Coordination Régionale PACA

Coordination Régionale PACA http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-06-19T11:32:13Z Competitive Advantage? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/16/competitive-advantage <div> <div> <div> <div> <a href="http://www.insidehighered.com/blogs/stratedgy/" target="_blank"><img src="http://www.insidehighered.com/sites/default/server_files/styles/large/public/StratEDgy%20Graphic%20Resized.jpg" alt="http://www.insidehighered.com/sites/default/server_files/styles/large/public/StratEDgy%20Graphic%20Resized.jpg" width="103" height="41" align="left" /></a><strong><strong></strong>B<strong><strong><strong>y</strong> </strong></strong></strong><strong><a class="username" href="http://www.insidehighered.com/users/dayna-catropa" target="_blank" title="View user profile.">Dayna Catropa</a></strong><strong></strong><strong>.</strong> A headline in Forbes this week caught my eye -- <a href="http://www.forbes.com/sites/stevedenning/2013/06/02/its-official-the-end-of-competitive-advantage/">“It’s Official! The End of Competitive Advantage.”</a> I was intrigued. The article discussed a new book, “<em>The End of Competitive Advantage: How to Keep Your Strategy Moving as Fast as Your Business.” </em>The author argues that strategy frameworks are designed to help organizations find a sustainable competitive advantage, but in the new frontier successful organizations will realize that an ‘advantage’ may only be temporary. <strong><a href="http://www.insidehighered.com/blogs/stratedgy/competitive-advantage" target="_blank">Read more...</a></strong> </div> </div> </div> </div> Opinions 2013-06-16T21:00:09Z pcassuto On Bubbles, Online Education, and Confused Reporting http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/16/on-bubbles-online-education-and-confused-reporting <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <a href="http://www.insidehighered.com/blogs/technology-and-learning/" target="_blank"><img src="http://www.insidehighered.com/sites/default/server_files/styles/large/public/technology_and_learning_blog_header.jpg" alt="http://www.insidehighered.com/sites/default/server_files/styles/large/public/technology_and_learning_blog_header.jpg" width="137" height="42" align="left" /></a><strong><strong></strong><strong>B<strong><strong><strong><strong><strong>y</strong></strong></strong></strong></strong></strong></strong><strong><strong><strong><strong><strong><span> </span></strong></strong></strong></strong><a class="username" href="http://www.insidehighered.com/users/joshua-kim" target="_blank" title="View user profile.">Joshua Kim</a></strong><strong><strong><strong>.</strong></strong></strong> I'm sure that Forbes staffer <a href="http://www.forbes.com/sites/johntamny/" target="_blank">John Tamny</a> is a good reporter, and that Forbes is a quality publication. It is the quality of Tamny and Forbes that cause me so much frustration when I read columns such as <a href="http://www.forbes.com/sites/johntamny/2013/06/09/online-education-will-be-the-next-bubble-to-pop-not-traditional-university-learning/" target="_blank"><em>Online Education Will Be the Next 'Bubble' To Pop, Not Traditional University Learning</em></a>. When Tamny is saying that online education is the next bubble he is of course not talking about the sort of online education that any of us working in the field of designing, teaching, or supporting online courses would recognize. <a href="http://www.insidehighered.com/blogs/technology-and-learning/bubbles-online-education-and-confused-reporting" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Opinions 2013-06-16T19:40:27Z pcassuto Internationalisation at home – Crossing other borders http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/16/internationalisation-at-home-crossing-other-borders <div> <div> <div> <a href="http://www.universityworldnews.com/" 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" width="92" height="72" align="left" /></a><strong><strong><strong><strong>B<strong>y<strong> </strong></strong></strong></strong></strong></strong><strong><span class="full-story-writer">Hanneke Teekens</span></strong><strong><span class="full-story-writer"></span>. </strong>It was