By Joshua Kim. I'm fine with Apple taking my money.
Really, I'm okay with being locked into the Apple ecosystem.
What I can no longer abide is how Apple seems to be robbing me of all self-respect.
I'm not talking about Apple products. I'm typing this blog post on my beloved MacBook Air. All day long I've showered affection on my iPhone. Tonight I'll use my iPad mini to do some reading, maybe watch a bit of video. Read more...
By Joshua Kim. I'm looking for a do it yourself streaming solution. Hoping that you help.
The volume of live streaming that we need to do in my little online/blended program has surprised me.
It seems that the ability to stream events, and to do so independently without contracting with the central IT organization, is quickly becoming a reality. Where live streaming was once a highly technical task, involving dedicated units and technical magicians, it is now evolving into a normal part of our everyday education business. Streaming is the new web conferencing, a do-it-yourself operation that everyone needs to know how to do. Read more...
By Joshua Kim. Last month I got a tour of the offices of a campus computing unit.
While walking around the computing offices, and meeting some of the professional technology staff, some questions kept nagging at the back of my brain.
By Joshua Kim. Like many of you, I've been trying to get my head around the announcement that edX and Google are entering into a partnership.
How big a deal is this partnership for higher ed?
I had the opportunity to chat with edX's marketing and communications team, and I think that I have some idea why the edX / Google partnership is important news. Read more...
By Liz Homan. Liz Homan is a doctoral candidate in the Joint Program in English and Education at The University of Michigan. Her research focuses on secondary teachers’ digital practices and social networks. You can find her on Twitter at @lizhoman or on her blog, Gone Digital.
Other gradhackers have talked here about the possibilities of Pinterest in the classroom and shared various other online tools to improve our productivity as instructors. Some of my personal favorite tools for course organization and collaboration in the past have included Google Apps like Drive and Calendar; Remind101, which lets teachers send text message reminders to students without direct exchange of phone numbers; and Doodle, which allows easy scheduling of writing conferences with students. I recently discovered Popplet, which is similar to concept mapping and brainstorming spaces, but with a collaborative component. And a high school teacher recently told me about gClass Folders, which streamlines the process of course management in Google by creating student folders and providing easy ways to add and remove students from course lists. And it’s all free! Read more...
By Eva Lantsoght. Eva Lantsoght is a Post Doc in Structural Engineering at Delft University of Technology and blogs about academia and concrete research on PhD Talk. You can follow her on twitter at @evalantsoght.
Even though you think that the rest of your life will consist of the lab and your computer, there will be a day when you "come out." The day when you finally get your PhD, and then take your next step in life.
You might cringe when I mention "the next step in your life." You might start giving me an entire list of excuses why you really don't have the time and energy to start thinking of life after the PhD while you are still engrossed in your PhD. Read more...
By John Morgan for Times Higher Education. A report on tuition fees charged to overseas students has found that the U.S. is the most expensive of 10 nations surveyed, followed by Australia and Britain, and stressed the need for "competitive positioning" on scholarships. The study, the first of its kind in the UK, was conducted by consultancy firm i-graduate for Britain's Higher Education International and Europe Unit. It examined fees for undergraduate, postgraduate taught and postgraduate research courses at universities in 10 key international student destinations, taking a snapshot of four subject areas at four to six institutions in each country.
The U.S. had the highest tuition rates, and courses cost more at New York University ($40,567 a year for undergraduate history) and at the University of Southern California ($40,874) than at Harvard University ($35,401).
Fees at Australian universities outstripped those in the UK, even at institutions ranked lower than their British counterparts, says the report, "International Pricing Study: A Snapshot of UK and Key Competitor Country International Student Fees." Overseas fees for an undergraduate history degree at the University of Sydney were $26,997 a year, while at the University of Oxford, an equivalent course cost $20,815.
Fees were lowest in Germany, starting at $834 a year for undergraduate study at the University of Frankfurt. Germany and the Netherlands were the only nations surveyed that offer public subsidies for overseas students’ tuition fees.
The study’s authors, i-graduate chief executive Will Archer and project manager Jacqueline Cheng, say that pricing and market intelligence will be increasingly important, and suggest that the "low or nonexistent" tuition for postgraduate research students in continental Europe, Canada and New Zealand could become key as countries compete for research talent. But tuition is only part of the story, they add, pointing to "significant support for high-quality international students in the form of scholarships [and] fee waivers" offered by some institutions and nations such as the Netherlands and New Zealand.
"More should be done in the UK to attract the most able international students," they say. The study notes the impending closure of Britain's post-study work program for overseas students even as other governments "seize the opportunity to divert great talent from rival destinations."
The estimated costs of living cited by institutions are highest in the U.S. (more than $30,000 a year at Harvard), followed by Australia and the Netherlands. And recent currency fluctuations have benefited Britain most, making it 10 percent cheaper for Indian students to study in the country than it was three years ago, and 24.5 percent cheaper for Chinese students.
