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Chercheur au CREM UMR-CNRS 6211, Université de Rennes 1
Enseignement et Recherche en gestion des ressources humaines

Vice-président en charge des ressources humaines à l'Université de Rennes 1

Co Auteur de "Gestion des ressources humaines" (de Boeck 2012) et "Risques et souffrance au travail" (dunod 2010)

david.alis@univ-rennes1.fr

Le "nouveau" rôle de l'Université et le développement de l'insertion professionnelle des étudiants universitaires : analyse et description d'une expérimentation dans une grande université de l'Ouest
(David Alis, Maurice Baslé, Aziz Mouline)

The "new" role of University and the development of employability of university students and the integration in the labormarket : a case study

Summary of content :

 Selecting and better recruiting is a big challenge for human resources services in charge of recruitment in enterprises and other organizations. Traditional forms of coordination and of matching relevant information for better matching exist but do not satisfy the different stakeholders. In an endogenous growth model, and particularly at a regional or infra-regional level with the necessities of “ambiance” and the potentials of a proximity economy, quantity and quality of the new entries in the labor market are a critical cause of development. So, the quality of the matching process should be considered also as a critical factor. 

Public programs have been recently implemented (the name is Social experimentation from Young people official authority)in French universities for enhancing the pre-matching phase for students still present in their master degree unit.

The paper proposes to analyze one experiment with 1600 students in scientific master degree (sciences, technologies, biology and medicine) confronted to a new apparatus “Science insert” that has targeted the outcome of better quality of students knowledge about the principles of rules recruitment in the labor market. 

Are analyzed the university context, the specific university services, the dedicated human organization and their realizations, and try to test the effects of the Science insert program on their “culture of better matching” and consequently on their behavior when leaving universitary nest.

The paper offers a panorama for strengths and weaknesses of the Science insert coaching program.

Key-words. Master degree in Universities and the integration in the labor market. Coaching student in a matching process.

Greece's universities : part of the problem or/and of the solution to economic recovery

Greece’s Universities :
Part of the Problem or/and of the Solution to Economic Recovery

Objectives of your presentation :

The major objective of the presentation is to offer a critical analysis of the current discourse of the present and future of Greece’s universities under the light of recent reforms and severe cuts in public spending in tertiary education

Questions addressed within the topic :

What are possible implications of cuts in public spending on tertiary education in times of crisis ?

What kind of public policies can support survival and sustainability of a tertiary education system that remains entirely dependent on public funds ?

Is “privatisation” with the introduction of fees and market-led managerial policies a viable solution in a country already in its fifth strait year of recession ?

Summary of content :

During the ‘90s and particularly the ‘00s Greece’s tertiary education sector expanded in an astonishing way. From around 590 university and higher technological institution departments now in operation around 100 were established between 1999 and 2009. Most of this expansion was not originating from some kind of coherent strategic planning by the Ministry of Education. Today the political parties which participated in all governments of the period publicly admit that the main reasons for this expansion was to do favours to their political clientele in the regions where new universities and departments were established and to satisfy the demands of their political friends within the universities, most notably influential academics and student parties. As a result, Greece’s university departments are located in 36 different cities and towns, while technological institution departments can be found in more than 40. This kind of “growth” was never actually challenged until the beginning of the economic crisis in August 2008 and the “troika” demands for drastic cuts in spending in all parts of government, including education. The “economic” justification for scattering tertiary education departments all over Greece was that they revitalise the local economies, because newcomers, students, academics and administrative personnel will significantly increase the demand for local goods and services. The relevance however of the departments to the local or regional economy was frequently as questionable as to the country’s economy. The strongest indicator of the mismatch between offer and demand is that at least 150 tertiary education departments are faced with very low demand and high drop-out rates. The financial crisis only made problems worse. Although tertiary education institutions in Greece are all public and they do not charge fees, parents face more and more difficulties to support their children’s studies away from home and more and more students become disillusioned by their employment prospects in a labour market that is hostile to new entrants. The main questions to them are: why continue with tertiary education studies when the public sector, the main employer of highly educated youth, has virtually stopped hiring temps and is following the “troika” rule of 1 new hiring for 10 retirements, while the youth unemployment is skyrocketing? It is characteristic that according to Eurostat data, the 1st quarter of 2012 the unemployment rate of youth aged 25- 29 with tertiary education degree was 37%, almost 2 percentage points higher than those with only compulsory education leaving certificate. Even if a tertiary education degree offers some medium to long-term advantages in the labour market, why spending on tertiary education studies when the minimum legal wage for people under 25 was reduced by 32% as compared to the 2010 National Collective Labour Agreement, 10 percentage points higher than this of older workers? This effectively means that even those graduates who manage to get a job will most probably earn less than low skilled workers over 25. The most challenging implication of the above is the threat of “brain drain”. Highly talented graduates and academics alike are faced with the challenge of leaving the country for a better future abroad; on the other side, Greek academics and researchers working abroad are also demotivated to return home. Overall, the question over the contribution of the university in times of crisis in the context of Greece is not offered for easy answers. This institution is certainly part of the problem of bad policy. This is what the reform which was introduced last year was claimed to fix only to be altered by a new legislation introduced in late June 2012 (voted by the same parties which voted the former legislation), yet another indication of bad policy. What is certain is that tertiary education institutions are essentially called to survive with 40% reductions in their operational budgets, which means that they have to make severe cuts to their spending on student subsidies, and academic activities such as conferences and publications. There is little doubt that universities will have to become more “inventive” to attract money from the private sector, fees excluded because of their unconstitutionality. On top of this they have to offer a credible answer to their critics who point to the fact that “only one” of them (the University of Crete) managed to be among the top 400 in the Times H.E. list.

CREM UMR-CNRS 6211, Université de Rennes 1
Chaire Jean Monnet d’Économie et intégration européenne, 1997-2012, chaire ad personam depuis mars 2012. Directeur scientifique du centre associé Bretagne du CEREQ.CREM-CNRS. Université de Rennes 1.

Co-constructeur de l’Université européenne de Bretagne (2007) et ancien vice président (2007-2012) de l’Université de Rennes 1.
Initiateur du Campus numérique en Bretagne (plan Campus).

maurice.basle@univ-rennes1.fr
http://perso.univ-rennes1.fr/maurice.basle/

Le "nouveau" rôle de l'Université et le développement de l'insertion professionnelle des étudiants universitaires : analyse et description d'une expérimentation dans une grande université de l'Ouest
(David Alis, Maurice Baslé, Aziz Mouline)

The "new" role of University and the development of employability of university students and the integration in the labormarket : a case study

Summary of content :

 Selecting and better recruiting is a big challenge for human resources services in charge of recruitment in enterprises and other organizations. Traditional forms of coordination and of matching relevant information for better matching exist but do not satisfy the different stakeholders. In an endogenous growth model, and particularly at a regional or infra-regional level with the necessities of “ambiance” and the potentials of a proximity economy, quantity and quality of the new entries in the labor market are a critical cause of development. So, the quality of the matching process should be considered also as a critical factor. 

Public programs have been recently implemented (the name is Social experimentation from Young people official authority)in French universities for enhancing the pre-matching phase for students still present in their master degree unit.

The paper proposes to analyze one experiment with 1600 students in scientific master degree (sciences, technologies, biology and medicine) confronted to a new apparatus “Science insert” that has targeted the outcome of better quality of students knowledge about the principles of rules recruitment in the labor market. 

Are analyzed the university context, the specific university services, the dedicated human organization and their realizations, and try to test the effects of the Science insert program on their “culture of better matching” and consequently on their behavior when leaving universitary nest.

The paper offers a panorama for strengths and weaknesses of the Science insert coaching program.

Key-words. Master degree in Universities and the integration in the labor market. Coaching student in a matching process.

Academics as ambassadors of the democratic transition process : a soft revolution

Ingénieur Europe à l'Université européenne de Bretagne en charge du développement des projets européens de recherche et de formation tout au long de la vie en Bretagne.

Chargée de projets européens au service de formation continue à l'UBO.

En 2006-2007, elle a été membre du comité du processus de Bologne à European Students' Union et expert de Bologne.

Diplômée de Sciences Po Lyon (2006) et du master en transports internationaux de l'Université Paris 1 Panthéon Sorbonne.

How to tackle the lack of teachers in Lithuania? First results of the IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning
(Caroline Carlot, Jean-Marie Filloque, Abdeslam Mamoune, Nathalie Sarradin, Jonas Žilinskas)

How to tackle the lack of teachers in Lithuania ?
First results of IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning

Objectives of your presentation :

How to tackle the lack of teachers in Lithuania ? First results of the IDEAL Project about the transfer and adaptation from the French validation scheme of formal and informal learning

Questions addressed within the topic :

How RPL can be used to tackle the shortage of teachers in some European countries ?

Summary of content :

Since some years, a shortage of teachers has arisen in different European countries. It mainly affects the technical and scientific disciplines, as well as language learning. The situation was particularly difficult in the period following the independence of Lithuania, after 1991 and until early 2009. Indeed, many young people, trained in universities preparing to graduate to practice the teaching profession, have overwhelmingly chosen to emigrate to neighbouring European countries, where skilled jobs were available in numbers, and wages considerably more higher than in Lithuania

Trained to become teachers, they quickly adapted to other occupations, while using their language skills acquired at university to overcome the integration difficulties. Latent economic crisis since 2008 slowed this phenomenon but it did not disappear.

This has gradually led the country to face a teacher shortage, particularly in remote areas of the capital and in rural areas. Local authorities and the university have been led to imagine an alternative solution. They have selected persons with a solid professional experience and / or individual who would be willing to change careers to teaching, but without titles or qualifications required for access to these public jobs. Their experience has been gained in business associations or companies whose object is not directly the initial training of children. Rather than forcing these people to complete the training leading to these qualifications, the idea is to use a procedure that allows recognition of prior experience to obtain the title required for these jobs or at least reduce the amount of training leading to them. The procedure for validation facilitates the career change, can both alleviates shortages and meets the employment needs of the elderly.