about 15 years ago that the term ‘internationalisation at home’ was coined when a group of people – I was among them – started to talk and publish about it. In essence ‘internationalisation at home’ is about inclusion, diversity and reciprocity in international education, crossing borders by reaching out to 'otherness'. Our original concern was that internationalisation in higher education was looking too much at student mobility numbers, in particular incoming students. <a href="http://www.universityworldnews.com/article.php?story=20130613084529186" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> Opinions 2013-06-16T11:09:39Z pcassuto Everything must be useful – History’s most boring idea http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/16/everything-must-be-useful-history-s-most-boring-idea <div> <div> <a href="http://www.universityworldnews.com/" 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" width="92" height="72" align="left" /></a><strong><strong><strong><strong>B<strong>y </strong></strong></strong><span class="full-story-writer"></span></strong><span class="full-story-writer">Giles Pickford</span><span class="full-story-date"></span></strong><strong><span class="full-story-writer"></span>. </strong>I am looking at the <a class="bluelink" href="http://www.universityworldnews.com/article.php?story=20130603123613141" target="_blank">lead story</a> in Issue 275, titled “G8 must recognise role of universities in recovery”. I have a first-class honours degree in English literature from the University of Western Australia. They are not easy to get. I got mine in 1962. I am now 71 years old and more or less retired. When I was doing my degree years ago my friends would ask me whether I was aiming at being a taxi driver. They were all doing the “useful” degrees like agriculture, engineering, accountancy, law etc. <a href="http://www.universityworldnews.com/article.php?story=20130614165642438" target="_blank"><strong>Read more...</strong></a> </div> </div> Opinions 2013-06-16T11:07:00Z pcassuto “Fat” furor is revealing about attitudes in academe http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/09/fat-furor-is-revealing-about-attitudes-in-academe <div> <div> <div> <div> <strong><a href="http://www.universityaffairs.ca/speculative-diction/" target="_blank"><img src="http://www.universityaffairs.ca/images/BlogSpeculativeDiction.jpg" border="0" width="147" height="34" align="left" /></a>By <a href="http://www.universityaffairs.ca/speculative-diction/author/melonie/" target="_blank" title="Posts by Melonie Fullick" rel="author">Melonie Fullick</a>.</strong> There’s a lot of discussion among academics these days about how to use new media in ways that are productive and engaging, in ways that help us build networks and share resources. But last weekend, we got a taste of what happens when social media work to reveal and amplify the biases that are operating in academe (and elsewhere) on a regular basis. Dr. Geoffrey Miller, of the University of New Mexico, decided to tweet about how he believes <a href="http://www.shakesville.com/2013/06/tweet-of-day.html" target="_blank">fat students should not consider doing a PhD</a> because they don’t have the “willpower” for it. After all (according to his logic), if they don’t have the self-discipline to go on a diet, how could they complete an advanced degree? <a href="http://www.universityaffairs.ca/speculative-diction/fat-furor-is-revealing-about-attitudes-in-academe/" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> </div> Opinions 2013-06-09T17:34:24Z pcassuto The Giving Tree http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/09/the-giving-tree <div> <div> <div> <div> <div> <a href="http://www.insidehighered.com/blogs/confessions-community-college-dean/" target="_blank"><img src="http://www.insidehighered.com/sites/default/server_files/styles/large/public/confessions_of_a_community_college_dean_blog_header.jpg" alt="http://www.insidehighered.com/sites/default/server_files/styles/large/public/confessions_of_a_community_college_dean_blog_header.jpg" width="146" height="25" align="left" /></a><strong>B<strong><strong>y </strong></strong></strong><strong><a class="username" href="http://www.insidehighered.com/users/matt-reed" target="_blank" title="View user profile.">Matt Reed</a></strong><strong><strong>.