Coordination Régionale PACA

Coordination Régionale PACA http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-05-24T09:55:49Z Eviter la fuite des chercheurs français aux États-Unis http://blog.univ-provence.fr/blog/coordination-rgionale-paca/mondialisation/2012/10/19/eviter-la-fuite-des-chercheurs-fran-ais-aux-tats-unis <a href="http://www.institutmontaigne.org/desideespourdemain/index.php/2012/10/18/1087-comment-eviter-la-fuite-des-chercheurs-francais-aux-etats-unis" target="_blank"><img src="http://www.institutmontaigne.org/desideespourdemain/themes/default-3cols-fixes/css/img/header.png" alt="http://www.institutmontaigne.org/desideespourdemain/themes/default-3cols-fixes/css/img/header.png" width="290" height="38" align="left" /></a>La Minute Montaigne - Eviter la fuite des chercheurs français aux États-Unis A l’heure où Geneviève Fioraso, ministre de l’Enseignement supérieur et de la Recherche, plaide pour le développement d’une véritable stratégie nationale de recherche, le départ des chercheurs et des scientifiques français à l'étranger soulève la question de la capacité de la France à les attirer et à les faire revenir. Dans la Minute Montaigne de cette semaine, Daniel Laurent revient sur les propositions formulées par l’Institut Montaigne pour renforcer la compétitivité ainsi que l’attractivité de l’enseignement supérieur français. Aller plus loin: - Lire et télécharger l'<a href="http://www.institutmontaigne.org/les-expatries-de-l-enseignement-superieur-francais-3251.html" target="_blank">Étude « Gone for Good? Partis pour de bon? Les expatriés de l’enseignement supérieur français aux États-Unis</a> » <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cel&rurl=translate.google.com&u=http://www.institutmontaigne.org/desideespourdemain/index.php/2012/10/18/1087-comment-eviter-la-fuite-des-chercheurs-francais-aux-etats-unis&usg=ALkJrhid1nFFFJ0rS9DuJJwJ-dmi9II1OQ" target="_blank"><img src="http://www.institutmontaigne.org/desideespourdemain/themes/default-3cols-fixes/css/img/header.png" alt="http://www.institutmontaigne.org/desideespourdemain/themes/default-3cols-fixes/css/img/header.png" width="290" height="38" align="left" /></a> Λεπτό Montaigne - Αποφύγετε την διαρροή των Γάλλων ερευνητών στι&sigmaf; Ηνωμένε&sigmaf; Πολιτείε&sigmaf;. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fmondialisation%2F2012%2F10%2F19%2Feviter-la-fuite-des-chercheurs-fran-ais-aux-tats-unis&langpair=fr|el" target="_blank">Περισσότερα</a>... </div> Mondialisation 2012-10-19T17:14:01Z pcassuto Is Comprehensive Internationalization Comprehensive Enough? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/mondialisation/2012/08/05/is-comprehensive-internationalization-comprehensive-enough <a href="http://chronicle.com/blogs/worldwise/is-comprehensive-internationalization-comprehensive-enough/30021" target="_blank"><img src="http://chronicle.com/img/photos/biz/icons/worldwise-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/worldwise-nameplate.gif" width="300" height="56" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/worldwise/author/jlane" title="View all posts by Jason Lane and Kevin Kinser">Jason Lane and Kevin Kinser</a>. Comprehensive internationalization seems to be all the rage these days. For the past decade, the <a href="http://chronicle.com/blogs/worldwise/more-action-not-just-talk-on-higher-education-internationalization/29068" target="_blank">concept</a> has been the topic of policy reports, institutional planning documents, and meetings around the world. More than mere internationalization, comprehensive internationalization emphasizes activities that touch on all aspects of the institution, suggesting deep and ubiquitous change from the status quo. Advocates rightly argue that institutions need to be more strategic and inclusive with their international activities. However, the focus on institutional activities alone can often lead us to forget that internationalization should also be a national policy concern. For example, the Partnership for a New American Economy released this month a report that argued existing immigration policies in the United States are a significant deterrent to the health of the nation’s innovation system. <a href="http://www.renewoureconomy.org/patent-pending">“For Patent Pending: How Immigrants are Reinventing the American Economy</a>,” the authors examined the nearly 1,500 patents produced by the United States’ top patent-producing universities in 2011. They found that 76 percent of the patents produced by these universities involved at least one foreign-born inventor and more than half (54 percent) of the patents were awarded to students, postdocs, and staff researchers likely to face problems with staying in the United States. The report states that patents are just the beginning of how international students and their research contribute to local economies and innovation systems. Many of these patents became the basis for successful start-up companies that produced new products for the marketplace, some of which may save or transform lives. These companies create new jobs, produce more tax revenue, and return hundreds of millions of dollars to the parent university, which often reinvest these revenues back into research activities. The fact is, though, that many of these individuals have a difficult time remaining in the United States once their student or short-term work visas expire. Nations such as Australia, Canada, and the U.K. have taken steps to streamline the cumbersome immigration procedures so that they can recruit and retain foreign students and researchers interested in STEM-related areas. However, the