The project "identify, assess and validate: transfer and adaptation of a validation scheme of formal and informal learning" (IDEAL) is born from this idea. In addition to pursuing the objective of fighting against the shortage of teachers using the mechanism of French RPL called VAE, the project should provide valuable insights to enhance the training of teachers by the university through the analytical skills that will result from the VAE procedure. Six European universities are collaborating in this work: the University of Western Brittany (France) who is the pilot, the Free University of Brussels (Belgium), University of Siauliai (Lithuania), the University of Genoa (Italy), the University of Lisbon (Portugal) and the University of Rennes 2 (France). This project has been funded with support from the European Commission via the Lifelong learning programme. It has begun in October 2010 and will end in September 2013. We present the first results of this work, which enables both to offer a solution to a serious crisis for the Lithuanian education system and to develop a new access road to professional degrees.

Evolution, Not Revolution : Building the Engagement Function One Asset at a Time
(Rena Cotsones, Anne Kaplan)

Evolution, Not Revolution: Building the Engagement Function One Asset at a Time

Objectives of your presentation :

1. Explain how the university’s long-standing relationship with its region was formalized using the current engagement construct
2. Present a case study of the establishment of an off-campus engagement office and regional transformation agenda in a particularly distressed community within the university’s service region
3. Discuss future directions in the partnership between higher education and regional economic development activities

Questions addressed within the topic :

1. How does an institution aggregate the right functions to most effectively approach a regional transformation agenda ?
2. How does an institution develop new engagement assets in an era of dwindling funding ?
3. How does one department establish goals for a specific part of the region while staying consistent with and connected to the institution’s overall goals ?
4. How does one department work with regional government and business leaders to establish and pursue an engagement agenda that makes sense for both the region and the university ?

Summary of content :

The cornfields surrounding Northern Illinois University (NIU) in DeKalb, Illinois, USA, may confuse a casual observer at first glance, but NIU is located in the fourth largest commerce region in the world. A long history of relationship-building, applied research and infrastructure development throughout the dynamic Chicago region provides the foundation on which engagement is built at NIU. Over the last decade, NIU has built a new division that draws together seemingly disparate but related assets that are strategically deployed in an innovative approach to community engagement and regional transformation.

Using the tenets of the management bestseller “Good to Great” by Jim Collins, this workshop will discuss the assets-based approach utilized to create a division at NIU dedicated to engagement, outreach and innovative application of information technologies. In addition, a case study of the establishment of a remote office of engagement in a particularly distressed segment of the university’s service region will be presented

Development of Lifelong Learning Strategies within European Universities : Results and comparison of different pathways explored in ALLUME project

Development of Lifelong Learning Strategies within European Universities: Results and comparison of different pathways explored in ALLUME Project.

Objectives of your presentation :

The main objectives are to illustrate the diversity of European Universities strategies concerning Lifelong Learning and to present different pathways observed within 10 European universities willing to develop a Lifelong learning strategy as a response to their economic, social and cultural environment, in the context of ALLUME project (EUCEN –
504635-LLP-1-2009-1-BE-ERASMUS-EMHE).

An objective is also to discuss with the participants the identified pathways but also their own vision of Lifelong Learning Strategy in order to enrich the current pathways. 

Another objective, but not considered here - could be the presentation of tools developed during ALLUME project (EUCEN – 504635-LLP-1-2009-1-BE-ERASMUS-EMHE) in order to assist universities in implementing their strategy process.

Questions addressed within the topic :

• Environment analysis : What are the external drivers to implement a lifelong learning strategy ? What are the necessary conditions for a lifelong learning implementation ?
  Examples of practices and illustration
• Internal analysis : Who are the main actors of the lifelong learning strategy ? What are the internal drivers ? Examples of practices
• Change process : How to manage the lifelong learning perspective – a major cultural and organizational change- within the Universities ? How to open Universities to their economic and social environment ?
   

Summary of content :

Firstly, the presentation will shortly explain thetheoretical background of this research, mainly the ‘Strategy-as-practice’ approach (Whittington, R. 2002), i.e. considering strategy, not as something an organisation has, but as something an organisation is doing : who are the people involved in the strategic reflexion, how they are strategizing and why. 

Secondly, results of 2 transversal analyses will be presented. Those qualitative analysis have been performed on collected data and documents enriched by visit reports. The vision, mission, motivation, values of the 10 European Universities involved in the ALLUME project (2 from France and Belgium, 1 from UK, Finland, Malta, Estonia, Portugal,
Netherlands) will be presented. Their methods and approaches for the development and implementation of lifelong learning will be summarised. Similarities and divergences will be discussed. Different approaches are identified linked to the university vision and objectives, to the economic and social environment, to the internal and external actors, to funding and to national policy. A common finding is the necessity to elaborate a new funding model in each institution and to initiate a cultural change in the university : moving from an academic vision to a new conception of the role of the university offering services to society, the community, and individuals, based on research.

Finally, recommendations will be discussed: the ways to develop an explicit, formulated, shared and communicated lifelong learning strategy and the need of guidance and support to do it. 

ALLUME project was led by EUCEN – 504635-LLP-1-2009-1-BE-ERASMUS-EMHE

Creating the Entrepreneurial Mind-Set to Support Economic Development : the Role of Economic and Entrepreneurship Education in Youth Unemployment
(Joanne Dempsey, Tracy Rogers)

Creating the Entrepreneurial Mind-Set to Support Economic Development : The Role of Economic and Entrepreneurship Education in Youth Unemployment

Objectives of your presentation :

1. Present a rational for the value of foundational economic education supported by a school’s culture, indigenous knowledge systems, and the local community for students grades 4-12 as part of entrepreneurship education ;
2. Generate discussion on the value of entrepreneurship education for middle grades in regions impacted by the lack of economic development and/or decline ;
3. Offer a framework for linking educational programs and students with authorities facilitating regional economic development ;
4. Explore ways in which community education programs might also connect with and leverage Youth Unemployment intervention efforts such as those proposed by PIYU.

Questions addressed within the topic :

1. How can foundational economics strengthen basic entrepreneurship education ?
2. What are the roles of indigenous knowledge systems in the formation of entrepreneurial programs and educational initiatives ?
3. What are the most effective roles for institutions of higher education, families, and nongovernmental agencies in providing the essential elements of entrepreneurship education programs ?
4. How can community be engaged effectively to make entrepreneurship education programs effective ?
5. Can an “entrepreneurial mind-set” be created in middle-grades (4-9) students through economics and entrepreneurship education that increases their opportunities in the world of work ?

Summary of content

Northern Illinois University’s PASCAL office, inpartnership with Econ Illinois, and educational and governmental representatives in South Africa, are working on the creation of a pilot economic and entrepreneurship education program for students in grades four through eight. Acknowledging the need to cultivate an entrepreneurial mind-set in students while leading them to greater focus on business development and career training, this initiative seeks to integrate experiential learning with foundational knowledge supported by a school’s culture, indigenous knowledge systems, and the local business community. Geared to assist students in understanding how their decisions made at an early age can impact their prospects for future employment, this initiative has the potential to be implemented as a pilot program in economically disadvantaged regions struggling with rising youth unemployment.

Program goals and outcomes include:

• Improved preparation of students for employment
• The development in students of entrepreneurial skills and mind-sets for new business/job generation ;
• Engagement of community business leaders to provide students with real-life experience with career opportunities and the development of entrepreneurial skills ;
• Increased student understanding of the connection between what is learned in school and its applications in the world of work ;
• Utilization of indigenous knowledge and investment by the community in youth entrepreneurial education and practices to enhance local and regional economic opportunities.

This project focuses on developing a model in South Africa that may be adapted and replicated in any community/region of the world. Within South Africa, the primary/secondary education curriculum is developed and implemented at the national level, and changes/additions to curriculum take considerable time and political capital. To implement an entrepreneurship education program in the schools would also require considerable investment in teacher training, access to materials, and on-going oversight to assure consistency in the delivery of the project goals. Given these challenges, an after-school program that is already in existence at the Elgin Learning Foundation (ELF) has been selected as the organization for implementation of the proposed project.

ELF is located in the Theewaterskloof region of Western Cape, which is primarily agricultural and rural. Officials in the area have developed a strong regional economic development plan and are supportive of the proposed initiative; however, training in and of itself is not sufficient to overcome the problems and challenges of developing communities. Individual students involved within the project will be able to engage in entrepreneurial activities, become agents of economic change within their communities, and through positive educational and developmental experiences enhance personal self-esteem, selfefficacy, and financial competency. Investment by the community, through ownership of the needs of its youth, relative to economic education, encouragement, and creation of early entrepreneurial skills is increasingly critical in today’s challenging global economies and interconnected world.

Project partners :

Joanne Dempsey, Econ Illinois (Illinois Council for Economic Education at NIU), Northern Illinois University
Tracy Rogers, Center for Governmental Studies, Northern Illinois University
Dr. Marius Venter, and Lorraine Greyling, CENLED (Centre for Local Economic Development), University of Johannesburg, SAF
Veronica Jacobs, Divisional Head: Operations and Manager: Knowledge Management and Resource Mobilisation, Elgin Learning Foundation
Elzmarie Oosthuizen, Executive Director, and Ina Combrinck, South African Foundation for Economics and Financial Education (SAFEFE), University Free State of SAF
Joanna Dibden, TWK Development Project (Theewaterskloof Municipality)
Zenna Grove-Niewenhoudt, Western Cape Provincial Government, Deputy Chief Education Specialist, GET Head Office Western Cape Education Department
Penny Vijevold, Western Cape Provincial Government, Superintendent-General of Education : Head of Education

I was deeply influenced in my early years by World War II and low church nonconformity in rural SE England.
With Cambridge 1st class hons in history and a PGCE, I took a PhD in 19th century social administration, London, part-time, while teaching at Woolwich Polytechnic, London, then joined British university adult education at Leeds.

I went to Australia to lead the new ANU Centre for Continuing Education, becoming an Australian citizenship before returning to the UK as its first Professor and Head of Continuing Education at the University of Warwick 1985-96, and for four years Pro-Vice-Chancellor.