</strong> </strong>At the risk of seeming churlish, I was never a Shel Silverstein fan. The Giving Tree, which is one of his most popular stories, struck me as deeply creepy.  It’s about a tree that gradually martyrs itself for a boy until there’s nothing left of it.  We’re supposed to admire the tree’s generosity of spirit, rather than recoil at the boy’s selfishness. As a kid, it struck me as missing the point.  As an adult, I can’t help but see the story as gendered, with the tree as the Mom.  And if that’s the fate of Moms, then we need rewrite. I thought of the Giving Tree again upon reading Sherman Dorn’s <a href="http://shermandorn.com/wordpress/?p=5966" target="_blank">kind review of my book</a>. <a href="http://www.insidehighered.com/blogs/confessions-community-college-dean/giving-tree" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> </div> </div> Opinions 2013-06-09T16:14:02Z pcassuto The Lessons of the Megalomaniac University President http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/09/the-lessons-of-the-megalomaniac-university-president <a href="http://ideas.time.com/" target="_blank"><img src="http://s0.2mdn.net/viewad/1447902/3-97x70_cm_hdr_subscribe.png" alt="http://s0.2mdn.net/viewad/1447902/3-97x70_cm_hdr_subscribe.png" align="left" /></a><strong>By <span class="entry-byline"></span><a href="http://ideas.time.com/contributor/paul-campos/" target="_blank" title="Posts by Paul Campos" rel="author">Paul Campos</a>.</strong> If you want a glimpse into what has gone wrong with higher education in America, look no further than the brilliant career of E. Gordon Gee, who as of July 1st will be the ex-president of the Ohio State University (and of Brown and Vanderbilt, as well as the flagship public universities of Colorado and West Virginia). If he had been born at another time, Gee might have sold patent medicines or swampy real estate or a new political party. Instead, he spent the last three decades selling the ever-bigger business of American higher ed. <a href="http://ideas.time.com/2013/06/06/viewpoint-gordon-gee-should-have-gone-long-ago/#ixzz2VViDp4zX" target="_blank"><strong>Read more...</strong></a> Opinions 2013-06-09T11:30:41Z pcassuto Why higher education will not benefit from market forces http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/05/why-higher-education-will-not-benefit-from-market-forces <div> <div> <strong><a href="http://www.guardian.co.uk/" target="_blank"><img src="http://static.guim.co.uk/static/b9dbdbd52b575dcdff51895290c041c46660ce8f/common/images/logos/the-guardian/news.gif" alt="The Guardian home" width="115" height="22" align="left" /></a>By </strong><strong><span><span><a class="contributor" href="http://www.guardian.co.uk/profile/peter-scott" target="_blank" rel="author">Peter Scott</a></span></span>.</strong> If we have more of a market in higher education, brands will become more important, says <strong>Peter Scott</strong> – to the detriment of diversity. The trouble with "markets" in <a href="http://www.guardian.co.uk/education/higher-education" title="More from guardian.co.uk on Higher education">higher education</a> is that most of the people designing them haven't a clue about real markets. With few exceptions, ministers, civil servants, quangocrats and senior university managers have all spent their careers in the very public sector they seem determined to subvert. <a href="http://www.guardian.co.uk/education/2013/jun/03/diversity-vs-brands-higher-education" target="_blank"><strong>Read more...