report notes that in the U.S. processing of green card applications have a several year lag. Also, there is no visa for foreigners who want to come to the U.S. and start a company, and the arbitrary limit on H1B visas for high-skilled workers deprives many companies of the workforce they need. We have previously <a href="http://chronicle.com/blogs/worldwise/what-is-the-role-for-governments-in-university-internationalization/29399">argued</a> governments play an important role in internationalization efforts. They can sponsor exchange programs, subsidize foreign campuses and joint degree programs, and help facilitate bilateral agreements on academic and research collaboration. The Partnership for a New Economy, however, goes a step further in its report. In the U.S., current immigration rules are actually working against the internationalization efforts of the nation’s colleges and universities, which in turn are affecting the national innovation system. We’ve seen few accounts that suggest this conundrum is within the scope of strategic institutional planning. Yet comprehensive internationalization is hardly comprehensive if its agenda stops at the campus gates. Another interesting dimension of this relates to our work on international branch campuses. In this arena, it is quite common for the policies of the host country to be a prominent part of the debate, often with explicit expectation that branch campus expansion will have a liberalizing effect on existing practices. Home country policies, however, are discussed as background and context and are rarely challenged by institutional actors as being detrimental to their international activities. But we know from our research that government policies can have a negative impact on foreign education outposts, placing restrictions on funding formulas and requiring firewalls that separate the activities of the home and host campuses in order to “protect” the home campus, with little regard to the success of the overseas campus. How have you seen government policies conflict with internationalization goals? Mondialisation 2012-08-05T14:42:36Z pcassuto The rise of the multinational university http://blog.univ-provence.fr/blog/coordination-rgionale-paca/mondialisation/2012/08/05/the-rise-of-the-multinational-university <a href="http://www.universityworldnews.com/article.php?story=20120802130423710" target="_blank"><img src="http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpg" alt="http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpg" align="left" /></a>By Geoff Maslen. More than 200 degree-granting international branch campuses of universities are now located in foreign countries. But a new report says some universities are considering transforming the branch campus model into fully fledged multinational universities “by slicing up the global value chain in ways akin to multinational corporations”. Prepared by Sean Gallagher and Geoffrey Garrett from the United States Studies Centre at the University of Sydney Business School, the <a class="bluelink" href="http://ussc.edu.au/ussc/assets/media/docs/publications/120801_MNUdraft_GallagherGarrett.pdf" target="_blank">draft report</a> says many of these universities are focusing on China because of its scale and rapid development, and on Singapore because of its aggressive government policy and high level of development. By 2020, the report says, the world’s four largest countries in terms of population – China, India, Indonesia and the US – will account for more than half the global population of university-aged young people. It says that with foreign students typically having to meet at least three times more of the cost of their tuition than domestic students, “the revenue implications of the export model are profound”. In Australia, student fees from international students come close to matching the money universities receive from the federal government to teach Australian students – despite the fact that there are four times as many domestic as foreign students enrolled. The report says the goal of multinational universities in slicing up the value chain around the world through complex systems of supply, production and distribution of higher education and research, may mean using a developing country to do research because it is cheaper to build better infrastructure and hire researchers of similar quality to those at home. Or it may mean designing degrees in-country that are tailored precisely to what the market demands – in contrast to the largely one-size-fits-all of the branch campus system. Branch campuses “China is attractive for several reasons: its world-leading ability to quickly roll out first-class infrastructure; central, provincial and local governments willing to make large financial commitments; Chinese research talent is high quality and relatively cheap; and Chinese demand for quality higher education will continue to mushroom as China transforms its economy form a low quality producer into by far the world’s biggest middle-class consumer.” Although Australia has led the world in the “pure export model” of international higher education and also in terms of its branch campuses, the report says US universities have set up the greatest number of offshore campuses with 78 now operating, each enrolling an average of 371 students. Although Australia has only 12 such offshore campuses, it educates more students on them than any other country – almost 28,000 – nearly as many as the UK (about 18,000) and the US (slightly more than 13,000) combined. But the report notes that in Australia, over the past five years, the growth in