Returning to Australia as President of UWS Nepean, I later reactivated adult continuing education at the University of Auckland New Zealand and led community partnerships at RMIT in Melbourne where I remain a visiting professor.

In 2002-05 I was Director of Higher Education for NIACE England and Wales. I served as Secretary-General of ASPBAE 1964-85, Associate Secretary-General of ICAE 1976-82 and in similar roles in the Australian adult education and UK university ACE sectors.

My abiding interests are in equity and ethics, participatory democracy, the contribution of education to balanced development, political philosophy, and organisation behaviour. I was founding Secretary-General of Pascal and subsequently led its PURE programme.

I have a passion for gardening and wildlife, for my four surviving and one deceased children and eight grandchildren, and for provincial France, its patrimoine and communes.

Using the Community Capitals Framework to Analyse change Dynamics

Using the Community Capitals Framework to Analyse change Dynamics

Objectives of your presentation :

1. To introduce the Community Capitals Framework as a tool for understanding systemic change
2. To demonstrate how the Capitals Framework can be used to analyse system change resulting from climate change and from human efforts to mitigate climate change.
3. To suggest strategies for applying the Community Capitals Framework to community change work in general

Questions addressed within the topic :

How do vicious cycles operate to magnify impacts of change ?

What methods can we use to better understand system change within a community context ?

How does system analysis aid us in identifying mitigating strategies ?

Summary of content :

In this presentation we will focus on several examples of climate change in remote regions. Changes resulting from climate change impact both the natural and human communities in a dynamic way. The community capitals framework provides a way of analysing how these changes create ripples of impact in ways that spiral across the system. Systems theorists describe this process as a vicious cycle. The CCF provides a way to actually map how the cycle gains momentum as well as to consider how efforts to mitigate that impact might reverse the cycle.

Rural and indigenous communities in remote areas often have a higher degree of vulnerability to the forces of climate change. These communities exist in close relationship with the natural world where small degrees of change in rain fall or temperature can have devastating impact. In this presentation we will look at the impact of climate change on an Inupiaq village in Alaska and native villages in the Andes. The impact analysis can also assist in identifying strategies to mitigate that impact.

In the case of the Inupiaq village, temperature changes around freezing have a dramatic impact on the environment. For example, the tundra has started to migrate north with the result that Caribou, a traditional food source, have moved their traditional migration patterns hundreds of miles from the village. What was once an abundant food source was no longer available. As both humans and animals seek an alternative food source, the eco-system is furthered changed. The Inupiaq, by understanding these changes, developed and implemented a strategy to address this vicious cycle and achieve a new balance.

The paper provides additional illustrations of climate change impact using the capitals to frame this approach as viable method of analysing systems change. In particular we note changes in rain patterns and water accumulation in the Andes. In conclusion, we find that the Community Capitals Framework provides a detailed approach to looking at systems change. And, as the analysis expands our understanding of the how vicious cycles operate, it also provides a way to consider interventions that can result in positive change.

EmeVia : le Réseau national des mutuelles étudiantes de proximité

EmeVia (ex USEM), représente les mutuelles étudiantes de proximité membre du Réseau national emeVia : MEP, MGEL, SEM, SMEBA, SMECO, SMENO, SMERRA, SMEREB, SMEREP, SMERAG, VITTAVI.

Les mutuelles étudiantes de proximité ont trois missions principales:

• La gestion du régime étudiant de Sécurité Sociale.
• L'offre de garanties complémentaire santé.
• La mise en place d'actions en promotion de la santé.

Le Réseau national emeVia gère ainsi le régime de Sécurité sociale de près de 850 000 étudiants et offrent une complémentaire santé à près de 250 000 d’entre eux. Chaque année, plus de 1 200 actions de promotion de la santé étudiants et 420 000 d’entre eux échangent personnellement avec un animateur santé.

La santé des étudiants français : analyse de l'influence du mode d'habitat sur les comportements de santé des étudiants

Student health in France: how housing impacts student health behaviours

Objectives of your presentation :

• Présenter la situation sanitaire des étudiants français.
• Montrer l’influence de l’habitat sur les comportements de santé des étudiants.
• Faire réfléchir /questionner le lien entre santé et construction des villes étudiantes.

Questions addressed within the topic :

santé, vie étudiante, logement, accès aux soins, stress, conduites addictives

Summary of content :

emeVia réalise tous les deux ans, depuis 12 ans, avec son réseau de mutuelles étudiantes régionales, une enquête nationale sur l'état de santé des étudiants.

Ce suivi barométrique a pour objectifs:

• Suivre l’évolution de la perception de sa santé par l’étudiant,
• Mieux connaître la population étudiante (profil, cursus suivi, conditions de vie).
• Connaître les besoins des étudiants en matière de santé

60 000 étudiants ont été sélectionnés de façon aléatoire et interrogés par le biais d'un questionnaire auto administré (durée 30 minutes environ) et anonyme. 8 535 ont participé, soit un taux de retour de 14,2%.

Le questionnaire a été élaboré et validé par un comité scientifique composé des Mutuelles Etudiantes Régionales et de leurs partenaires: l'Association Nationale de Prévention en Alcoologie et en Addictologie (ANPAA), le Comité National Contre le Tabagisme (CNCT), le CNOUS, le Fil Santé Jeunes (ligne d’écoute au 32 24), l’Institut National du Sommeil et de la Vigilance (INSV), l’IRDES, la Mission Interministérielle de Lutte Contre les Drogues et les Toxicomanies (MILTD), le Ministère de l'Enseignement Supérieur et de la Recherche, le Ministère de la Santé et des sports, l’Observatoire Français des Drogues et des Toxicomanies (OFDT) et la Société Française de Médecine Générale (SFMG).

La population étudiante est une population très hétérogène (filière, conditions de vie, sexe) sur laquelle on observe de grandes différences dans les réponses recueillies. Pour cette nouvelle édition emeVia a souhaité passer des constats aux pistes d’explications. Pour cela le traitement des données à consisté à isoler les comportements des étudiants en faveur de leur santé selon leur mode d’habitation :

• Résidence Universitaire.
• Colocation.
• Logement individuel.
• Milieu familial.

Cette 7e édition met en évidence les impacts directs du lieu d’habitation sur les comportements de santé des 18-25 ans. Le foyer familial permettrait une plus grande proximité avec le système de soins. Les étudiants vivant en colocation sont ceux éprouvant le moins de signes de dépressivité mais sont également ceux dont la consommation de substances psychoactives est la plus préoccupante. Les étudiants vivant en résidence universitaire de leur côté souffrent d’isolement, de difficultés à gérer leur stress voire de violences.

Cette enquête est également un outil à la décision pour tous les acteurs de la vie étudiante pour la prise en compte de la santé dans l’organisation de la vie universitaire.

Vice-président de l'Université de Bretagne Occidentale en charge de la Formation tout au long de la vie. Chargé de mission pour la Formation tout au long de la vie du PRES Université Européenne de Bretagne. www.ueb.eu

Maître de conférences en informatique.

Ancien président du réseau national de formation continue universitaire (CDSUFC) www.fcu.fr

Projets, contributions et actions :

• Membre du bureau de l'association EUCEN : European Universities Continuing Education Netwoork : www.eucen.org; www.lifelonglearning-observatory.eu
• IDEAL project (2010-2013) : IDenfier, Evaluer, vALider : transfert et adaptation d'un dispositif de validation des acquis formels et informels www.ideal-project.eu
• Projet ALLUME (2009-2011) : A Lifelong Learning University Model for Europe. allume.eucen.eu
• Projet COMPASS LLL (2009-2010) - Collaboration On Modern(izing) Policies and Systematic Strategies on Lifelong Learning
• Projet BeFlex Plus (2006-2007): Benchmarking flexibility in the Bologna reforms. http://www.eucen.eu/beflex.html
• Projet EQUIPE Plus - European Quality in Individualised Pathways in Education Plus. Site Equipe +
• Projet de l'Observatoire international PASCAL : PURE - PASCAL Universities' Regional Engagement Project. http://pure.pascalobservatory.org/

How to tackle the lack of teachers in Lithuania? First results of the IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning
(Caroline Carlot, Jean-Marie Filloque, Abdeslam Mamoune, Nathalie Sarradin, Jonas Žilinskas)

How to tackle the lack of teachers in Lithuania ?
First results of IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning

Objectives of your presentation :

How to tackle the lack of teachers in Lithuania ? First results of the IDEAL Project about the transfer and adaptation from the French validation scheme of formal and informal learning

Questions addressed within the topic :

How RPL can be used to tackle the shortage of teachers in some European countries ?

Summary of content :

Since some years, a shortage of teachers has arisen in different European countries. It mainly affects the technical and scientific disciplines, as well as language learning. The situation was particularly difficult in the period following the independence of Lithuania, after 1991 and until early 2009. Indeed, many young people, trained in universities preparing to graduate to practice the teaching profession, have overwhelmingly chosen to emigrate to neighbouring European countries, where skilled jobs were available in numbers, and wages considerably more higher than in Lithuania

Trained to become teachers, they quickly adapted to other occupations, while using their language skills acquired at university to overcome the integration difficulties. Latent economic crisis since 2008 slowed this phenomenon but it did not disappear.

This has gradually led the country to face a teacher shortage, particularly in remote areas of the capital and in rural areas. Local authorities and the university have been led to imagine an alternative solution. They have selected persons with a solid professional experience and / or individual who would be willing to change careers to teaching, but without titles or qualifications required for access to these public jobs. Their experience has been gained in business associations or companies whose object is not directly the initial training of children. Rather than forcing these people to complete the training leading to these qualifications, the idea is to use a procedure that allows recognition of prior experience to obtain the title required for these jobs or at least reduce the amount of training leading to them. The procedure for validation facilitates the career change, can both alleviates shortages and meets the employment needs of the elderly.

