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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

A quick look at stakeholders’ involvement in HEIs’ QA

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A quick look at stakeholders’ involvement in HEIs’ QA. Bruno CURVALE (CNÉ) Thierry MALAN (IGAENR) René-Paul MARTIN (CTI) France. CNÉ in the light of the democratisation of higher education The relationships between the industrial and business world and the universities - PowerPoint PPT Presentation

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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

3Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

1. CNÉ in the light of the democratisation of higher education in France

4Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

5Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

6Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

Number of students in France(Year 2003-2004)

7Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

8Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

Principles for action

peer review public report

Methodology

self-evaluation external evaluation follow-up

CNÉ : Principles and Methods

9Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

10Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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”

11Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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.

12Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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.

13Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

2. The relationships between the industrial and business world and the universities

14Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

15Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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 …

16Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

17Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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)

18Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

19Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

20Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

21Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

22Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

23Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

24Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

“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

25Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

3. The academic, the expert, the peer and the stakeholder

26Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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 :

27Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

0 11 18 23

5 years

7 years

5 years

Primary

Secondary

Engineering

Ingénieurdiplômé

Baccalauréat

AGE (years)

7

French engineering education system

28Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

- 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

29Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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)

30Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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)

31Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

32Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

Recruitement

Social origins

Mobility

Employement and job functions

Job satisfaction

Engineers in France – 2005 Survey

33Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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:

34Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

35Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

36Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

37Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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)

38Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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)

39Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

At CTI, as a member:

As a prescriptor As an evaluator As an accreditor

CTI code of conduct

Two levels of involvements (3)

40Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

41Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

42Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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)

43Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

44Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

Example: Awareness and partnerships

Strong links with industry

Deep cooperation with research

European and international cooperation

National links

Regional and local policy

45Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

Time to access to the first job

Links with internship, apprenticeship

Quality of employement

Employement typologies

From Education to Employement

46Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

47Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

Quality of employement

Autonomy Interest in the job Correspondance with professional project Salary Increase of competences

From Education to Employement

48Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

49Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

50Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

43 rue de la Procession, F-75015 Paris

Tel : +33 (0) 1 55 55 62 58

Fax : +33 (0) 1 55 55 63 94

[email protected]

http://www.cne-evaluation.fr

Comité national d’évaluation

51Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

[email protected]

http://www.education.gouv.fr/syst/igaen

Inspection générale de l’administration de l’éducation nationale et de la recherche

IGAENR

52Bruno Curvale, Thierry Malan, René-Paul Martin - Berlin - November 2005

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

[email protected]

http://www.commission-cti.fr

Commission des Titres d’Ingénieur