Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005 IGAENR A quick look at stakeholders’ involvement in HEIs’ QA Bruno CURVALE (CNÉ) Thierry MALAN (IGAENR) René-Paul MARTIN (CTI) France
Mar 27, 2015
Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005
IGAENR
A quick look at stakeholders’ involvement in HEIs’ QA
Bruno CURVALE (CNÉ)Thierry MALAN (IGAENR)René-Paul MARTIN (CTI)
France
2Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005
1. CNÉ in the light of the democratisation of higher education
2. The relationships between the industrial and business world and the universities
3. The academic, the expert, the peer and the stakeholder
4. CTI point of view
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1. CNÉ in the light of the democratisation of higher education in France
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Created by law in 1984
Independent authority since 1989
Mission : Institutional evaluation Advices about policies in higher
education : - The President of the Republic, - Minister in charge of higher
education, - Decisions makers
CNÉ : origin and purposes
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0
500
1000
1500
2000
2500
1960-61 1970-71 1980-81 1990-91 2000-01 2003-04
Nu
mb
er
of
stu
den
ts (
by t
ho
usa
nd
)
Preparatory classes to "Grandes écoles"
Institutes of technology (IUT)
Other institutions
Non university technicians training (STS)
Universities (without IUT)
Together
Loi de 1968(Faure's law)
Loi de 1984(Savary's law)
Students in Higher Education
Source : MEN 2004
Starting up of the Bologna process
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Number of students in France(Year 2003-2004)
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A tool for the improvement of the link between the Nation and its higher education system (service public d’enseignement supérieur)
The issues of the institutional evaluation process deal with : The quality of main results achieved by institutions
(education and research) The quality of HEI’ policy making as regard
governance, education policy, research policy, students’ support, QA
The quality of the development of the higher education system itself
The institutional evaluation is aimed at helping HEIs to improve and to develop their autonomy
Institutional evaluation purposes
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Principles for action
peer review public report
Methodology
self-evaluation external evaluation follow-up
CNÉ : Principles and Methods
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The main steps of an evaluation
Gathering and analysis of the data about the institution
Target specification
of the external
evaluation
Site visit
Writing of the report and
publication of the results
Follow -up
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A. Education policy
A.I Programmes offeredA.II Implementation of the programmes offeredA.III The students: from enrolment to employability
B. Research policy
B.I Research: Organisation, dissemination, economic development, knowledge transfer
C. Management of the institution at the service of its missions
C.I AutonomyC.II The institutions and its academic, research and service
departmentsC.III PartnershipsC.IV Management of human resourcesC.V Financial managementC.VI Management of information systems and logistical functions
The “Livre des Références”
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The “Livre des Références”
A - EDUCATION POLICY
The institution assures the education of the students and the development of their independence. It encourages students to become involved in the management structures of the institution and in the social life within it.
It organises the dissemination of knowledge in society. It offers students, in initial or continued education, a set of programmes and disciplines with clearly identified objectives whether predominantly of a disciplinary or of a multidisciplinary nature. These programmes may include placements or individual studies specially designed to promote the employability of the students. Continuing vocational training is an integral part of the programmes offered by the university.
The institution manages the admission and the integration of students, and has in place the processes for academic and career counselling and occupational integration throughout the students' career.
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The “Livre des Références”
A.I Programmes offered
Reference A.I.1 : The institution offers programmes that correspond to its missions and environment
Reference A.I.2 : Continuing vocational training is an integral part of the programmes offered…
Reference A.I.9 : The Masters programmes offered have connection with research and collaboration with industry and commerce…
Reference A.I.11 : The programmes offered integrate the knowledge and skills acquired by the student.
Reference A.I.12 : The programmes offered include preparation for the employability.
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2. The relationships between the industrial and business world and the universities
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A quick historical approach
The duality Universities / Grandes écoles
Academic and Non academic higher education
The (re)building of French universities (1968, 1984, 1990)
Massification of higher education and employability (1995 ?)
A relation embedded in history
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Continuing education A often dynamic and profitable sector
Raising of funds The apprenticeship tax issue
Research contracts, …
Participation to the administration council (board) A varied experience from one university to another
Usual occasions and contacts
A traditional, and not invasive, relationship as regard a few issues …
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An in depth transformation in progress
From coexistence to participation to partnership : a more intrusive and altering relationship.
A long and continuing process of creation of new professional degrees in the universities from the 60’, involving more relationships with the professions.