The project "identify, assess and validate: transfer and adaptation of a validation scheme of formal and informal learning" (IDEAL) is born from this idea. In addition to pursuing the objective of fighting against the shortage of teachers using the mechanism of French RPL called VAE, the project should provide valuable insights to enhance the training of teachers by the university through the analytical skills that will result from the VAE procedure. Six European universities are collaborating in this work: the University of Western Brittany (France) who is the pilot, the Free University of Brussels (Belgium), University of Siauliai (Lithuania), the University of Genoa (Italy), the University of Lisbon (Portugal) and the University of Rennes 2 (France). This project has been funded with support from the European Commission via the Lifelong learning programme. It has begun in October 2010 and will end in September 2013. We present the first results of this work, which enables both to offer a solution to a serious crisis for the Lithuanian education system and to develop a new access road to professional degrees.

Michela Freddano is PhD in Evaluation of Educational Processes and Systems at University of Genoa since 2012.

Her PhD research focused on parental involvement at school and its effectiveness on citizenship education.

She is an expert in methodology of social research and evaluation of educational processes and systems. Her fields of interest are the international comparative studies on Education by OECD, IEA and national service of evaluation. During her stage at Université Pierre Mendès (France) She deepen data analysis of international dataset on education. Actually She is studying the policy of guidance at university and managing the regional report on PISA 2009.

Michela Freddano has been involved in different studies on deliberative democracy and e-learning. For many years She was the tutor of the course of Methodology of Social Research at University of Genoa where She developed some studies about blended learning. She has coordinated some training courses for teachers focused on item analysis for evaluating students’ performances at school. She is trainer of Methodology of Social Research at the Doctoral Course of Evaluation of Educational Processes and Systems at University of Genoa.

Michela Freddano is member of the Italian Association of Sociology, the Italian Association of Evaluation, the International Sociology Association, where She is member of the board of the Research Committee on Sociotechnics - Sociological Practice, and the American Educational Research Association.
She published some articles on deliberative democracy, education and parental involvement at school and she participated at some national and international conference about social research and evaluation.

Institution: University of Genoa
Address: Via Bensa 1
Postal Code: I- 1612 Genova
Country: Italy
Tel: +39-349-26.42.394
Fax: +39-010-209.88.73
Email: michela.freddano@unige.it
Web: http://valutazione.unige.it

A case of participatory evaluation to define student assessment criteria in higher education

(Michela Freddano, Anna Siri)

A Case of Participatory Evaluation to define Student Assessment Criteria in Higher Education

Objectives of your presentation :

Showing a participatory activities done at university to improve students’ engagement and awareness about the learned subjects.

Questions addressed within the topic :

Is collaborative learning effective to improve student engagement in higher education? Student engagement improve student achievement at university ?

Summary of content :

Students should have a clear understanding of the learning goals and criteria against which their achievement will be assessed. Self-, peer- and collaborative evaluation are designed to improve learning quality and active engagement of students. The case study reflects on the experimental activity realized with the students attending a training course at University of Genova. A participatory evaluative process around the concept of “Examination performance” was done for having the students’ validation of the exam’s criteria. Students discuss and select the dimensions and indicators of the final examination by an evaluative brainstorming and by using blended learning activities. In this poster we show the procedures and the results, in particular we define a learning assessment model such as the result of a genuine participative process where the students have cooperated to the definition of the final examination criteria and improved appropriate models of evaluation and self-evaluation.

Innovation in Community Engagement - using a virtual learning environment (VLE) and Social Media to promote awareness of Science, Engineering and Technology
(Patricia Gouws, Doctor Mlampo, Chuma Nombewu, Dalize van Heerden)

• Students and Higher education in Brittany
  (Magali Hardouin, Emmanuelle Hellier, Frédéric Leray, Bertrand Moro)
• Longwy (France) : an "healthy city". What place for this action in an industrial regeneration city ?
  (Magali Hardouin, Erwan Legoff)

Longwy (France): an “healthy city”. What place for this action in an industrial regeneration city ?

Objectives of your presentation:

The objective of the article is to analyze how an industrial regeneration city, Longwy, integrates the theme of the health in its urban politics.      

Questions addressed within the topic:

Longwy, a city in industrial reconversion, integrated the WHO “healthy cities”. We try to redraw the context of integration of this network; then we compare the operations "healthy cities" of Longwy with regard to the other cities of the network; finally, we analyze how these operations "healthy cities" are integrated into a more global strategy of regeneration.     

Summary of content:

In the middle of the 70s,the crisis of the steel-making branch appears in France. All the steel-making valleys suffer restructurings and particularly in Longwy.The fall of the number of workers in Longwy is dramatic. If the steel-making jobs are affected, those who depend on this industry are also. The unemployment progress and the population abandons the city. The households, confronted with the problem of the unemployment, turn more and more to communities and social services. The financial situation of the city of Longwy is catastrophic. The workers, become unemployed persons, cannot honor any more their rent. The flight of the population pulls the price collapse of houses and rents. Former industrial sites multiply and depreciate the image of the city.

The context of integration of this network
In this context, the regeneration becomes an absolute necessity. This phase is taken in hand by the french State. Widely subsidized by consequent European funds, the politics of regeneration was at the same time pragmatic and experimental. But in 2005, the retreat of the State and the EU inaugurates a change of paradigm in the reconversion of Longwy. In a phase of emergency reconversion succeeds a more reflected phase, piloted at first, by left local authorities in the power, then further to the elections of 2008, by new municipality (UMP). It is under this municipality that Longwy puts down in January 2011 a file to adhere to the network of "healthy cities".

The operations "healthy cities" of Longwy with regard to the other cities of the network
The capital gain of the membership to the network of "healthy cities" can be analyzed according to two aspects: the actions in favour of the population and the place of the health in the municipal organization. According to a phenomenon observed in the other municipalities, first initiatives of prevention or promotion of the health are punctual demonstrations, factual type. These actions allow to begin a local politics of public health by leaning on a preestablished organization and a national display.

"Healthy cities" operations integrated into a more global strategy of regeneration.     
"Healthy cities" operations are integrated into a more global strategy of redéveloppement which leans at the same time on a will to open up the city, to revalue its visual and cultural identity and to restore to the inhabitants their pride.

Methods and bibliography (extract)
Magali Hardouin made a thesis on the industrial reconversion of Longwy and pursues her analysis on the regeneration of Longwy. Erwan Le Goff makes a thesis on the the WHO “healthy cities”.  The method mixes quantitative and qualitative analysis.

Barton H., Tsourou C., Urbanisme et santé. Un guide de l’OMS pour un urbanisme centré sur les habitants. 2000.
Hancock T., Duhl L., “The Parametres of a Healthy City. Promoting Health in the Urban Context”. WHO Healthy City Papers No. 1. Copenhagen: OMS, 1988.
Hardouin M. (2001); « Le bassin de Longwy : quelle reconversion grâce au programme européen Objectif 2 ? (1989-1996) », Annales de Géographie, n° 619, p. 309-320.
Tsouros A., « World Health Organization healthy cities project : a project becomes a movement – review of progress 1987 to 1990 ». Copenhague : FADL, 1990     
 

Students and higher education in Brittany

Objectives of your presentation:

 The communication wants to analysethe students and higher education in Britanny. We want to analyse the social morphology of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities.   

Questions addressed within the topic:

What social morphology of big academics campus and the little ones?
Which spatial practices of the students registered in the Britanny universities?

Summary of content :

From a current scientific study for the Conseil Régional de Bretagne (within the framework of the preparation of its future Regional Plan of the Higher education and Research), the communication wishes to compare, in equivalent curricula, the students of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities in the following three fields:

• Their social characteristics ;
• Their choices of university, sites and academics curricula;
• Their spatial practices (between the site or the university campus, the university town, the family place of residence, the other places).

The reference population is the students of IUT, of license (L1, L2 and L3) and of Master's degree (M1 and M2) registered in a Britain university (big academics campus and the little ones) because these three items may evolve according to the professional project and to the maturity of the student. Concerning the choice of the academics curricula for the university licenses (Bachelor's degrees) and the IUT, the selection concerned to wide, unspecialized and present curricula at the same time on big academics campus and the little ones. For the Master's degree, the sector curriculum is the teacher training one because it is present on the whole Britain region (Vannes, Saint-Brieuc, Quimper, Lorient, Brest and Rennes).

The methodology mixes qualitative and quantitative approach:

• Analysis of data relative to the concerned students (sex, municipality of origin, type of high school diploma, university program, etc.) supplied by universities.
• Questionnaires of survey with the students (profile of the student, university program, choice of the place of studies, choice of the city of studies, practical on the site of study, have a practice in the city of studies, envisaged university future).
• Semi-directive conversations

The used explanatory variables are generally identical to those usually implemented in the other social sciences. Classic independent variables appropriate for the analysis of the student populations are also introduced: the mode of housing environment, the income in particular.

Bibliography (extract)
• Brutel C., « Jeunes et territoires. L’attractivité des villes étudiantes et des pôles d’activité », INSEE Première n°1275, janvier 2010.
• François J-C., Poupeau F., « Espace résidentiel et espace scolaire : une polarisation sociale différenciée », Annales de la recherche urbaine, n°99, décembre 2005.
• Le Bart C., Merle P., La citoyenneté étudiante ; Intégration, participation, mobilisation, Paris, PUF 1997.
• Lemaire S., Papon S., « La mobilité des étudiants », Note d’information, fev. 2009.
Sechet R. (sous la direction de), Université droit de cité, Rennes, PUR, 1994.     

Students and Higher education in Brittany
(Magali Hardouin, Emmanuelle Hellier, Frédéric Leray, Bertrand Moro)

Students and higher education in Brittany

Objectives of your presentation :

 The communication wants to analysethe students and higher education in Britanny. We want to analyse the social morphology of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities.   

Questions addressed within the topic :

What social morphology of big academics campus and the little ones?
Which spatial practices of the students registered in the Britanny universities?

Summary of content :

From a current scientific study for the Conseil Régional de Bretagne (within the framework of the preparation of its future Regional Plan of the Higher education and Research), the communication wishes to compare, in equivalent curricula, the students of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities in the following three fields:

• Their social characteristics ;
• Their choices of university, sites and academics curricula ;
• Their spatial practices (between the site or the university campus, the university town, the family place of residence, the other places).