</strong></a> </div> </div> Opinions 2013-06-05T22:57:31Z pcassuto A Humanist Apologizes to Numbers http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/02/a-humanist-apologizes-to-numbers <div> <div> <a href="http://chronicle.com/" target="_blank"><img src="http://chronicle.com/img/subscribe-footer.png" alt="http://chronicle.com/img/subscribe-footer.png" width="83" height="78" align="left" /></a><strong>By Jon Volkmer. </strong>On behalf of word people everywhere, I hereby extend this general apology to numbers. We have not always counted you as friends. I myself, an educator of the literary persuasion, have sometimes failed to live up to my pan-disciplinary liberal-arts ideals. I am tacitly complicit when advisees use foul invective in re the math requirement. I break out in hysterical yawning in the presence of anisotropic fractional maximals. In my defense, numbers have not always been nice to me, either. I think it started with that C-plus in algebra. Numbers still seem, at times, downright vindictive. At tax time, for instance. Or when I step on a scale. My idea of an irrational number is what I see in my checkbook after paying the bills each month. <a href="http://chronicle.com/article/A-Humanist-Apologizes-to/139421/" target="_blank"><strong>Read more...</strong></a> </div> </div> Opinions 2013-06-02T16:34:00Z pcassuto There’s no place like here http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/02/there-s-no-place-like-here <div> <div> <div> <strong><a href="http://www.universityaffairs.ca/speculative-diction/" target="_blank"><img src="http://www.universityaffairs.ca/images/BlogSpeculativeDiction.jpg" border="0" width="147" height="34" align="left" /></a>By <a href="http://www.universityaffairs.ca/speculative-diction/author/melonie/" target="_blank" title="Posts by Melonie Fullick" rel="author">Melonie Fullick</a>.</strong> Though it isn’t the topic of my current research, I’ve been interested in the Internet (as an object of study) for some time, in particular its possibilities for connecting people and helping them generate new relationships and forms of social support that might not otherwise have been available. I think this is because I’ve been engaging in forms of distance-networking for over ten years now, starting with snail mail and leading all the way to Twitter. I’m not particularly sociable by nature, because unfamiliar social situations tend to tire me out; all social interaction is a form of performance, but some people find it more taxing than others. Over time I’ve discovered that for me personally, it’s easier to cultivate an initial level of familiarity through mediated interactions, rather than through increased in-person socializing, because the latter tires me out too quickly. <a href="http://www.universityaffairs.ca/speculative-diction/theres-no-place-like-here/" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> Opinions 2013-06-02T13:42:35Z pcassuto Practical ways to shorten graduate program lengths http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/02/practical-ways-to-shorten-graduate-program-lengths <div> <div> <div> <strong><a href="http://www.universityaffairs.ca/careers-cafe/" target="_blank"><img src="http://www.universityaffairs.ca/images/BlogCareersCafe.jpg" border="0" width="143" height="33" align="left" /></a>By </strong><strong><a href="http://www.universityaffairs.ca/careers-cafe/author/nicola/" target="_blank" title="Posts by Nicola Koper" rel="author">Nicola Koper</a>. </strong>In my last blog, I talked about the lengths of graduate students’ programs. I noted that often, longer times to completion are in the best interests of the graduate students, and we shouldn’t try to shorten all completion times regardless of individual circumstances. In general, I still think this way. However, I also appreciate the benefits of finishing up and getting on with one’s life; I also had an interesting discussion with a reader, who noted that long completion times can raise red flags with hiring committees. So, assuming that sometimes it really is in the best interests of students to just get on with it, already, this week I’m going to talk about some of the practical steps that we can take to encourage students to complete their graduate programs in a timely fashion. <a href="http://www.universityaffairs.ca/careers-cafe/practical-ways-to-shorten-graduate-program-lengths/" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> Opinions 2013-06-02T13:40:01Z pcassuto Are public universities too big to fail? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/02/are-public-universities-too-big-to-fail <a href="http://www.timesdispatch.com/" target="_blank"><img src="https://admin-newyork1.bloxcms.com/timesdispatch.com/content/tncms/assets/v3/editorial/f/65/f6534fd0-2398-11e2-99ec-0019bb30f31a/5091890f8cc27.image.jpg" alt="https://admin-newyork1.bloxcms.com/timesdispatch.com/content/tncms/assets/v3/editorial/f/65/f6534fd0-2398-11e2-99ec-0019bb30f31a/5091890f8cc27.image.jpg" width="61" height="71" align="left" /></a><span class="author vcard"><span class="fn"><strong>By Wade Gilley. </strong>Dark clouds are forming over America’s public universities as the Wall Street mindset spreads across more of our institutions. A decade of excessive spending based largely on unlimited student loans is looming dangerously over a major national asset. In January 2013, Moody’s, the nation’s premier credit rating organization, issued a report titled “U.S. Higher Education Outlook Negative in 2013.” Moody’s evaluation was based on the hundreds of billions of dollars in institutional debt incurred by America’s public universities, including exotic non-traditional financial schemes. <a href="http://www.timesdispatch.com/opinion/their-opinion/columnists-blogs/guest-columnists/article_e77b4560-0ce7-599f-9e5d-2273ae9174e3.html" target="_blank"><strong>Read more...</strong></a><br /> </span></span> Opinions 2013-06-02T10:40:22Z pcassuto 5 Attributes of an Academic Tech Activist http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/01/5-attributes-of-an-academic-tech-activist <div> <div> <div> <div> <a href="http://www.insidehighered.com/blogs/technology-and-learning/" target="_blank"><img src="http://www.insidehighered.com/sites/default/server_files/styles/large/public/technology_and_learning_blog_header.jpg" width="117" height="35" align="left" /></a><strong>By <a class="username" href="http://www.insidehighered.com/users/joshua-kim" target="_blank" title="View user profile.">Joshua Kim</a>.</strong><em></em> <em>Are you and academic technology activist? How would you define activism in academic technology?</em><strong><em><br /> </em>5 Ideas:<br /> 1.  You Are Interested In the System of Higher Education:</strong><br /> Do you see your professional role as part of a larger effort to improve higher education? Are you interested in questions of quality, access, and costs - and view the role of educational technology and academic technologist as important in addressing today's higher ed challenges? It is a challenge for those of us absorbed in the day-to-day tasks of campus technology issues to develop a strong understanding of higher ed as a system. We are often too busy keeping our heads above water to take the time to learn and think about the larger economic, demographic, cultural, and competitive issues facing higher ed. <a href="http://www.insidehighered.com/blogs/technology-and-learning/5-attributes-academic-tech-activist" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> </div> Opinions 2013-06-01T23:27:31Z pcassuto Public engagement: 'difficulty is what academics deal in' http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/01/public-engagement-difficulty-is-what-academics-deal-in <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <strong><a href="http://www.guardian.co.uk/" target="_blank"><img src="http://static.guim.co.uk/static/ded33a915cea141576a5735f1eab38dff304792f/common/images/logos/the-guardian/news.gif" alt="The Guardian home" width="115" height="22" align="left" /></a></strong>As 10 <a href="http://www.bbc.co.uk/mediacentre/latestnews/2013/newgenthinkers.html">'New Generation Thinkers'</a> are unveiled, <strong>Shahidha Bari</strong> discusses the mixed blessing of being a 'media academic'. Two years ago my face was on the front page of the Guardian. It must have been a quiet news day, but as one of the 10 <a href="http://www.guardian.co.uk/higher-education-network/academics" title="More from guardian.co.uk on Academics">academics</a> selected by the BBC and <a href="http://www.ahrc.ac.uk/Pages/Home.aspx">Arts and Humanities Research Council</a> as '<a href="http://www.bbc.co.uk/mediacentre/latestnews/2013/newgenthinkers.html">New Generation Thinkers'</a>, it felt like the start of something exciting.Recruited "to communicate our <a href="http://www.guardian.co.uk/higher-education-network/research" title="More from guardian.co.uk on Research">research</a> to a wider audience", our faces were scrubbed and hopeful as a Guardian