The present challenge is the adaptation to the Bologna process from 1998 onwards
IGAENR
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two-year professional qualification course technician qualification programmes
in college departments in secondary schools and some private establishments
the BTS is closely tailored to direct career applicability (110 specialities)
Designed by professional consultative commissions (CPC) with the participation of representatives of the professions
IGAENRBTS courses (1959) (Brevet de Technicien Supérieur)
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Two-years courses in 26 Specialities (17 Industrial sectors, 9 Services sectors) in 114 IUT within universities
Special admission conditions
DUT (Diplôme Universitaire de Technologie)
Designed by pedagogic national commissions (CPN) with the participation of professions.
IGAENRA government policy of creation of University Institutes of Technology (IUT) 1966
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After these two-years first university degrees, more and more students ask for admission in further courses
A two-year professional qualification course can be extended by one of further specialisation, or enable the student to cross over into the longer
higher education programmes.
IGAENRTaking stock of the development of IUTs
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From 1970 to 1975
1970 Master of Computer techniques and management (MIAGE)
1971 Master of Sciences and Technologies (MST)
1971 Master of management Sciences (MSG) 1973 Social and economic administration
(AES) 1973 Applied languages (LEA) 1974 DESS
IGAENRThe creation of new degrees in universities
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1984 DEUST 1985 Magistère 1989 New Engineer Courses in Universities 1991 IUP (University Professional Institutes)
From 1984 to 1991
IGAENRThe creation of new degrees by universities
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Professional Bachelor
Bachelor
Research Master
Professional Master
Follow-up groups to regulate the elaboration of the new degrees
Equivalence system with existing degrees (DEA, DESS, “ingénieurs diplômés”) at Master level
IGAENRImplementation of the Bologna Process
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VAP (1985) (Accreditation of professional activities)
VAE (2002) (Accreditation of prior experiential learning)
From 1985 of a policy development of access to studies and degrees through recognition of prior learning, work and social experience.
IGAENRLifelong learning
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“Incubateurs” Organisations in charge of helping start-up
business
SAIC (2002) Services in charge of developing business and
commercial activities issue from the research activities HEIs
Possibilities offered to academics and searchers to earn money from theirs research results
From coexistence to participation to partnership : a more intrusive and altering relationship
The economic developments linked with research activities
Research activitiesIGAENR
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3. The academic, the expert, the peer and the stakeholder
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The participation of non academics to the management of quality is increasing and improving: It’s true more at the level of some specific programmes
rather than at the level of the whole institution ;
The participation of non academics has to be organised as a part of the institution strategies: The mutual understanding of the educational world and the
business worlds is still difficult (e.g. varied short and mid-term issues concerns, …) ;
The institutional evaluation process should back up this new development: New adaptations of the institutional evaluation processes
are needed
Confrontation and collaboration
In brief, according to the experience of institutional evaluation :
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0 11 18 23
5 years
7 years
5 years
Primary
Secondary
Engineering
Ingénieurdiplômé
Baccalauréat
AGE (years)
7
French engineering education system
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- one cycle of 5 years of higher education
- degree after 300 ECTS credits
- "Ingénieur diplômé" stands for Master degree (not the reverse)
- no board of engineers in France, however the « ingénieur diplomé » title is protected
- entry in engineering profession directly after engineering degree recognized by the « Conventions collectives ».
Engineering degree in France
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A variety of cursus, structures, organisations and engineering specialties but common standards and procedures.
Classical education
- Competitive entry examination
- 2+3 or 5 years depending on recruitement level
- 800 education hours/year
- 20 to 36 weeks internship periods in industry
Main engineering Education in France (1)
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Apprenticeship- education level of recruitment : 2 years after « baccalauréat »- 3 years : half time education (1800 hours)
half time company
Continuing Education- education level of recruitment : 2 years after « baccalauréat »- 3 years of industrial experience- 2 years : half time education (1200 hours)
half time company
Main engineering Education in France (2)
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227 engineering institutions - 728 programmes
30 000 degrees in 2004- 50% higher education ministry- 25% other ministries - 25% private institutions
65 apprenticeship and continuing education engineering programmes
1 300 degrees in 2004
Present status
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Recruitement
Social origins
Mobility
Employement and job functions
Job satisfaction
Engineers in France – 2005 Survey
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Accredit new programmes
Assess periodically existing degree programmes (every 6 years) leading to the title of ingénieur diplômé, and the institution
Assess foreign engineering degrees when ever requested by foreign institutions
Participate in any perspective study and review on engineering programmes
Foster the dissemination of development and best practices.
Mission statements of CTI given by law to:
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To bring the views of the employers on the general profiles of graduates, to invest in the future not for short term needs.
To develop partnerships and synergies
Technological platforms, technology ad skills transfer, research, Pedagogic:internship, apprenticeship, life-long learning Corporate and international developments
To create an industry mindset among students.