The reference population is the students of IUT, of license (L1, L2 and L3) and of Master's degree (M1 and M2) registered in a Britain university (big academics campus and the little ones) because these three items may evolve according to the professional project and to the maturity of the student. Concerning the choice of the academics curricula for the university licenses (Bachelor's degrees) and the IUT, the selection concerned to wide, unspecialized and present curricula at the same time on big academics campus and the little ones. For the Master's degree, the sector curriculum is the teacher training one because it is present on the whole Britain region (Vannes, Saint-Brieuc, Quimper, Lorient, Brest and Rennes).

The methodology mixes qualitative and quantitative approach :

• Analysis of data relative to the concerned students (sex, municipality of origin, type of high school diploma, university program, etc.) supplied by universities.
• Questionnaires of survey with the students (profile of the student, university program, choice of the place of studies, choice of the city of studies, practical on the site of study, have a practice in the city of studies, envisaged university future).
• Semi-directive conversations

The used explanatory variables are generally identical to those usually implemented in the other social sciences. Classic independent variables appropriate for the analysis of the student populations are also introduced: the mode of housing environment, the income in particular.

Bibliography (extract)
• Brutel C., « Jeunes et territoires. L’attractivité des villes étudiantes et des pôles d’activité », INSEE Première n°1275, janvier 2010.
• François J-C., Poupeau F., « Espace résidentiel et espace scolaire : une polarisation sociale différenciée », Annales de la recherche urbaine, n°99, décembre 2005.
• Le Bart C., Merle P., La citoyenneté étudiante ; Intégration, participation, mobilisation, Paris, PUF 1997.
• Lemaire S., Papon S., « La mobilité des étudiants », Note d’information, fev. 2009.
Sechet R. (sous la direction de), Université droit de cité, Rennes, PUR, 1994.     

Lynette currently is a lecturer on the Bachelor of Arts in Community Development (BACD) and a member of the Social Justice, Place and Lifelong Education (SJPLE) Research Group in the School of Education at the University of Glasgow.

Lynette’s research includes evaluation of local community organisations and community-based courses. She has also written about work-based learning and the experiences of work-based learning students. She has an interest in women’s community organisations abroad and has worked in Croatia, Turkey and Zambia with women’s organisations.
More recently she led a DelPHE/Iraq project working in Erbil, Kurdistan, Iraq. This project provided face-to-face professional academic development sessions on student-centred learning.

She is currently PI for the EUROlocal project which provides a website for those interested in promoting and establishing learning regions and cities in collaboration with Prof. Mike Osborne, Professor Norman Longworth and Dr Robert Hamilton and in partnership with LRD Germany, Universus Italy and the University of Pecs in Hungary. The EUROlocal Project is a storehouse for information through an innovative website. It is a collaboration between many of the leading proponents of learning regions development, providing a central repository of more than two decades of data, tools, indicators, reports, videos, projects, recommendations, plans, strategies, learning materials - a wealth of potentially valuable knowledge for all EU regions.

The role of the university in challenging the current hegemonic ideas and policies

The role of the University in Challenging the Current Hegemonic Ideas and Policies

Objectives of your presentation :

1. To create an interactive opportunity for debate around the topic
2. To share current practice

Questions addressed within the topic :

This paper is a critical analysis on the theme of the role of universities in times of crises and argues that the university has a significant role to play in challenging ideas which oppose or challenge the development of a more just, democratic and inclusive society. It will be argued that the university has a responsibility to create spaces and learning opportunities for dialogical exploration of contemporary and contested topics.

In the workshop participants will discuss how the university can create spaces for our communities and classes to make valuable contributions to the current debates on the global socio-economic crisis.

Summary of content :

The role of the university in challenging the current hegemonic ideas and policies It is against the current UK and European economic crises with inherent austerity policies and practices that the role and purpose of the university in opposing current hegemonic ideas, policies and practices will be examined. The main argument is that the University has always had a role in providing spaces for critical thinking and debate, indeed this is its raison d’être as opposed to the recent vocational role it has adapted to since the 1980s onward. However, the university has a further role, and an overtly political one, in promoting a more praxis-based body of work. In his Prison Notebooks, Gramsci (1971: p.5) claimed that ‘all men are intellectuals: but not all men have in society the function of intellectuals’. He used the term ‘organic intellectuals’ to illustrate that those working at grassroots level, such as those in communities, of all types and persuasions, who have significant knowledge(s) about the way communities of all types work, are as important to the development of society as academic intellectuals. This paper is a critical analysis on the theme of the role of universities in times of crises and argues that the university has a significant role to play in challenging ideas which oppose or challenge the development of a more just, democratic and inclusive society. It will be argued that the university has a responsibility to create spaces and learning opportunities for dialogical exploration of contemporary and contested topics.

One such space is provided in the Community Development programme run at the University of Glasgow where practitioners are encouraged to take part in dialogical debate and exploration of important developmental ideas. The teaching staff who run the work-based learning (WBL) courses are committed to creating spaces which enable the participants to explore current debates within a safe environment, which may not always exist in their workplaces or communities. Community development is a long-term value-based process which aims to address imbalances in power and bring about change founded on social justice, equality and inclusion. The revised standards for community development contain five key values: equality and anti-discrimination, social justice, collective action, community empowerment, and working and learning together. (Federation for Community Development Learning, 2010) The teaching staff, through a variety of methods and the use of popular education and participatory tools, they create spaces for dialogue and assist the students to think in a more critical way about the world around them. For most of these students education was in the past intimidating, diminishing and demoralising experience. This approach takes on board the concepts of and methods developed from Freirean education and Gramscian politics. The value base is democratic and empowering and aims to change participants thinking and practice, thus adopting the concept of praxis.

This paper will argue that the university has a responsibility to raise awareness of such important issues such as sustainability of resources, the democratisation of our political processes and the dismantling of elitist economics. Our citizens need to explore the following themes and questions – how did we get to this situation ? What were the contributing factors? And what can we do to start to change it ? Despite the financial strain they are under, it is argued that universities must make a bolder contribution and overt investment in the communities in which they are based in order to bring community-based networks of academics, communities and practitioners together. In the workshop participants will discuss how the university can create further spaces for our communities and classes to make valuable contributions to the current debates on the global socio-economic crisis.

Nexus, the role of Higher Education as the innovation hub for the region

Evolution, Not Revolution : Building the Engagement Function One Asset at a Time
(Rena Cotsones, Anne Kaplan)

Evolution, Not Revolution : Building the Engagement Function One Asset at a Time

Objectives of your presentation :

1. Explain how the university’s long-standing relationship with its region was formalized using the current engagement construct
2. Present a case study of the establishment of an off-campus engagement office and regional transformation agenda in a particularly distressed community within the university’s service region
3. Discuss future directions in the partnership between higher education and regional economic development activities

Questions addressed within the topic :

1. How does an institution aggregate the right functions to most effectively approach a regional transformation agenda ?
2. How does an institution develop new engagement assets in an era of dwindling funding ?
3. How does one department establish goals for a specific part of the region while staying consistent with and connected to the institution’s overall goals ?
4. How does one department work with regional government and business leaders to establish and pursue an engagement agenda that makes sense for both the region and the university ?

Summary of content :

The cornfields surrounding Northern Illinois University (NIU) in DeKalb, Illinois, USA, may confuse a casual observer at first glance, but NIU is located in the fourth largest commerce region in the world. A long history of relationship-building, applied research and infrastructure development throughout the dynamic Chicago region provides the foundation on which engagement is built at NIU. Over the last decade, NIU has built a new division that draws together seemingly disparate but related assets that are strategically deployed in an innovative approach to community engagement and regional transformation.

Using the tenets of the management bestseller “Good to Great” by Jim Collins, this workshop will discuss the assets-based approach utilized to create a division at NIU dedicated to engagement, outreach and innovative application of information technologies. In addition, a case study of the establishment of a remote office of engagement in a particularly distressed segment of the university’s service region will be presented

Joseph Konvitz, OECD Head of division for regulatory policy, public governance and territorial development until 30 June 2011, has joined the Centre for European Governance of the Exeter University for a year as honorary research fellow.

Josef Konvitz has directed country reviews of regulatory reform in many OECD and non-OECD countries.
He was responsible for updating the OECD recommendations on regulatory reform, now the 2005 Guiding Principles for Regulatory Quality and Performance, and for the preparation of the APEC-OECD Integrated Checklist for Regulatory Reform.
He has been directing a programme of co-operation on regulatory policy to enhance competitiveness in Mexico.

Joining the OECD Urban Affairs Division in 1992 after nearly twenty years at Michigan State University, his work on urban policy included reviews of Metropolitan Melbourne and Metropolitan Athens, as well as the Urban Renaissance Reviews.

He directed a study on urban indicators, the Ecological City project, and a major report on Distressed Urban Areas; organised the OECD-Australia Conference on Cities and the New Global Economy; and supervised country reviews of Japan, Mexico and Germany.

Dr. Konvitz holds degrees from Cornell University and Princeton University and is Honorary Professor, Education, at the University of Glasgow.

He is also member of the Board of Pascal observatory

Higher Education Engagement and Innovation Dynamics - Comparative Study of Regional Innovative Networks of the City of Helsinki and the City of Chicago
(Ilpo Laitinen, Jari Stenvall)

Higher Education Engagement and Innovative Dynamics – Comparative Study of Regional Innovative Networks of the City of Helsinki and the City of Chicago

Summary of content :

Purpose :

In the article we concentrate on the issues of complexity in regional innovative networks. Our theorethical framework is based on Norbert Elias’ process sociology which is the one of root theory in complexity sciences. According to Elias social processes can be unplanned and can have a structure of their own. Different levels of systems, have a greater or smaller autonomy; they may for example, cooperate or they may fight with each other. But the scope for autonomous action varies with the properties of the paramount system as well as with the location of part-units within it; and so does the basic personality structure of its individual members.

Process sociology seeks to understand and explain how the thought, feeling and behaviour of individuals are influenced by their interaction with other humans. By nature humans are social and therefore they tend to form groups and identify themselves with a particular group of people. Process sociology has been developed, primarily from the work of Norbert Elias, who was one of the first to recognize the dynamic web or relationships of humans and their interdependence with each other and who may be seen as a forerunner of Michael Foucault. Elias argued that each and every person is linked to others with invisible ties and consequently an individual should not be thought to be separate from society as they are part of each other.