photographer prodded us into place at Broadcasting House. Three years later, as a new batch of NGTs are announced in what is now an annual 'academic talent contest', I wonder if they know quite what they're in for. <a href="http://www.guardian.co.uk/higher-education-network/blog/2013/may/28/new-generation-thinkers-media-academic" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Opinions 2013-06-01T21:36:27Z pcassuto Why part-time study has a great future http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/01/why-part-time-study-has-a-great-future <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <div> <strong><a href="http://www.guardian.co.uk/" target="_blank"><img src="http://static.guim.co.uk/static/ded33a915cea141576a5735f1eab38dff304792f/common/images/logos/the-guardian/news.gif" alt="The Guardian home" width="115" height="22" align="left" /></a></strong>Part-time study that leads to a full university degree is the key to getting round our graduate job problem, says <strong>Joan Bakewell</strong>. There is an increasing groundswell growing right now in favour of part-time education. There are references in social media, in university magazines and wherever people gather to talk about <a href="http://www.guardian.co.uk/education/students" title="More from guardian.co.uk on Students">students</a> and their chances in life. I know about this because as newly appointed president of <a href="http://www.bbk.ac.uk/">Birkbeck, University of London</a>, I have been spearheading a campaign called <a href="http://parttimematters.org.uk/">Part-Time Matters</a>. Let me spell out exactly why it is such a good thing, and why its time has come. <a href="http://www.guardian.co.uk/higher-education-network/blog/2013/may/29/part-time-study-great-future-birkbeck" target="_blank"><strong>Read more...</strong></a> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Opinions 2013-06-01T21:31:41Z pcassuto He who laughs last… http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/06/01/he-who-laughs-last At the <a href="http://www.educause.edu/annual-conference/2010" target="_blank" title="Educause 2010 Conference Homepage">2010 Educause National Conference</a>, two colleagues, David Staley and Ken Udas, and I presented “<a href="http://www.educause.edu/annual-conference/2010/university-agile-organization" target="_blank" title="Session Details">The University as an Agile Organization</a>” (<a href="http://www.educause.edu/sites/default/files/library/presentations/E10/SESS005/University%2Bas%2BCAS.pdf" target="_blank" title="The University as an Agile Organization.">see presentation PDF here</a>). Within the session, we supposed how the organization and operation of a college or university might be enabled–and benefit–through the <a href="http://agilemanifesto.org/principles.html" target="_blank" title="The Agile Manifesto's Principles">principles behind the Agile Manifesto</a>, especially in light of various trends in technology, teaching and learning, and management emerging within not only education, but institutions of higher education as well. <a href="http://pmasson.wordpress.com/2013/05/22/he-who-laughs-last/" target="_blank"><strong>Read more...</strong></a> Opinions 2013-06-01T01:05:49Z pcassuto L’impossible réforme de l’Université: une analyse par les sciences de gestion http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/05/30/l-impossible-r-forme-de-l-universit-une-analyse-par-les-sciences-de-gestion <img src="http://blog.educpros.fr/isabelle-barth/files/2013/05/isabelle-barth_1.jpg" alt="http://blog.educpros.fr/isabelle-barth/files/2013/05/isabelle-barth_1.jpg" width="143" height="37" align="left" /><strong><strong><strong><strong><strong><strong><strong>Blog Educpros d'<a href="http://blog.educpros.fr/isabelle-barth/a-propos/" target="_blank">Isabelle Barth</a>. </strong></strong></strong></strong></strong></strong></strong>Les raisons de vouloir le changement de l’université française sont nombreuses! L’irruption du marché dans l’enseignement supérieur avec les études payantes; des systèmes d’accréditation qui exigent le résultat et la preuve, pas seulement l’affirmation et le moyen; des changements légaux et réglementaires; une transparence obligée sous le regard des réseaux sociaux…  Pourtant, en regardant l’enseignement supérieur et la recherche en France, une question s’impose: pourquoi les réformes échouent-elles les unes après les autres à vraiment changer l’université? Parce que derrière ce qu’on analyse comme un système bureaucratique se cache la réalité d’un système clanique. Et on ne réforme pas une bureaucratie comme une structure de clans.