Expected Role and Responsability of Labor Market Representatives, Graduate Employability
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Institutional: HEI council and programmes advisory boards membership and chairmanship, RD partnerships,
Education and training : lectures, practices, jurys, advices, tutorships, …
Legal:the title is protected by law, the position in industry is defined through professional regulations, conventions collectives.
Context of the ingénieur diplômé (Master degree) education and professional activity
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At two main levels of involvement:
at the HEI - internal quality assurance and self evaluation
at the CTI – standards and guidelines, external evaluation, accreditation and CTI quality improvement.
Context of Involvement of labor market representatives in Engineering Education
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At HEI, as a labor market representative:
At HEI councils (conseil d’administration): strategy, learning objectives and outcomes, resources, facilities, appointment
At programmes advisory boards (conseil de pefectionnement)
In practice : lecturer, tutor, board of examiners, etc.
Two levels of involvements (1)
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Contribution to learning outcomes objectives: knowledge, skills, competences, transferable competences, long life learning, ...
Contribution to HEI quality management objectives: strategy, resources allocations, management recruitment, processes, satisfaction as a stakeholder, results.
Experience transfer: jury, practionner, tutor, lecturer
Contribution to corrective actions and to innovations:
Project management, apprenticeship, internship, entrepreneurship, personal professional project, …
Two levels of involvements (2)
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At CTI, as a member:
As a prescriptor As an evaluator As an accreditor
CTI code of conduct
Two levels of involvements (3)
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8 academic rep. from Ministry of Higher Education
8 Industry representatives
8 rep. From other Ministries and private institutions
8 Engineer Associations rep. Trade Unions rep.
CTI line up
Parity between academic and industrial representatives
Independent panel comprising 32 members divided into 4 colleges
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Periodical accreditation (1)
(every 6 years and compulsory)
Purpose
make known the trend of CTI’s policy « References & Orientations »
make sure that educational programmes are still in line with industrial environment
give advise to institution management for curricula improvement and updating
encourage companies involvement in training programmes
reinforce synergies between engineering institutions
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Methods
Self evaluation of HEI in engineering Site visits
Self evaluation guide for HEI – March 2005
Taking in account new challenges: Quality assurance Adaptation of programmes to stakeholders needs including the professions.
International development of HEI, students recruitment, programmes, qualifications and labour market access.
Development of the EHEA
Periodical accreditation (2)
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In 6 chapters
HEI Organisation and strategy project
External partnerships: professional, research, international
Recruitment of students
Education and training programmes: objectives, methods of delivery, etc.
Employement of graduates
HEIs continuous improvement and quality approach
CTI Standards and Procedures
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Example: Awareness and partnerships
Strong links with industry
Deep cooperation with research
European and international cooperation
National links
Regional and local policy
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Time to access to the first job
Links with internship, apprenticeship
Quality of employement
Employement typologies
From Education to Employement
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Time to access to the first job of ingénieurs diplômés:
40% are employed before being graduated95% of job seekers are employed 8 months after being graduated8% of graduates under 30 are unemployed (average 5%)20% are appointed outside France
Links with internship
32% are employed in the same company40% for apprenticeship
From Education to Employement
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Quality of employement
Autonomy Interest in the job Correspondance with professional project Salary Increase of competences
From Education to Employement
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Young graduates
The labor market is perceived as not transparent Autonomy is appreciated Geographic mobility is accepted Education and training cursus are a series of obstacles
Employers
Personnality is the first criteria Appointment is sometimes considered more as a risk than
an investment Graduates have sometimes poor informations on
recruitment tools, and are poorly prepared
Interviews give some keys for quality improvement
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Quality assurance is a powerful opportunity and tool for mutual understanding and for improvement. Decisions are collective.
Continuous improvement of programmes taking in account labour market and students recommandations is a challenge.
Improvement of the relationship between higher education institutions and the labor market representatives requires strategic thinking and monotoring.
Conclusions IGAENR
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43 rue de la Procession, F-75015 Paris
Tel : +33 (0) 1 55 55 62 58
Fax : +33 (0) 1 55 55 63 94
http://www.cne-evaluation.fr
Comité national d’évaluation
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107 rue de Grenelle, Paris 75007
Tel : + 33 (0) 1 55 55 31 30
+ 33 (0) 1 55 55 31 40
Fax : + 33 (0) 1 55 55 10 01
http://www.education.gouv.fr/syst/igaen
Inspection générale de l’administration de l’éducation nationale et de la recherche
IGAENR
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CTI, 110 Rue de Grenelle, F-75357 Paris 07SP
Tel : + 33 (0) 1 55 55 67 25
Fax : + 33 (0) 1 55 55 69 78
http://www.commission-cti.fr
Commission des Titres d’Ingénieur