By Kane X. Faucher. Let’s discard our false assumptions about adjuncts’ relationship with the university, tenured faculty and the public. Sessionals face a great deal of adversity and insecurity, but clinging to certain assumptions blinds us to the reality of our conditions as an auxiliary academic workforce -- and to insights on how to improve these conditions. Here are some myths that we need to discard. More...
By Natalie Samson. Court case shows that researchers must design their confidentiality protocols to conform to Canadian law. A recent ruling by a Quebec superior court has major ramifications for researchers who offer confidentiality to people they interview for their research.
On Jan. 21, Justice Sophie Bourque of the Quebec Superior Court ruled in favour of Christine Bruckert and Colette Parent, professors of criminology at the University of Ottawa, and quashed a warrant that would have allowed police to unseal a confidential interview. The decision means that researcher-participant communication is privileged when deemed appropriate by a judge, even though, in Canadian law, the relationship is not automatically privileged the way that a doctor-patient or lawyer-client relationship is. More...
Il existe des métiers qui comptent 99 % de femmes, d'autres 99 % d'hommes, et certains où la mixité est bien réelle. Randstad, groupe mondial de services en ressources humaines, a dressé la liste de ces professions où hommes et femmes travaillent ensemble, loin de tous clichés. Suite...
La mixité professionnelle est une priorité pour le gouvernement cette année, qui vient à ce titre de lancer une "plateforme d’actions pour la mixité des métiers".
Quand la mixité devient une priorité, cela se traduit par le lancement d’une "plateforme d'actions pour la mixité des métiers" par le gouvernement. Et, de fait, le chantier est vaste, seulement 12 % des Français travaillant dans une filière mixte ! Et ce sont principalement les femmes qui en souffrent, puisque plus de la moitié d'entre elles se regroupent dans seulement 12 métiers ou "familles professionnelles" sur 87, qui sont généralement les moins rémunératrices. L'objectif est donc de rééquilibrer cela, et d'avoir un tiers des métiers mixtes d'ici à 2025. Suite...
Osez la VAE dans l’enseignement supérieur !
Trouvez, dans la Région PACA (Provence-Alpes-Côte d'Azur) et dans toute la France, l'Université qui vous permettra de valider vos acquis dans l’enseignement supérieur.
En Provence-Alpes-Côte d'Azur, cinq établissements peuvent valider vos acquis dans l’enseignement supérieur :
Voir les détails et les coordonnées de ces établissements dans l'article Trouvez l'Université où vous pourrez valider vos acquis.
En France, plus de 80 autres universités peuvent valider vos acquis dans l’enseignement supérieur : Université Angers, Université d'Artois, Université d'Auvergne, Université de technologie de Belfort-Montbéliard, Université Blaise Pascal - Clermont-Ferrand, Université de Bordeaux, Université Bordeaux 1 - Sciences Technologies, Université Bordeaux Segalen, Université Montesquieu - Bordeaux IV, Université Bordeaux Montaigne, Université de Bourgogne, RéUniva4, Université Européenne de Bretagne (UEB), Université de Bretagne Occidentale (UBO), Université de Bretagne-Sud (UBS), Université Caen Basse-Normandie, Université de Cergy-Pontoise, Centre Universitaire Jean-François Champollion (CUFR), Conservatoire national des arts et métiers (CNAM), Université de technologie de Compiègne, Università di Corsica Pasquale Paoli, Université d'Évry-Val d'Essonne, Université de Franche-Comté, Université de Grenoble, Université Joseph-Fourier - Grenoble 1, Université Pierre-Mendès-France, Université Stendhal-Grenoble 3, Université de Haute-Alsace - Mulhouse-Colmar, Institut national des langues et civilisations orientales (INALCO), Université de La Réunion, Université de La Rochelle, Université du Havre, Université Lille 1 - Sciences et Technologies, Universite Lille 2 - Droit et Santé, Université Charles de Gaulle - Lille 3, Universite de Limoges, Université du Littoral Côte d'Opale, Université de Lorraine, Université Claude-Bernard Lyon 1, Université Lumière Lyon 2, Université Jean Moulin Lyon 3, Université du Maine, Université Montpellier 1, Université Montpellier 2 Sciences et Techniques, Université Paul-Valéry Montpellier 3, Université de Nantes, Université de Nîmes, Université de la Nouvelle-Calédonie, Université d'Orléans, Université Paris-1 Panthéon-Sorbonne, Université Panthéon-Assas (Paris 2), Université Sorbonne Nouvelle - Paris 3, Université Paris-Sorbonne, Université Paris Descartes, Université Pierre et Marie Curie, Université Paris Diderot Paris 7, Université Paris 8, Université Paris-Dauphine, Université Paris Ouest Nanterre La Défense, Université Paris-Sud, Université Paris-Est Créteil Val-de-Marne, Université Paris 13 Nord, Université Paris-Est Marne-la-Vallée, Université de Pau et des Pays de l'Adour, Université de Perpignan Via Domitia, Université de Picardie Jules Verne, Université de Poitiers, Université de la Polynésie française, Université de Reims Champagne-Ardenne, Université Rennes 1, Université Rennes 2, Université Jean Monnet Saint-Étienne, Université de Savoie, Université de Strasbourg, Université Toulouse 1 Capitole, Université de Toulouse II - Le Mirail, Université Toulouse III – Paul Sabatier, Université François-Rabelais de Tours, Université de Technologie de Troyes, Université de Valenciennes et du Hainaut-Cambrésis, Université de Versailles-Saint-Quentin-en-Yvelines.