Elias’s perspective was humanity as a whole. And its process nature also refers to the figurations, constantly changing and emerging new formations of togetherness. Thus it points out the nonlinear nature of human interaction and accounts for the emergence of selforganizing patterns of meaning (e.g., themes or ideas) and patterns of relating (e.g., power relations).

Innovation policy has become the main concept in economics, competitiveness, local businesses, educational organizations and public administration. Creative economy, innovative environments, employee driven innovation, open innovation, co-designing and more recently innovative value networks are examples of concepts and growing R&D areas.

Higher Education Institutes have be seen as the key players in the local innovation ecosystems and networks. But as our research show, the starting point is the understanding of innovation as a complex interaction. Raising interaction to the focus of examination is based on innumerable studies whose common denominator is the understanding of innovation as an implemented new idea whose inception and distribution are resolved at the interfaces between various actors. Particularly where the HEIs and the public sector is concerned, innovation is emphasised as something that occurs in an open environment and in collaboration with various actors. Due to openness and multiple agency, innovation also cannot be controlled in the traditional sense.

Three levels of comparison for HEI engagement, knowledge use and innovativeness have been selected as the target environments of the research and development project. The development levels of innovation policy and knowledge are :

• regional
• organisational, and
• individual.

In our opinion, there are at least two approaches: first, there is the model for sharing information oju n networks and co-operation structures. This approach favours the recognition of best practices and benchmarking, projects, project financing, programmes and seminars, and various forums for sharing information. The second approach, which involves a lot of different new activities, is a form of co-operation that creates new information. This involves innovative activities that genuinely create something new, and operating modes where nobody has ready-made solutions or information on the existing challenges or issues. This comes down to different explorative, investigative co-operation models.

The underlying hypotheses of the study include challenging the concept of localness in the open innovation world. According to our underlying hypotheses, localness is becoming increasingly global rather than local. In the study, this development will be assessed, opened up and compared in the different metropolitan areas, as well as how localness manifests itself in the ability of organisations to innovate. In the comparative study, focus will be put on indirect connections and network operations, which enable emergent innovativeness.

City of Helsinki and City of Chicago have both been promoting innovativeness in their policies. Both cities have undergone major changes in their economical and service settings. And both cities are facing many wicked problems and challenges, to which the policies and new innovation networks target to response proactively

Method : The study consisted of two phases in accordance with the above-mentioned research problems. The research methods used were firstly literature reviews to identify the key stakeholders and find the main challenges of local innovation network and in the second phase of the study interviews with representatives of organisations within the innovation network. Interviews were conducted in March–April 2011 both in Chicago and Helsinki. All in all, the interviews were conducted with 20 people. All interviewees were top level administrators of their respective organisations. The interviews were conducted on a thematic basis. A single interview took approximately 1.5 hours.

Findings : Network functions are used to make meaningful contacts for the customer. Local administrator network functions are an important part of developing service quality and functionality. It is co-operation for achieving common goals, enhancing expertise and generating added value for one's own work. Local administrators form the lowest functional and operative level of a service organisation hierarchy. If top management was an organisation's mind, or its reason, then local administrators would be its heart. According to the theory of responsive processes, an organisation's true content is interaction and their local formation. The interactive work of local administrators at the customer interface is vital to achieving the entire organisation's goals, and trust in the organisation comes from working close to the customers.

Pressures related to ensuring service production flexibility and availability are, in fact, related to these increasing customer demands and shrinking resources. Simply increasing eservices and the desire to delay one's own retirement will not be enough. The society described in this article is in transition toward a networked and interactive negotiation society in the provision of services. According to this study, it can be characterised by newly networked, low hierarchy management models, the constructive development of network cultures, and continuous, multiform learning in the networks.

The application of Norbert Elias’s process sociology to the complexity sciences of innovation network studies deepens the understanding of behavioural and organizational structures. Our approach, the concepts and ideologies that we have discussed, and our research form a different way to view organizations. From our research and discussions we have come to understand organizations as systems that are continuously reforming themselves in the process of self organization and emergence. Our research gives a framework for innovative, creative processes of innovation networks and findings for understanding the intricacies of the process of human relating in organizations.

Measuring the Economic Value of University Investment in Student Community Engagement

Measuring the Economic Value of University Investment in Student Community Engagement

Objectives of your presentation :

Workshop participants will gain an understanding of the conceptual basis for measuring student engagement’s effects. Workshop participants will understand that the case study in the paper provides a blueprint for replication in other cases.

Questions addressed within the topic :

What activities are included within the scope of student engagement ?
Howare service learning and volunteerism different ?
How can these activities be measured ?
How can their effects be quantified ?
What are the results of quantifying these effects in the case study ?
How can the case study be replicated for other institutions in remote regions ?

Summary of content :

Important relationships exist among university students, their universities,and the wider communities in which they interact in all places, but in remote regions these relationships take on heightened importance. The strong interactions between students and their universities have traditionally been the near-exclusive focus of analysis. A university’s community engagement programs are designed to develop neglected dimensions of student-university-community relationships. Community engagement activities are inherently local in nature whereas university activities in general often have impacts that are regional, national or even international. For universities located in remote regions the non-local impacts of general activities are proportionately even larger because most purchases are made from distant sources. But community engagement activities are purposefully local. This paper presents a methodology to measure the economic value of local community engagement. Understanding and quantifying the magnitude of the value is important, both in its own right, and also as a means of justifying the investment of scarce resources in support of community-engagement efforts. As a case study, measurements of the economic value of community engagement are provided, based on coursebased community-engagement learning and non-course-based student volunteerism at the University of Delaware. The contributions of community engagement are shown not only in terms of number of students, the economic value of their activities, and the impact of their activities on jobs, industry production, and taxes in the local area but also on the lifetime earnings of the students.

L'appropriation territoriale d'une démarche de l'OMS. Quimper : Ville Amie des Aînés
(Françoise Le Borgne-Uguen, Simone Pennec)

L’appropriation territoriale d’une démarche de l’Organisation Mondiale de la Santé
Quimper : Ville Amie Des Aînés

Summary of content :

La communication portera sur les enjeux de la réalisation des démarches Villes Amie des Ainés à Quimper, de manière comparée à son appropriation dans les contextes québécois.

A partir d’un travail de comparaison qui pointera les similitudes mais aussi les dissemblances, nous examinerons les enjeux des collaborations entre les villes ou municipalités concernées, les centres de recherche des Universités, les ministères porteurs de ces démarches dans deux contextes : le Québec et la France.

L’engagement de la ville de Quimper auprès de ses aînés

En 2009, Quimper s’est engagée dans le programme national « Bien Vieillir » permettant d’accéder au label « Bien Vieillir-Vivre ensemble ». Le CCAS de Quimper, porteur du projet, a sollicité l’appui méthodologique et scientifique de des chercheures F. Le Borgne-Uguen et S. Pennec de l’Atelier de Recherche Sociologique de l’UBO. Ces universitaires ont engagé des coopérations scientifiques avec le Centre de Recherche sur le Vieillissement de l’Université de Sherbrooke et les professeures responsables scientifique du Programme Villes Amies des Aînés pour l’ensemble du Québec.

Le calendrier de la démarche VADA à Quimper

Etape 0 : Mise en place de la démarche

• Constitution d’un groupe de travail
• Constitution d’un Comité de Pilotage
• Constitution des groupes de discussion : - personnes âgées, - fournisseurs de services (publics, associatifs, commerciaux)

Etape 1 : Conduite de l’Audit urbain-Diagnostic

• Juin 2011 : Formation du comité de pilotage à la démarche VADA : adaptation des outils, guides d’entretien; sélection des participants, planification des groupes)
• Juin/Juillet 2011 : Réalisation des groupes de discussion
• Janvier 2012 : Présentation du diagnostic au Comité de pilotage

Une réappropriation de la méthodologie de Vancouver

Dans la démarche menée à Quimper, les groupes de discussion ont contribué à recueillir le point de vue des personnes de plus de 60 ans, des aidants et des fournisseurs de services sur la ville de Quimper. Le guide d’entretien utilisé reprend les 9 thèmes précédemment cités du protocole de Vancouver. Ces derniers ont dus être reformulés par le comité de pilotage, certaines terminologies propres au Canada n’ayant pas les mêmes significations ou étant peu utilisées dans le contexte culturel français (ex : soutien communautaire ; inclusion sociale).

Les 9 thèmes du diagnostic sont les suivants : - Vieillir à Quimper ; – Espaces extérieurs et édifices ; – Transports ; – logement ; – participation sociale ; – reconnaissance et citoyenneté ; – communication et information activités de loisirs et activités professionnelles ; – services d’aide et de santé.

Les groupes ont été animés par K Chauvin, chargée d’étude par l’ARS-UBO.

La composition des groupes de discussion

13 focus-groupes ont été réalisés en juin et juillet 2011. 3 catégories de public se sont exprimé sur la ville et du point de vue des personnes de plus de 60 ans :

• des personnes âgées (4 groupes de 60 à 74 ans ; 4 groupes de 74 ans et +) ;
• des fournisseurs de services (2 groupes de représentants d’organismes publics ou privés se confrontant aux personnes âgées dans le quotidien),
• des aidants familiaux (2))

Les deux derniers acteurs ont été interrogés en tant que « vecteurs » de la parole et du regard des personnes âgées sur leur ville, des difficultés rencontrées ou satisfactions exprimées.

Au total, 115 personnes ont été rencontrées dont 97 personnes âgées, 2 femmes aidantes et 16 représentants de fournisseurs de services.

Les Etapes 2 et 3 (programme OMS-VADA) : Le plan d’action et la mise en oeoeuvre et préparation de la phase évaluation ne faisaient pas partie da présente convention d’étude.

Rapports

PENNEC S. et F. LE BORGNE-UGUEN (dir.), CHAUVIN K., 2012, Quimper : Ville Amie des Aînés - OMS, Diagnostic réalisé auprès des habitants et des professionnels, Brest, ARS UBO, 132 p.

