qui montre leur implication dans l’ouverture sociale et se traduit par des actions concrètes et mesurables : budgets et moyens humains alloués, développement des programmes « amont » de sensibilisation et d’accompagnement, diversification des voies de recrutement, mise en oeuvre de partenariats « aval » visant à accompagner et soutenir les étudiants de milieu modeste dans les filières d’excellence.
lire le CP du 30 juin 2015Baromètre ouverture sociale lire la synthèse. Voir l'article...

By FLISI SARA; GOGLIO VALENTINA; MERONI ELENA CLAUDIA; VERA TOSCANO MARIA ESPERANZA; DRAGOMIRESCU GAINA CATALIN FLORINEL. Skills are at the core of improving individuals’ employment outcomes and increasing countries productivity and growth while ensuring social cohesiveness. This is particularly relevant as today’s global competition is characterized by a higher share of knowledge-based content which heavily relies on high-level cognitive and behavioral skills. The 1994-1998 International Adult Literacy Survey (IALS) and the 2012 Survey on Adult Skills (PIAAC) are unique datasets providing measures of individual cognitive skills for a representative sample of the adult age population across a number of OECD countries using methods of educational testing jointly with household survey techniques. Thus, they offer an exceptional opportunity to better understand how cognitive skills have evolved and how they are likely to influence our lives now and in the future, particularly in what refers to employment chances. The aim of this technical report is threefold: (1) to analyse the current levels and distribution of skills in the working-age population of the sixteen Member States which participated in PIAAC; (2) to investigate to what extent these skills are important for labour market success; and (3) to examine how individuals (and the population) gain, lose and preserve their cognitive skills over time. To further complement this empirical evidence, we investigate the employment dynamics with respect to economic factors. The observed trends go in the direction of a concentration of employment in sectors which are more likely to require a higher educational level and consequently a higher level of skills. With all the caveats in mind, the reasoning behind this simple exercise is to grow awareness about the need to reinforce skills, and desirably, anticipate skills needs, through both efficient education policies and active labour market programs, including training.

By Jennifer C Richardson, Adrie A. Koehler, Erin D. Besser, Secil Caskurlu, JiEun Lim, Chad M. Mueller. As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined within the Community of Inquiry literature, and is based in the implementation phase of online courses which is important to note since instructors often teach courses they did not design or develop. More...

By Oleksandra Skrypnyk, Srećko Joksimović, Vitomir Kovanović, Dragan Gašević, Shane Dawson. Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. More...

By Eliana Esther Gallardo-Echenique, Luis Marqués-Molías, Mark Bullen, Jan-Willem Strijbos. This paper reports on a literature review of the concept of “Digital Natives” and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a “Digital Native”. The concept varies among individuals, societies, regions and nations, and also over time. More...

By Curtis R Henrie, Robert Bodily, Kristine C Manwaring, Charles R Graham. In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data.  The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. More...

By Won Sug Shin, Minseok Kang. This study investigates online students’ acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning’s acceptance, and how said acceptance influences learning satisfaction and achievement. More...