Voir les détails et les coordonnées de ces universités dans l'article Trouvez l'Université où vous pourrez valider vos acquis.
A joint Higher Education Academy (HEA) and Leadership Foundation for Higher Education project has highlighted that better collaboration between professional and academic staff is needed for improving the student experience. The higher education market has become increasingly competitive. Students have greater expectations of their university experience, including more contact time and greater personal support. There are many different ways in which this can be delivered; however research suggests that students are more likely to accept this support if it is delivered by academic, rather than by professional, staff. There is a need, therefore, for closer and more collaborative working between academic and professional services, and the project report, Academic and professional services in partnership, explores a range of such collaborations within a range of higher education institutions and identifies some of the key factors underpinning their success. More...
A new report aims to fill a major gap in knowledge and understanding of the development of research-based curricula, focusing on college-based higher education (CBHE).
“Higher education is in a period of significant change and we are beginning to see some of the traditional distinctions and differences between CBHE and the rest of the higher education sector breakdown.” (Healey, Jenkins and Lea, 2014).
Developing research-based curricula in college-based higher education, written by Mick Healey, Alan Jenkins and John Lea for the Higher Education Academy (HEA), argues that a broader form of research and scholarship than is common in higher education (HE) is needed for the CBHE sector – and that this may have implications for the rest of HE. More...
The first research into the learning and teaching of MOOCs is published today by the HEA, and finds that ‘the teacher persists’.
The Pedagogy of the MOOC: the UK View by Sian Bayne and Jen Ross from the University of Edinburgh, which also contains snapshots of five current UK MOOCs with an emphasis on the detail of teacher practice, concludes that although teaching functions are sometimes delegated to automated processes and community-based social learning in MOOCs, the place and visibility of the teacher remain of central importance. More...
The new edition of the GUNi Report Higher Education in the World 5 will explore the critical dimensions in our understanding of the roles, and potential roles, of higher education institutions (HEIs) as active players in contributing to the creation of more just and sustainable world. Within this context the GUNi Report looks to answer the call of the challenges of our time, while maintaining an eye towards the future regarding the role of knowledge and HEIs.
Objectives of the Report
The aims of Higher Education in the World 5 are to:
Analyze how we are managing knowledge in society, the different ways in which it is created, how it is differently valuated, its ethical implications, the different understanding between what is knowledge and what it is not, the ways of knowledge distribution and consumption, and its social uses for addressing the current emerging issues and pressing problems.
Illustrate, describe and analyze the current concept of community university engagement and social responsibility in both levels, global and regional, around the world.
Illustrate how HEIs have linked knowledge with society. Presenting the different practices, mechanisms and structures, including the impact of engagement in teaching, learning, research and institutional activities.
Identify differences and similarities within the different world regions. Illustrating peculiarities among countries and providing a current territorial and thematic map about how HEIs are engaged with society.
Identify how the social actors are involved in the engagement practices and interact with HEIs, including leadership, participation and decision making process.
Propose steps for advancing the contribution of higher education to building a more just, equitable and sustainable society.
Offer a tool box for higher education practitioners through examples of good practices, innovations, relevant experiences and/or projects to move forward.
Now available at: palgrave macmillan book's store.
Growing concerns about the long-term fiscal prospects for college and university retirement and benefit programs will be addressed in a study sponsored by the Center for Studies in Higher Education (CSHE) at the University of California, Berkeley.
With support from Fidelity Investments, the Higher Education Pension Reform Project will document major changes to retirement and post-retirement benefit programs that US colleges and universities have adopted in recent years. The review will look at how programs are funded; the kinds of programs and benefits offered (such as defined benefit or defined contribution programs); and whether retirement programs that offer health benefits fund them through contributions by employers, employees, or both. The project will also examine how various programs are governed and administered.
The principal investigator for the project is James A. Hyatt, Senior Research Associate at CSHE and Interim Senior Vice President and Chief Financial Officer for the University of Arizona. He has also served as Executive Vice President and Chief Operating Officer of the Virginia Polytechnic and State University, as Vice Chancellor for Budget and Finance and Chief Financial Officer for the University of California, Berkeley, and as the Interim Executive Vice President and Chief Operating Officer for the National Association of College and University Business Officers (NACUBO). More...
/https%3A%2F%2Fprofilepics.canalblog.com%2Fprofilepics%2F1%2F0%2F1076071.jpg)