CHESNEAU A. M. 2011, Les retraités bénévoles associatifs, engagés pour d'autres et avec d'autres au service de la citoyenneté, Mémoire Master 2 : Actions Sociales et de Santé, Vieillissements – Handicaps, dir. S. Pennec, Brest, Université de Bretagne Occidentale. Stage réalisé au CCAS de Quimper.

MAAS-BREZELLEC D., 2011, Mobilités quotidiennes des aînés en milieu urbain : entre environnement et parcours de vie, Mémoire Master 2 : Actions Sociales et de Santé: Vieillissements – Handicaps, dir. F. Le Borgne-Uguen, Brest, Université de Bretagne Occidentale, Stage réalisé au CCAS de Quimper.

Communications

PENNEC S., LE BORGNE-UGUEN F., CHAUVIN K., 2012, « Quimper : Ville Amie des Aînés. Phase diagnostique », présentation Ville de Quimper, 6 janvier.

CHAUVIN K., 2012, Présentation d’actions et de projets d’action dans les villes québécoise MADA-VADA, Journée d’Etude, Villes et vieillissements. Les programmes de l’OMS et de la France : « Villes Amies des Aînés » et « Bien vieillir », ARS EA 3149, Université de Bretagne Occidentale, Brest, 19 janvier.

PENNEC S., 2012, « Etude comparée des rapports-diagnostics de plusieurs villes en France, Suisse et au Québec, Journée d’Etude, Villes et vieillissements. Les programmes de l’OMS et de la France : « Villes Amies des Aînés » et « Bien vieillir », ARS EA 3149, Université de Bretagne Occidentale, Brest, 19 janvier.

LE BORGNE-UGUEN F., 2012, « La genèse et les fondements des démarches des Villes Amies des Ainés à l’échelle mondiale et française », Villes et vieillissements. Les programmes de l’OMS et de la France : « Villes Amies des Aînés » et « Bien vieillir », ARS EA 3149, Université de Bretagne Occidentale, Brest, 19 janvier.

Research-Action and Lifelong Learning : what sort of contribution for regional development?

Research-Action and Lifelong Learning: what sort of contribution for regional development ?

Objectives of your presentation :

• To remember what are a Territory and a project professional approach
• To show how the territorial alliances, in a project process, aim for development
• To show the impact of experiments in a research – action approach
• To show the role of lifelong department and the importance of the LLL topic to contribute to a better economic, social and cultural development in an specific “area”

Questions addressed within the topic :

How LLL Research-Action in a university can contribute to regional development policy? How these activities contribute to the development of a region ?

Summary of content :

Although Brittany is a strong French and European region, it is also an area that still needs to develop its possibilities in network development. In a similar approach, for development of the University of South Brittany, the lifelong learning department has chosen to develop research-action. Working in a specific professional approach, a team works about experiments on topics such as : the individualization of courses, the career security, recognition and valuation of prior learning, coaching in the management of occupational transitions, etc.

Indeed, the University of South Brittany, as a "small university", has special interest in being innovative. There is a part of population weakened, with a lot of unemployment andinsertion problems, in the territory. The research-action approach, by innovative projects, allows to conduct experiments to help and improve the career path of individuals.

Through some projects presented (such as the project In-PACTT in partnership with 4 lifelong learning departments in Britain universities, and projects AQOR and ORA, from European funds Leonardo Da Vinci), we will show how the project approach and the principle of research-action can contribute to a policy of local and regional development. We remember concepts of Territory and project professional approach in the context of the activity of a lifelong learning department in a university to show the links with existing networks.

Then, through examples of projects, we will show how the notion of territorial alliances can create wealth and sustain methods in a territory. Finally, we propose a shared reflection on the roles and strategies of lifelong learning departments and the importance of LLL topic to contribute to a better economic, social and cultural development in a territory.

Longwy (France) : an "healthy city". What place for this action in an industrial regeneration city ?
(Magali Hardouin, Erwan Legoff)

Longwy (France): an “healthy city”. What place for this action in an industrial regeneration city ?

Objectives of your presentation :

The objective of the article is to analyze how an industrial regeneration city, Longwy, integrates the theme of the health in its urban politics.      

Questions addressed within the topic :

Longwy, a city in industrial reconversion, integrated the WHO “healthy cities”. We try to redraw the context of integration of this network; then we compare the operations "healthy cities" of Longwy with regard to the other cities of the network; finally, we analyze how these operations "healthy cities" are integrated into a more global strategy of regeneration.     

Summary of content :

In the middle of the 70s,the crisis of the steel-making branch appears in France. All the steel-making valleys suffer restructurings and particularly in Longwy.The fall of the number of workers in Longwy is dramatic. If the steel-making jobs are affected, those who depend on this industry are also. The unemployment progress and the population abandons the city. The households, confronted with the problem of the unemployment, turn more and more to communities and social services. The financial situation of the city of Longwy is catastrophic. The workers, become unemployed persons, cannot honor any more their rent. The flight of the population pulls the price collapse of houses and rents. Former industrial sites multiply and depreciate the image of the city.

The context of integration of this network
In this context, the regeneration becomes an absolute necessity. This phase is taken in hand by the french State. Widely subsidized by consequent European funds, the politics of regeneration was at the same time pragmatic and experimental. But in 2005, the retreat of the State and the EU inaugurates a change of paradigm in the reconversion of Longwy. In a phase of emergency reconversion succeeds a more reflected phase, piloted at first, by left local authorities in the power, then further to the elections of 2008, by new municipality (UMP). It is under this municipality that Longwy puts down in January 2011 a file to adhere to the network of "healthy cities".

The operations "healthy cities" of Longwy with regard to the other cities of the network
The capital gain of the membership to the network of "healthy cities" can be analyzed according to two aspects: the actions in favour of the population and the place of the health in the municipal organization. According to a phenomenon observed in the other municipalities, first initiatives of prevention or promotion of the health are punctual demonstrations, factual type. These actions allow to begin a local politics of public health by leaning on a preestablished organization and a national display.

"Healthy cities" operations integrated into a more global strategy of regeneration.     
"Healthy cities" operations are integrated into a more global strategy of redéveloppement which leans at the same time on a will to open up the city, to revalue its visual and cultural identity and to restore to the inhabitants their pride.

Methods and bibliography (extract)
Magali Hardouin made a thesis on the industrial reconversion of Longwy and pursues her analysis on the regeneration of Longwy. Erwan Le Goff makes a thesis on the the WHO “healthy cities”.  The method mixes quantitative and qualitative analysis.

Barton H., Tsourou C., Urbanisme et santé. Un guide de l’OMS pour un urbanisme centré sur les habitants. 2000.
Hancock T., Duhl L., “The Parametres of a Healthy City. Promoting Health in the Urban Context”. WHO Healthy City Papers No. 1. Copenhagen: OMS, 1988.
Hardouin M. (2001); « Le bassin de Longwy : quelle reconversion grâce au programme européen Objectif 2 ? (1989-1996) », Annales de Géographie, n° 619, p. 309-320.
Tsouros A., « World Health Organization healthy cities project : a project becomes a movement – review of progress 1987 to 1990 ». Copenhague : FADL, 1990     
 

Students and Higher education in Brittany
(Magali Hardouin, Emmanuelle Hellier, Frédéric Leray, Bertrand Moro)

Students and higher education in Brittany

Objectives of your presentation :

 The communication wants to analysethe students and higher education in Britanny. We want to analyse the social morphology of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities.   

Questions addressed within the topic :

What social morphology of big academics campus and the little ones?
Which spatial practices of the students registered in the Britanny universities?

Summary of content :

From a current scientific study for the Conseil Régional de Bretagne (within the framework of the preparation of its future Regional Plan of the Higher education and Research), the communication wishes to compare, in equivalent curricula, the students of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities in the following three fields:

• Their social characteristics ;
• Their choices of university, sites and academics curricula ;
• Their spatial practices (between the site or the university campus, the university town, the family place of residence, the other places).

The reference population is the students of IUT, of license (L1, L2 and L3) and of Master's degree (M1 and M2) registered in a Britain university (big academics campus and the little ones) because these three items may evolve according to the professional project and to the maturity of the student. Concerning the choice of the academics curricula for the university licenses (Bachelor's degrees) and the IUT, the selection concerned to wide, unspecialized and present curricula at the same time on big academics campus and the little ones. For the Master's degree, the sector curriculum is the teacher training one because it is present on the whole Britain region (Vannes, Saint-Brieuc, Quimper, Lorient, Brest and Rennes).

The methodology mixes qualitative and quantitative approach :

• Analysis of data relative to the concerned students (sex, municipality of origin, type of high school diploma, university program, etc.) supplied by universities.
• Questionnaires of survey with the students (profile of the student, university program, choice of the place of studies, choice of the city of studies, practical on the site of study, have a practice in the city of studies, envisaged university future).
• Semi-directive conversations

The used explanatory variables are generally identical to those usually implemented in the other social sciences. Classic independent variables appropriate for the analysis of the student populations are also introduced: the mode of housing environment, the income in particular.

Bibliography (extract)
• Brutel C., « Jeunes et territoires. L’attractivité des villes étudiantes et des pôles d’activité », INSEE Première n°1275, janvier 2010.
• François J-C., Poupeau F., « Espace résidentiel et espace scolaire : une polarisation sociale différenciée », Annales de la recherche urbaine, n°99, décembre 2005.
• Le Bart C., Merle P., La citoyenneté étudiante ; Intégration, participation, mobilisation, Paris, PUF 1997.
• Lemaire S., Papon S., « La mobilité des étudiants », Note d’information, fev. 2009.
Sechet R. (sous la direction de), Université droit de cité, Rennes, PUR, 1994.     

Engaging the university : the Paulo Freire Chair at the University of Seville

How to tackle the lack of teachers in Lithuania? First results of the IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning
(Caroline Carlot, Jean-Marie Filloque, Abdeslam Mamoune, Nathalie Sarradin, Jonas Žilinskas)

Marcellus Mbah is a PhD scholar at Canterbury Christ Church University in the United Kingdom where he currently serves as a member of the Education Research Committee.