<span style="font-size: 13px; line-height: 19px"> </span>C’est l’analyse que j’ai présentée lors du colloque de l’Institut Psychanalyse et Management au mois de novembre 2012 à Clermont-Ferrand et dont je souhaite partager les grandes lignes avec vous grâce à ce billet.<strong><br /> L’université vue comme une bureaucratie professionnelle…</strong><br /> L’université est rangée par le grand théoricien Henry Mintzberg dans la catégorie des « bureaucraties professionnelles », aux côtés par exemple de l’hôpital ou encore des cabinets d’experts-comptables. Elle est animée par des opérateurs très qualifiés (dans notre analyse, les enseignants-chercheurs) qui poursuivent leurs buts professionnels spécifiques, ce qui se traduit au niveau de l’organisation par des buts peu opérationnels. Ces mêmes opérateurs exercent une influence importante sur le fonctionnement au quotidien, tandis qu'un certain flou entoure la prise de décision stratégique. Enfin, le but prédominant d’une telle organisation est l’ « excellence professionnelle ». Selon cette première analyse, l’université est une bureaucratie professionnelle avec comme objectif l’excellence académique. Mais grattons derrière la « croûte » bureaucratique pour s’intéresser à ses modes de fonctionnement au jour le jour.<strong><br /> …fonctionne en réalité selon un mode clanique</strong><br /> <span class="notranslate"></span> <div> <img src="http://blog.educpros.fr/isabelle-barth/files/2013/05/isabelle-barth_1.jpg" alt="http://blog.educpros.fr/isabelle-barth/files/2013/05/isabelle-barth_1.jpg" width="143" height="37" align="left" /> <span style="color: #ff0000"><strong><span class="notranslate"><span class="google-src-text notranslate" style="direction: ltr; text-align: left"><strong></strong></span><strong>Blag Educpros <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://blog.educpros.fr/isabelle-barth/a-propos/&usg=ALkJrhjzLxOhH9u18dBsJHpOqP2q04dcoA" target="_blank">Isabelle Barth</a>. C</strong>úiseanna ar mian leo a athrú ar an ollscoil na Fraince go leor!</span> <span class="notranslate"><span class="google-src-text notranslate" style="direction: ltr; text-align: left">L</span>Teacht chun cinn ar an margadh san ardoideachas le staidéir pá; córais chreidiúnaithe a cheangal ar an toradh agus an fhianaise, ní hamháin ar an dearbhú agus modhanna, athruithe dlíthiúla agus rialála; trédhearcacht a cheanglaítear faoi na gaze líonraí sóisialta</span><span><span><span><span>.</span> <a href="http://translate.google.com/translate?hl=en&sl=fr&tl=ga&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fopinions%2F2013%2F05%2F30%2Fl-impossible-r-forme-de-l-universit-une-analyse-par-les-sciences-de-gestion" target="_blank">Níos mó</a>...</span></span></span></strong></span> </div> Opinions 2013-05-30T22:11:12Z pcassuto Openness- Is it an ideology or reality? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/05/26/openness-is-it-an-ideology-or-reality <p> <a href="http://suifaijohnmak.wordpress.com/" target="_blank"><img src="http://www.wordle.net/thumb/wrdl/713795/Stephen_Downes_%40_Learnx_09" alt="http://www.wordle.net/thumb/wrdl/713795/Stephen_Downes_%40_Learnx_09" width="64" height="48" align="left" /></a><strong>By <cite class="fn"></cite><a class="url" href="http://suifaijohnmak.wordpress.com/" target="_blank" rel="external nofollow">suifaijohnmak</a>.