Formation Continue du Supérieur

By Robert Talbert. So, what about grading in that inverted transition-to-proofs course? Other than the midterm and final exams, which were graded pretty much as you might expect, we had four recurring assignments that required grading: Guided Practice, Quizzes, Classwork, and the Proof Portfolio. Let’s discuss the workflow and how it was all managed.
Let’s start with the easy stuff: Quizzes and Guided Practice. Quizzes were done using clickers, so the grading was trivial. Guided Practice was graded on the basis of completeness and effort only, on a scale of 0–2. So it was almost instantaneous to grade. Students would submit their work using a Google form that dumped their responses into a spreadsheet. I would just sort the spreadsheet in alphabetical order, look through for any glaring omissions or places where effort was lacking, and then put the grades right into Blackboard. A grade of “0” meant you submitted nothing, or might as well have. A “1” meant that something was missing — an omitted exercise, a response of “I didn’t know how to start on this” (lack of effort), and so forth. A “2” was anything else. Read more...

By Eric Hoover. Yeats wrote that “loves comes in at the eye,” but Agnes Scott College is counting on the nose.
The women’s college, in Decatur, Ga., will soon mail a booklet containing scented pages to its 800 accepted applicants. The smell of pine accompanies a photograph of campus trees. A few pages later, an aerial shot of the Quad comes with a whiff of freshly mowed grass. The idea is to convey the experience of strolling through the campus, especially to students who have yet to visit. Read more...

By Madeleine F. Green. For many, if not most, institutions, “success” in internationalization is a bit of a numbers game. It is defined by the number of students going abroad, the number of international students and the amount of revenue they generate, and the number of campuses abroad or courses offered with an international focus.
But what do these numbers mean for student learning? Although many colleges and universities cite producing “global citizens” as a goal, few have a clear set of learning outcomes associated with this label, a map of the learning experiences that will produce this learning, or an assessment plan in place to determine what students are actually learning and what that means for curricular improvement. Clearly, institutional performance and the student-learning perspectives can be related to each other, but one cannot assume causality in either direction. As anyone who has tried to assess student learning knows, a given set of institutional activities or the participation rates in various courses or programs does not tell you anything about what knowledge students are obtaining. Read more...

Régulièrement, des cassandres annoncent la mort du CV. Dans les faits, rien ne semble moins vrai. Depuis sa création supposée en 1482 par Léonard de Vinci, sa forme a certes évolué avec notamment l'introduction dans les années 60 d'un intitulé "Loisirs". Puis, avec la révolution informatique, il s'est banalisé sous format A4 Word. Des années plus tard, avec l'apparition des réseaux sociaux professionnels, certains ont pourtant commencé à annoncer sa disparition prochaine. Depuis, pas un jour ne passe sans un article cherchant à l'enterrer toujours un peu plus. Sans y parvenir...
"Le discours ambiant voudrait que le CV format papier soit rébarbatif, ringard, juge Pierre Denier, coach et consultant. C'est une façon de culpabiliser la grande majorité des candidats et une manière de leur dire, en substance, vous êtes hasbeen si vous n'êtes pas sur les réseaux sociaux. Pourtant, un CV n'est ni plus ni moins qu'un résumé, comme disent les Anglais, de notre identité professionnelle. Et ce quelle que soit sa forme". Suite de l'article...

Les dirigeants RH font face à un double défi: atteindre les objectifs de l’entreprise et fidéliser au maximum les employés au niveau international. En dépit de la crise économique mondiale, 86% des entreprises interrogées prévoient d’engager de nouveaux employés. Cependant, une bonne moitié d’entre elles déclare que trouver de bons candidats s’avère « très difficile » ou « difficile ».  Au regard de cette difficulté à recruter des talents, les dirigeants RH sont désormais prêts à capitaliser toutes les options disponibles pour le sourcing de talents et ont souvent recours à de multiples méthodes pour mener à bien cette recherche. Les cabinets de recrutement demeurent néanmoins toujours à l’honneur, la grande majorité des personnes interrogées ayant déclaré que ceux-ci restaient généralement l’une des meilleures manières de dénicher et de recruter des talents et la meilleure façon de recruter pour des postes de direction ou à un niveau encore plus élevé. Retrouvez l’intégralité du Baromètre International RH 2013 sur le site de Michael Page. Suite de l'article...

