Higher education (HE) must be set in the context of the world today and the complex issues that are shaping it. One of which main trend is the interconnection between social, environmental and economic problems and its globalization.
Learning to live in our days implies to have embodied dialogue and consensus abilities to deal with current intercultural societies, as well as, have a wide sense of citizenship to serve human and planetary goals. Curricula must be addressed in the emergent framework of interdependence having a clear focus on holistic vision.
This call for HE to incorporate curricular contents that equip people with skills, competences and tools to make connections between many types of knowledge in order to understand complex issues, find solutions to the biggest problems facing us locally and globally and to work on a human scale.
This can be done by transcending disciplines towards a complex thinking, integrating knowledge from diverse backgrounds (community-based research, indigenous knowledge, intercultural dialogue, among others), and promoting the ethical implications of scientific and technological research and its applications. There is also an upcoming major role for HE related to the renewal of thought, by making knowledge accessible and useful in the broader sense of engagement with society.
Table of contents - Curricular innovation:

By Emma Graney. "I don't want to be too melodramatic, but this is probably the biggest change in science education in Canada in the past 40 years." 
Upon making this bold statement, Dean Elliott leans back and crosses his arms, his face breaking into a grin. Elliott is the Saskatchewan Ministry of Education's science curriculum consultant - The Science Guy, if you will. 
Ultimately, he's the one who decides what your kids will be learning in the classroom when it comes to science. Jovial and clean-shaven, Elliott's passion about developing the provincial science curriculum is evident in everything he says; his eyes almost sparkle as he talks about the reforms coming to Grade 11 science, as though he were Father Christmas delivering the gift of a new learning model. And he's not overstating it. More...

Has your university changed its offer to students recently?
The Open University UK and the Higher Education Academy are working together to develop case studies of excellent global practice in curriculum reform. They are looking for universities across the globe which have large scale curriculum reform and could shine a light on excellent practice. The research will be developed into a resource which will be relevant and useful to higher education institutions global. Actually, those chosen will be used to make recommendations to the UK higher education sector and internationally. The Open University is globally recognized leader in open and distance education, with a strong research reputation. And the Higher Education Academy leads the UK’s development of teaching and learning in higher education, enhancing the quality and impact of teaching and learning. For more information follow this link.

Filières professionnelles et générales à l'université : l'impact du parcours sur l'insertion. Par Philippe Lemistre. Net.Doc, n° 69, 2010, 16 p.
Éléments d'analyse pour les L3
La professionnalisation de l’enseignement supérieur est souvent justifiée par une indéniable meilleure insertion des jeunes sortants des filières professionnelles en regard des sortants des filières générales. Une hypothèse est alors érigée en évidence : c’est la formation elle-même qui apporte cet avantage comparatif. Or, il existe une explication alternative liée à la sélectivité des filières professionnelles. Les performances à l’insertion sont alors le reflet des caractéristiques individuelles et des performances dans le système éducatif au cours du parcours de formation antérieur. Éléments qui ont permis d’intégrer les filières sélectives. Or, étendre la professionnalisation c’est nécessairement baisser la sélectivité et donc éventuellement annihiler tout avantage comparatif. A l’appui de cette conjecture, pour les jeunes sortants du système éducatif en 2004 au niveau L3 observés au premier emploi, il s’avère effectivement que la sélection en amont pour accéder aux licences professionnelles explique en grande partie l’avantage à la primo insertion par rapport aux sortants de licences générales. Au niveau L3, professionnaliser davantage les filières via une inévitable baisse de sélectivité pourrait alors avoir des effets très limités sur l’insertion à l’avenir. Télécharger la publication.