</strong> Is commercialization in conflict with the <a href="https://www.redhat.com/archives/osdc-edu-authors/2011-January/pdfoziqzY4Mtn.pdf" target="_blank">4Rs</a> (reuse, revise, redistribute, and remix)? Most commercialized courses (MOOCs inclusive) require certain restrictions to access (may be for a free taster course that would be followed by the “main course” offered with a fee for service). So, what may be defined as open and free is limited under those programs, and that could contradict with the 4Rs, especially with the free to re-use, redistribute or to remix, as these are forbidden. Openness is at the heart of MOOCs, only that it may be semi-open, as a participant could enter the open door (register for free) with a MOOC, and use it personally, without any alteration of the course content. In those MOOCs, there is no remix, re-sending out of part or all of the resources allowed. <a href="http://suifaijohnmak.wordpress.com/2013/05/26/openness-is-it-an-ideology-or-reality/" target="_blank"><strong>Read more...</strong></a> </p> Opinions 2013-05-26T23:41:47Z pcassuto When in doubt… watch SINGIN’ IN THE RAIN http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/05/26/when-in-doubt-watch-singin-in-the-rain <div> <div> <div> <p> <a href="http://chronicle.com/blognetwork/theubiquitouslibrarian/" target="_blank"><img src="http://chronicle.com/img/photos/biz/icons/u-librarian-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/u-librarian-nameplate.gif" width="112" height="22" align="left" /></a><strong>By <a class="url fn n" href="http://chronicle.com/blognetwork/theubiquitouslibrarian/author/brianmathews/" target="_blank" title="View all posts by Brian Mathews">Brian Mathews</a>.</strong> It has been an exhaustive academic year. This summer I am applying “<a href="http://hbr.org/2007/10/manage-your-energy-not-your-time">energy management</a>” techniques in order to be more effective. I’ve been way off balance this year. Some people make New Year’s Resolutions– for me it is Summer Resolutions. I’ve been watching a string of dark movies lately (<a href="http://en.wikipedia.org/wiki/Argo_%282012_film%29">Argo</a>, <a href="http://en.wikipedia.org/wiki/Django_Unchained">Django</a>, <a href="http://en.wikipedia.org/wiki/Zero_Dark_Thirty">Zero Dark</a>) and a friend recommended I change it up with <a href="http://en.wikipedia.org/wiki/Singin%27_in_the_Rain">Singin’ In The Rain</a>. I’ll admit that this movie was nowhere near my watch list: I don’t do musicals! But I watched and enjoyed it. <strong><a href="http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/05/22/when-in-doubt-watch-singin-in-the-rain/" target="_blank">Read more...</a></strong> </p> </div> </div> </div> Opinions 2013-05-26T23:15:57Z pcassuto Remaining Relevant http://blog.univ-provence.fr/blog/coordination-rgionale-paca/opinions/2013/05/26/remaining-relevant <div> <a href="http://chronicle.com/blogs/onhiring/" target="_blank"><img src="http://chronicle.com/img/photos/biz/icons/on-hiring-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/on-hiring-nameplate.gif" width="127" height="25" align="left" /></a><strong>B<strong>y </strong></strong><strong><a class="url fn n" href="http://chronicle.com/blogs/onhiring/author/isweeney" target="_blank" title="View all posts by Isaac Sweeney">Isaac Sweeney</a><strong>.</strong></strong> I’d like to tell readers about a couple of cool things Richard Bland College is doing. This is partly because I love my institution and I want it to be a successful place, but it’s also because I think these programs are innovative and might help put Richard Bland College of the College of William & Mary on the proverbial map. The first program is called the <a href="http://www.rbc.edu/thelanguageinstitute.php" target="_blank">Language Institute.</a> This is a partnership with Main Street Virtual Learning, and it uses an online platform that looks like one of the best I’ve seen. Students learn conversational languages, and Main Street’s parent company has a long history of working with military personnel to teach useful language skills. It’s unlike traditional language classes in that students learn how to speak the language, but they probably won’t learn so much about writing or reading the language. As the marketing material says for the Language Institute, “courses focus on the ‘hows’ of language, not the ‘why’ of traditional linguistics programs.” What I’m most excited about is the online platform, which I plan to try with an online English class in the fall. <a href="http://chronicle.com/blogs/onhiring/remaining-relevant/38553" target="_blank"><strong>Read more...</strong></a> </div> Opinions 2013-05-26T23:07:20Z pcassuto