international student numbers and in branch campus expansion has slowed and even begun to decline since the global financial collapse. It says this “stagnation” could be a function of market saturation, with demand in Asia having peaked; or because the Australian export and branch campus model has become outmoded – the latter because of the many new higher quality entrants from elsewhere, including exporters from Europe and North America that are now targeting Asian students with offers with which Australian universities cannot easily compete. Australia on the decline, US on the up But three factors have affected Australia uniquely and negatively, the report says: a doubling in the value of the Australian dollar over the past decade; tougher visa and post-study work restrictions; and bad media coverage – particularly in India on Australian treatment of its foreign students. “At the same time as Australian international higher education has been hit by these shocks, the market for international students has become increasingly competitive because more, and higher quality, universities from around the world have begun aggressively to enter the game – led by some of the biggest and best American public universities.” The report says the global financial crisis has proved such a radical shock to American public higher education – with dramatic cuts to all state and therefore public university budgets – that US public universities are quickly becoming very “Australian”. State public universities from New York to Illinois, from Washington to California, are pursuing the Australia-style export model. “By enrolling international undergraduate students in their thousands, budget holes are being plugged and research programmes cross-subsidised like never before,” the report says. “In the last few years, the attraction of the United States as a destination for international students has increased markedly among Asian countries [with] the number of international students in American colleges and universities increasing by 5% in total and 6% at the undergraduate level. Most notably there has been a staggering 43% increase in Chinese undergraduates while the total number of international students in the US was 732,277.” Asian students are attracted by what the major US colleges offer. Despite tough academic entry hurdles, the report says the rewards are high: “From outstanding education to safe residential communities to first-class facilities to an extraordinary network of influential alumni, and to holding a degree from a university with a global brand, the total package is probably perceived as of higher quality than the value proposition offered by Australian universities. “And Asian students are influenced in their education choices by the US-dominated world university league tables.” Problem with the export model There is a fundamental problem with the “higher education as export” business model, the report argues. If the increase in the supply of higher education continues from US and Asian providers, as well as from online education, the global market price will fall and so will the average quality of students willing to pay for it. It says the big winners from supply outstripping demand would be the consumers of higher education in developing countries. But this situation would pose a major financial and reputational threat to campus-based universities in developed countries that are shackled with high fixed costs for staff and infrastructure. Australia’s top universities – and presumably those in other Western countries facing the same threat – should now be planning long-term strategies of “hardwiring” themselves into China and reducing their reliance on the export model, Garrett and Gallagher write. They say there are four reasons to do this: <ul class="story"> <li> By 2020, China aims to double the number of foreign students enrolled in its universities to more than 500,000 – in direct competition with Australia, Britain, Canada and the US. </li> <li> Between 2007 and 2039, McKinsey projects that 30% of the world’s global growth will occur in 242 Chinese cities, compared with only 3% in India’s cities. </li> <li> China could have a deficit of up to 23 million tertiary educated workers by 2020 because of the slow growth in the supply of secondary students – a result of the nation’s one-child policy. </li> <li> Within 15 years, China’s population will begin to fall – its labour force has already peaked and, to avoid the ‘middle-income trap’, China will need an ever more highly educated workforce to drive productivity. </li> </ul> The report says Australian universities could pursue proactive multinational university-like initiatives as stepping stones towards their entry into China and at a pace that manages risk levels. It suggests targeting mid-tier Chinese cities with growth momentum and established universities “to seed education and research initiatives that would benefit China”. Mondialisation 2012-08-05T11:05:19Z pcassuto L'université façonne l'ADN territorial selon le rapport Boutin http://blog.univ-provence.fr/blog/coordination-rgionale-paca/mondialisation/2010/12/09/l-universit-fa-onne-l-adn-territorial-selon-le-rapport-boutin <a href="http://www.ladocumentationfrancaise.fr/rapports-publics/104000660/index.shtml" target="_blank"><img src="http://www.ladocumentationfrancaise.fr/img/logo-documentation-francaise.gif" alt="http://www.ladocumentationfrancaise.fr/img/logo-documentation-francaise.gif" align="left" /></a>De la mondialisation à l'universalisation: une ambition sociale - Rapport intermédiaire au Président de la République, Christine BOUTIN , décembre 2010, 357 pages. Christine Boutin, ancien ministre, a été chargée par le Président de la République d'étudier les bases d'une nouvelle régulation sociale de la mondialisation. Inscrivant sa réflexion dans le cadre de la Présidence française du G20, l'auteur propose de passer de la globalisation, source de crises, d'inégalités et de standardisation, à une nouvelle étape de la mondialisation qu'est l'universalisation. Selon le rapport, l'universalisation s'appuie sur le partage des valeurs et la coexistence pacifique universelle, en reconnaissant le principe de "commune humanité". Sur cette base, un certain nombre de propositions, avis, recommandations sont avancés, autour de deux aspects : reconnaître la nécessité d'assurer à toute personne les conditions matérielles d'existence de base, proportionnées à la condition générale de son pays ou de sa région; poser dans chaque pays, la question des écarts de richesse tolérables et définir le seuil au-delà duquel ces écarts fragilisent la cohésion sociale. Le rapport propose dans ce cadre ainsi défini, quatre champs de propositions: reconnaître le travail comme un point d'entrée obligé et élever le "travail décent" au statut de bien public mondial; renforcer et encadrer les expériences de responsabilité sociale des entreprises; "réoxygéner" le monde économique et social en favorisant un nouveau modèle entrepreneurial: le "social business"; promouvoir une autorité politique mondiale renouvelée en permettant aux pays pauvres d'y prendre toute leur part. Extraits citant l'université Quel avenir pour nos économies et nos territoires... ? Nos paysages, nos savoir-faire, nos universités, nos cultures, nos valeurs façonnent cet « ADN territorial » à partir duquel notre économie s’est développée. Notre compétitivité passe nécessairement par la régénération de cet ADN... Le luxe n’existerait pas sans notre patrimoine et notre culture artisanale, l’agroalimentaire français n’aurait pas ce rayonnement sans nos traditions gastronomiques et notre agriculture, l’exception culturelle française n’existe que grâce à la richesse de notre histoire et à la qualité de nos universités, la filière touristique n’est puissante que grâce à la qualité de nos paysages et de notre patrimoine, etc. p.230 Le capital humain Les premières sources de capital humain sont l’éducation, produite par la famille ou l’environnement humain, et l’enseignement, produite par l’école et l’université, mais le monde du travail y contribue directement par la formation professionnelle et les politiques qui s’y rattachent, ainsi que par l’expérience et les compétences développées par l’activité professionnelle. Ces dernières peuvent être consacrées par des dispositifs de valorisation des acquis de l’expérience (VAE). p.334 Quel moteur fondamental aux règles sociales internationales ? Il nous semble que la nécessité d’accroître les compétences, les qualifications et l’efficacité des salariés constitue une exigence suffisamment partagée au plan mondial pour constituer un moteur effi cace pour le développement social. C’est pourquoi le développement des compétences devrait être le premier domaine de coopération internationale en la matière. Il contribuerait directement à une meilleure application des règles sociales que la communauté internationale s’est données. La conception et le financement des systèmes de formation professionnelle, le développement des échanges entre universités, sont ainsi des domaines prioritaires. p.216 Nouvelle vision Chaque loi, chaque taxe, chaque université, chaque ministère, chaque fonction publique sont en concurrence avec toutes les autres. L’isolement des administrations est fini, elles doivent être jugées comparées aux performances et aux pratiques de leurs collègues ou rivales et réformées en conséquence. p.197 <div> <a href="http://translate.googleusercontent.com/translate_c?hl=en&langpair=fr%7Cen&u=http://www.ladocumentationfrancaise.fr/rapports-publics/104000660/index.shtml&rurl=translate.google.com&client=tmpg&usg=ALkJrhicBU1yoYffZYHGG0zNp_1dI0aVBA" target="_blank"><img src="http://www.ladocumentationfrancaise.fr/img/logo-documentation-francaise.gif" alt="http://www.ladocumentationfrancaise.fr/img/logo-documentation-francaise.gif" align="left" /></a>From globalization to universalization: a social ambition - Interim Report to the President of the Republic, Christine Boutin, December 2010, 357 pages. Excerpts mentioning University What future for our economies and our territories... ? Our landscapes, our expertise, our universities, our cultures, our values shape this "territorial DNA" from which our economy has developed. Our competitiveness is necessarily the regeneration of this DNA... Not exist without the luxury of our heritage and our culture artisanal French food would not have this radiation without our gastronomic traditions and our agriculture, the French cultural exception is that with our rich history and the quality of our universities, the tourism industry is strong thanks to the quality of our landscape and our heritage, etc.. p.230 p.230 Human capital The primary sources of human capital are education, produced by the family or the human environment, and education, produced by the school and the university, but the world of work contributes directly through vocational training and related policies, as well as the experience and skills developed by the occupation. These can be spent by the provision of valuation of acquired experience (VAE). p.334 p.334 . <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca&langpair=fr|en" target="_blank">More</a>... </div> Mondialisation 2010-12-09T23:16:49Z pcassuto