Formation Continue du Supérieur

25 mai 2013

Chasing the job market is no way to choose a degree

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ByAlly Fogg. University applicants should certainly follow their heart as well as their head – the job market is too unpredictable to second guess. Readers unfortunate to have grown up in the 1970s will doubtless recall a kids' TV game show called Runaround. A chaotic throng of youngsters would begin on a studio floor where they would be asked a question. When gravel-throated cockney Mike Reid bellowed "Runaround!" the contestants would cram themselves into one of three zones, to choose their answer. Those who were correct would get points, those who chose badly would be ejected from the game. Read more...

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25 mai 2013

Business and management studies

Study of organisations - finance, accounting, marketing, human resource management, and administrative functions. League table for business and management studies.
What will I learn?
Degrees in business and management are among the most popular among students. Fortunately, universities have sought to match demand with plenty of courses. These degrees focus on how organisations operate - what they do, their styles of management and their business strategies. There is a diverse range of courses, each with a different emphasis or specialism. For example, some courses will lean more towards commerce or retail, while others will focus on tourism or international business. The common threads of any business degree, however, tend to be looking at finance, marketing and human resource management. Read more...

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25 mai 2013

Second-chance students: mature and motivated

By Adrienne Cernigoi. If you're fed up with your job, don't be afraid to return to university – you're a much better student second time round. Your friend is chattering enthusiastically: some days she loathes her job, but most days are like today – challenging but rewarding. You try to be just equally upbeat, and mumble something about how at last you've worked out how to make the arms of your office chair fit under the desk. Did you settle for the first job that took you after graduating? Or perhaps your dream job has turned into a real nightmare? With linear careers becoming outdated, professional reinvention is on the rise. So should you stop whingeing and return to study? If a few years have gone by since you made your first-degree choices at 18, your aspirations and outlook are likely to have changed. The reality of working made me examine what aspects I actually enjoyed about my job in international aid – and what I needed to do to get the career I wanted. Read more...

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25 mai 2013

University fundraising: what the UK can learn from Canada

By Andrew Derrington. Major donors are motivated both by the excitement of giving and the satisfaction that their money has been put to good use, finds Andrew Derrington on a recent fundraising study trip. Canada is a good place to learn about university fundraising because the giving culture is fairly similar to the UK, but its practice tends to be about 20 years ahead. So it was that I recently found myself on the annual CASE fundraising study tour, which takes groups of academic leaders and fundraising professionals from Europe to Canadian universities to learn first hand how they approach this trickiest of businesses. Read more...

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25 mai 2013

UK higher education: let's not follow the leader but develop our own vision

By Saint John Walker. UK universities need an alternative to the US technology meme that says higher education is broken, says Saint John Walker. An avalanche is coming. Education is broken. Classrooms kill creativity. Higher education is a rotten tree being hit by lightning.All these things have been said about higher education recently (Clay Shirky wrote the last one if you're interested). In fact, when I playfully did a Google search on "higher education is doomed", it returned some 2 million results. Those who work in teaching, especially in higher education, have had a rough time of it recently. It seems everyone's got it in for them and everyone has a prognosis of what to do about it. Read more...

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25 mai 2013

Take a hard look at racism, sexism and homophobia on college campuses

By Andrew Longhi. My recent experience at Dartmouth College has shown me that we are still not the society we want to be. Like many universities, Dartmouth College has venerated traditions. The annual Dimensions show – a festive, student-organized musical revue performed to entice admitted, but undecided, students to come to Dartmouth – is one such tradition. Many prospective students decide to attend Dartmouth because of how much they enjoy the performance. On 19 April, a group of students calling themselves "#Realtalk" interrupted the show, protesting sexual assault, racism, and homophobia at the university. It was a real jolt for the campus community. President Carol Folt cancelled classes on 24 April for the first time since the mid-1980s due to the backlash: a barrage of rape and death threats on social media sites and internet forums. The ugliness and volume of these threats – not to mention the negative PR – convinced the administration that the school was in a state of crisis. Read more...

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25 mai 2013

Do students get enough contact time with tutors?

By Harriet Swain. A report for consumer watchdog Which? and the Higher Education Policy Institute last week found that nearly one in three first-year students at UK universities felt their courses were not good value. We ask: would you like more contact with your tutors?
Bob Hughes graduated recently with a BA in English from York University
I had four to eight hours of seminars and lectures a week, with anything from 30 students to around 200 in lectures and around 10 to 15 of us in seminars. It gave me a lot of time to find my own arguments and thoughts and critically engage with it. Had we had more contact hours in certain areas, it would have detracted from our independent studies. But I know for a number of students paying £9,000 a year the expectation is higher. Some have tried working out roughly how much per hour a seminar or lecture costs. I think that number is arbitrary and doesn't reflect all the university experience. But they do want more bang for their buck. Read more...

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25 mai 2013

Provost's Summit - Designing teaching and learning experiences to enhance student engagement

Provost's Summit
A joint initiative by Melbourne Students and Learning and the CSHE, the Provost's Summit is an annual event focussed on a teaching and learning theme of contemporary importance to the University. This event is open to all University of Melbourne staff.
Designing teaching and learning experiences to enhance student engagement
Friday 19 July, 9am - 2pm
VENUE: Theatre 1, Ground Floor, Business & Economics (formally the ICT) building, Barry St.
The annual Provost’s Summit is an opportunity for the University community to discuss a ‘hot topic’ in teaching and learning, of broad and current relevance to the University’s teaching community.
This year’s Provost Summit will focus on enhancing student engagement within teaching and learning. The program for the day will feature Professor Diana Laurillard from the Institute of Education, University of London and a number of University staff, who will address the following question:
What teaching and learning experiences enhance student engagement across diverse learning contexts? How do we know these are effective?
The Summit is a joint initiative by Melbourne Students and Learning and the Centre for the Study of Higher Education. Online registration for this event is below.
For queries regarding the 2013 Provost's Summit, please contact Molly McKew (CSHE) tel: +61 3 8344 4605 email: molly.mckew@unimelb.edu.au. Read more...

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25 mai 2013

Academic integrity seminar available to view online

The latest event in the HEA's research and policy seminar series is now available to view online.
'Academic integrity: learning lessons and exploring tensions' was presented by the HEA's Dr Erica Morris.
Dr Morris, Academic Lead for Assessment and Feedback and the HEAR, looked at the concept of academic integrity, including concerns about student plagiarism and collusion.
She also addressed different ways to approach the issue, and problems involved, within institutions.
The webinar can be viewed on our Research and Policy events page.
The next seminar, on 'Exploring links between research and teaching in higher education', takes place on 11 June. Professor Simon Haslett, Associate Pro-Vice Chancellor at the University of Wales, will present the session.
People can attend in person or online. To book a place on the event, please click here.

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25 mai 2013

Case studies on research-based curricula in college-based HE sought

A Higher Education Academy (HEA) funded project to support staff teaching in college-based higher education (CBHE) - also known as HE in further education (FE) - provides an opportunity to celebrate practices in the college sector in a new report.
The report's authors, Mick Healey, Alan Jenkins and John Lea, are seeking short examples (250-350 words) of curricula that support students learning about and through research and inquiry-based activities. Case studies should be specific as to what the student does, point to the key things staff need to consider, and highlight any relevant websites and/or publications that provide further detail.
The authors are also keen to source international case studies, e.g. from community colleges in the US and the vocational and educational training (VET) sector in Australia.
Selected case studies will be available on the HEA website, in the final report and will feature in workshops to be delivered in 2013-14. Read more about requirements for the case studies on the HEA website.

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