By Pushkar. Why do thousands of Indian students head abroad each year for a university degree? Dr. Pushkar discusses. Arindom Datta is an old friend I have kept in touch with since college. After graduating from Delhi’s St. Stephen’s College, he took a degree from a leading Indian business school and currently works with a multinational bank in New Delhi.
When I met Arindom soon after my return to India in July 2012, he was a worried parent. His son Reuben was finishing school in 2013. Arindom was concerned that it would be tough for his son to get admitted to one of the better colleges in the National Capital Region (NCR).
“Reuben is a good student. That’s not the problem. But even with 90 plus percent, forget Stephen’s, kids end up at obscure colleges where they still don’t get to study what they want to study,” he explained. “Most of these places, public or private, kuch pata nahin kaise hain (one does not know if they are good).”
Colleges in the NCR count among the best in the country and attract thousands of young Indians each year far and near. However, despite increasing student intake over the years, they have to turn away large numbers of hopefuls. Many are unable to get admitted in disciplines of their choice. Read more...

By Datuk Dr Ibrahim Ahmad Bajunid. NATION states in competition define realities. A comprehensive construction of change which provides coherence of reality sees the continuity of policies from primary to tertiary levels of education.
The quest to make connections between the education system and economic development has driven nations to try to borrow the best practices in policies and practices from other systems.
However, always, uncritical educational transfers of educational policies and practices have led to failures at the level of implementation.
Today, sometimes, almost to the point of obsession at tertiary levels, nations define and measure the success of their tertiary institutions in terms of global rankings constructed by Shanghai Ziao Ton University - Academic Ranking of World Universities (ARWU), Times Higher Education World Rankings, and QS World Universities Ranking, or similar education ranking protocols. Read more...

By Bella Counihan. The first Australian free online education platform has been launched in Canberra today, by tertiary education minister Chris Bowen. Open Universities Australia, a private distance and online education organisation, has stepped into the world of Massive Open Online Courses (MOOCs) with a new online platform called Open2Study.
Mr Bowen, who signed up for a course on anthropology at the launch, said “we don’t yet know what the full impact online forces will have on the delivery of higher education. But we know it’s going to have a big impact… and we know that any university or any institution that doesn’t respond and offer flexible programs is going to fall behind.”
Paul Wappett, Open Universities Australia CEO, said students wouldn’t “pay a cent” for courses with no hidden costs for textbooks, student admin or exams. “We’re focused on delivering outstanding quality, but without the price tag”, he said. Read more...

Les écoles de gestion et de commerce (EGC) ne cessent de développer leurs offres en matière d’alternance depuis quelques années. Un essor qui s’explique par le succès d’un dispositif aux avantages nombreux pour les étudiants.
Sur les 29 écoles de gestion et de commerce (EGC) françaises, 20 proposent désormais d’accéder à la formation par le biais de l’alternance. Autre chiffre révélateur de cette tendance: en trois ans, le nombre de places disponibles dans les EGC a augmenté de 36%. Les avantages procurés par ce dispositif ne sont pas étrangers à ce développement...
L'efficacité de l'alternance dans les EGC
En effet, l’alternance représente une excellente opportunité pour les étudiants souhaitant financer leur cursus à moindre frais, sachant que le coût d’une telle formation peut atteindre jusqu’à plusieurs milliers d'euros. Mais, l’intérêt n’est pas seulement financier: cette formule permet en effet à l’étudiant d’accumuler de l’expérience tout en bénéficiant d’un statut de salarié et d’un diplôme à la sortie. Résultat: l’insertion professionnelle est très élevée, avec 90% des jeunes diplômés qui trouvent un emploi dans les six mois suivant leur sortie de l’école. Suite de l'article...