By Matt Reed. In which a veteran of cultural studies seminars in the 1990s moves into academic administration and finds himself a married suburban father of two. Foucault, plus lawn care.
There’s a wonderful moment in the comment stream to this pieceby George Boggs. Boggs argues that colleges often mistake a particular institutional form for the mission, and in so doing, neglect their mission. He makes an analogy to the train industry which, he claims, failed to realize that it was really in the transportation industry, and therefore left itself vulnerable to competition from cars and trucks. Stephen Karlson, of Cold Spring Shops, responds that some train companies did realize that and try to adjust, but regulators wouldn’t let them. Read more...
In my book Why Public Higher Education Should be Free, I argue that universities and colleges can only reduce costs and improve quality if they concentrate on their core missions of instruction and pure research. When schools fail to focus on these basic activities, they end up spending enormous funds on side projects; in other words, when quality education is not the main priority, there is no way to contain costs. However, the problem remains of how do you define and monitor educational quality? Read more...
Auteur : Joëlle Grille. La formation continue universitaire dispensée dans les universités, le Cnam et les écoles d'ingénieurs publiques compte 448 000 stagiaires en 2011, soit un nombre stable par rapport à l’année précédente. Le chiffre d’affaires de 411 millions d’euros augmente de 6 %. En université, la formation continue délivre 71 000 diplômes, dont 67 % sont des diplômes nationaux. Télécharger la version imprimable. Télécharger les données de la Note d'information : tableaux et graphiques au format Excel.
Pour les universités, les trois quarts des recettes sont d’origines privées, dont la moitié est abondée par les entreprises. Ces dernières restent ainsi le premier contributeur de la formation continue, alors que les salariés représentent un peu moins d’un tiers du public. La part des fonds publics ne représente que 22 % des ressources, dont l’essentiel provient des régions (55 %).
Les diplômes les plus demandés sont ceux de niveau II. Ils totalisent 44 % de l’ensemble, soit deux points de plus qu’en 2010. Les licences professionnelles, les masters professionnels et les diplômes d'accès aux études universitaires (DAEU) représentent 50 % des diplômes délivrés en formation continue.
La part moyenne de la formation en stage pratique augmente significativement : elle passe de 21 % en 2010 à 25 % en 2011. Ce constat est principalement vrai pour les stagiaires inscrits au titre du plan de formation de leur entreprise, dont la part des heures en stage pratique par rapport à l’ensemble passe de 16 % à 23 %.
411 millions d’euros
chiffre d’affaires au titre de la formation continue
448 000
nombre de stagiaires
71 000
nombre de diplômes délivrés.
Les salariés du secteur privé et les agents de la fonction publique peuvent se former au titre du plan de formation de l’entreprise ou au titre du droit individuel à la formation (Dif).
Les demandeurs d’emploi peuvent suivre une formation rémunérée, soit dans le cadre d’actions financées par les régions ou par l’État, soit dans le cadre d’un contrat de professionnalisation.
Les travailleurs indépendants participent au financement de la formation par le versement d'une contribution à un organisme collecteur habilité par l’État.
Les particuliers, inscrits à leur initiative, financent tout ou partie de leur formation.
La formation professionnelle continue est financée principalement par les fonds privés, les entreprises et les particuliers, ainsi que par les régions et l’État. Les entreprises ont l’obligation de financer des actions de formation.
Les conseils régionaux financent des dispositifs en direction des jeunes de 16 à 25 ans et des demandeurs d’emplois. En concertation avec l’État et les partenaires sociaux, ils élaborent le plan régional de développement de la formation professionnelle.
L’État finance des actions de formation en direction des demandeurs d’emploi et de publics spécifiques (handicapés, immigrés, détenus, etc.). L’Union européenne accorde également des subventions.
Télécharger la Note d’information
Croissance modérée de la formation continue universitaire en 2011
Note d'information n° 13.20, septembre 2013
Archives sur le même thème
La formation continue universitaire en 2010 est dynamique
Note d'information n° 12.22, décembre 2012
La formation continue universitaire poursuit sa croissance en 2009
Note d'information n° 12.07, mai 2012
La formation continue, édition 2011
Repères et références statistiques sur les enseignements, la formation et la recherche
La formation continue universitaire accentue son caractère professionnalisant en 2008
Note d’information n° 11.08, avril 2011
Une présence de plus en plus affirmée des entreprises dans la formation continue universitaire entre 2003 et 2008
Note d’information n° 11.02, janvier 2011
L'activité de la formation continue universitaire fléchit en 2005 - Diplômes délivrés et chiffres d'affaires
Note d'information n° 08.07, janvier 2008
L'activité de la formation continue universitaire fléchit en 2005 - Publics et formations
Note d'information n° 08.06, janvier 2008
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