He holds a BSc in Management and an MA in Educational Management.
He has also gone through certified trainings in community development, partnership formation and research methodologies. He was one of the recipients of the 2009 University of Nottingham (Malaysia campus) Developing Solution award and 2011 Canterbury Christ Church University graduate school award.

In 2011, he was invited by the Malaysian government to the high level Lankawi International Dialogue which had many Heads of State in attendance.

Recently, he has been invited to receive a Graduate Scholar Award at the 2013 World Universities Forum where he is also due to give a presentation and chair some of the parallel sessions.
Informed by critical social theory, his current research is investigating the implications of institutionalizing community voices within the framework of a university’s outreach mission and more particularly in connection with community development.

Marcellus is also a member of the Society for Research into Higher Education based in the UK.

Contact email : mfm14@canterbury.ac.uk

Institutionalizing "community voice" within the framework of a university's developmental mission : case of university of Buea, Cameroon

Institutionalizing “Community Voice” within the framework of an University’s Developmental Mission : case of University of Buea, Cameroon

Objectives of your presentation :

From empirical findings and critical discourse, this presentation seeks to uncover some implications that may arise when “community voice” is institutionalized within the framework of a university’s developmental mission. It will also articulate how the institutionalization of ‘community voice’ relates to the concept of the ecological university which has a civic responsibility and acts on the basis of collective interest.

Questions addressed within the topic :

1. What understandings of the role of the university and its responsibilities do a range of people have, as evidenced in their narratives ?
2. How can the university collaborate dialogically with the local community to advance developmental objectives ?

Summary of content :

From its primary and oldest function of educating students and providing the foundations of civilisation, to conducting research and being involved in outreach to communities; the university as an institution continue to undergo changes within the construct of its mission. Given the growing complexity surrounding the nature of university in contemporary times, one may ask: what is the current mission of African universities ?

Although generalization in Africa is difficult to make due to tremendous diversity, African universities have increasingly been considered to have the resources and intellectual capital that can foster community as well as national development but the voices of the communities they serve are usually not captured in their development agenda. Cameroon and its residential communities are still vastly under-developed. Whilst its universities continue to perpetuate their 'ivory tower' image, the masses have limited access. The key question is: how can an African university work dialogically with its surrounding communities to foster development ?

Backed by empirical findings from the University and its surrounding communities, this paper uses social critical theory and concept of ‘community voice’ to uncover the mechanisms and processes that can be put in place to foster a university’s developmental mission. It will expose potential implications of community participation in designing an agenda such as crafting specific areas of interests and shared sense of ownership, mutually beneficial in advancing the university’s mission. This presentation maintains that a university stands a better chance of meeting its developmental objectives if it incorporates ‘community voice’ within its framework.

This paper also argues that the institutionalization of ‘community voice’ within the framework of a university’s developmental mission is vital in ameliorating power differences, fostering a democratically informed and critical citizenry, promotion of partnership, gender balance, democratic governance and social inclusion.

Key words : University, Community Voice, Development

Innovation in Community Engagement - using a virtual learning environment (VLE) and Social Media to promote awareness of Science, Engineering and Technology
(Patricia Gouws, Doctor Mlampo, Chuma Nombewu, Dalize van Heerden)

Students and Higher education in Brittany
(Magali Hardouin, Emmanuelle Hellier, Frédéric Leray, Bertrand Moro)

Students and higher education in Brittany

Objectives of your presentation :

 The communication wants to analysethe students and higher education in Britanny. We want to analyse the social morphology of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities.   

Questions addressed within the topic :

What social morphology of big academics campus and the little ones?
Which spatial practices of the students registered in the Britanny universities?

Summary of content :

From a current scientific study for the Conseil Régional de Bretagne (within the framework of the preparation of its future Regional Plan of the Higher education and Research), the communication wishes to compare, in equivalent curricula, the students of the big academics campus and the little ones; and also the spatial practices of the students registered in the Britanny universities in the following three fields:

• Their social characteristics ;
• Their choices of university, sites and academics curricula ;
• Their spatial practices (between the site or the university campus, the university town, the family place of residence, the other places).

The reference population is the students of IUT, of license (L1, L2 and L3) and of Master's degree (M1 and M2) registered in a Britain university (big academics campus and the little ones) because these three items may evolve according to the professional project and to the maturity of the student. Concerning the choice of the academics curricula for the university licenses (Bachelor's degrees) and the IUT, the selection concerned to wide, unspecialized and present curricula at the same time on big academics campus and the little ones. For the Master's degree, the sector curriculum is the teacher training one because it is present on the whole Britain region (Vannes, Saint-Brieuc, Quimper, Lorient, Brest and Rennes).

The methodology mixes qualitative and quantitative approach :

• Analysis of data relative to the concerned students (sex, municipality of origin, type of high school diploma, university program, etc.) supplied by universities.
• Questionnaires of survey with the students (profile of the student, university program, choice of the place of studies, choice of the city of studies, practical on the site of study, have a practice in the city of studies, envisaged university future).
• Semi-directive conversations

The used explanatory variables are generally identical to those usually implemented in the other social sciences. Classic independent variables appropriate for the analysis of the student populations are also introduced: the mode of housing environment, the income in particular.

Bibliography (extract)
• Brutel C., « Jeunes et territoires. L’attractivité des villes étudiantes et des pôles d’activité », INSEE Première n°1275, janvier 2010.
• François J-C., Poupeau F., « Espace résidentiel et espace scolaire : une polarisation sociale différenciée », Annales de la recherche urbaine, n°99, décembre 2005.
• Le Bart C., Merle P., La citoyenneté étudiante ; Intégration, participation, mobilisation, Paris, PUF 1997.
• Lemaire S., Papon S., « La mobilité des étudiants », Note d’information, fev. 2009.
Sechet R. (sous la direction de), Université droit de cité, Rennes, PUR, 1994.     

Ed Morrison
Purdue University
Center for Regional Development
203 Martin Jischke Drive, West Lafayette, Indiana 47907
765.494.7273 - edmorrison@purdue.edu

Ed Morrison is the Economic Policy Advisor at the Center for Regional Development at Purdue University. For over twenty years, he has conducted strategy projects with economic and workforce developers in the U.S.

His work emphasizes the strategic value of focused regional collaborations and open innovation, network-based models in today's global economy. Ed developed a new discipline called Strategic Doing to accelerate these collaborations that is now widely used across the US and is now gaining attention internationally.

His work won the first Arthur D. Little Award for excellence in economic development presented by the American Economic Development Council.

Prior to starting his economic development work, Ed worked for Telesis, a corporate strategy consulting firm. In this position, he served on consulting teams for clients such as Ford Motor Company, Volvo, and General Electric. He conducted manufacturing cost studies in the U.S., Japan, Mexico, Canada, Italy, Sweden, and France.

Ed started his professional career in Washington, D.C., serving as a legislative assistant to an Ohio Congressman, staff attorney in the Federal Trade Commission, and staff counsel in the US Senate. He holds a BA degree cum laude with honors from Yale University and MBA and JD degrees from the University of Virginia.

Network-based Engagement for Universities : Leveraging the Power of Open Networks

Network-based Engagement for Universities : Leveraging the Power of Open Networks

Objectives of your presentation :

Introduce a new framework for university engagement that combines the convening power of the university with a new strategy discipline designed for open, loosely joined networks. We will explore how this approach is evolving in Wisconsin, Arizona, Michigan, Illinois and Indiana.

Questions addressed within the topic :

How has the engagement role of the university changed as global economy has become more open and networked ?

What new opportunities present themselves for universities willing to experiment with new approaches to community and regional engagement ?

How can we begin to measure the effectiveness of the sustained convening and guidance that universities can provide in building new collaborative networks ?

Summary of content :

Economic dislocations make the future harder to predict, but one trend is clear: Our economies have become more open and networked. This transformation changes our understanding of how wealth and prosperity emerge in economies (Beinhocker, 2006; Porter, 2005). It changes our understanding of innovation (Chesbrough, 2003), It also changes how we think about the role of universities in anchoring competitive economies (Lester, 2007).

On a practical level, these trends converge within a university’s strategy to engage its regional economy. The Purdue Center for Regional Development, partnering with other universities, is developing and testing a new framework to university engagement. The approach uses the power of open, guided networks to link, leverage and align a region’s economic assets toward measurable outcomes. It combines the convening power of the university with both an agile strategy discipline designed for networks and a strategy map that helps keep a regional strategy balanced and coherent.

After introducing a new strategic framework for university engagement, this paper explores how the Purdue Center for Regional Development and its partner institutions are using this framework in a variety of different contexts.

• A partnership between Purdue and the University of Wisconsin helped to launch a new cluster in fresh water technology, and they are starting to build a cluster of companies engaged in microgrid technology;
• A partnership between Purdue and Arizona State University is providing the foundation for an Arizona solar cluster;
• Michigan State University is using these disciplines to engage neighbors in a depressed neighborhood in Flint, MI;
• Northern Illinois University and Purdue are partnering in a project to redesign how the City of Rockford makes community development investments among over twenty economic development organizations;
• Purdue and Indiana University are collaborating on launching the Indiana Innovation Platform that combines the commercialization assets of these two research universities and build innovation hubs at regional campuses.

These projects are in various stages of development, but they share the common framework of network-based engagement. The paper reviews these developments and distills some lessons learned from these initiatives. The paper concludes with a discussion on some implications for research and curriculum development in university engagement.

Chercheur au CREM UMR-CNRS 6211, Université de Rennes 1
Enseignement et recherche en Economie Industrielle

Vice-président Insertion professionnelle à l'Université de Rennes 1

aziz.mouline@univ-rennes1.fr
http://perso.univ-rennes1.fr/abdelaziz.mouline/

Le "nouveau" rôle de l'Université et le développement de l'insertion professionnelle des étudiants universitaires : analyse et description d'une expérimentation dans une grande université de l'Ouest
(David Alis, Maurice Baslé, Aziz Mouline)

The "new" role of University and the development of employability of university students and the integration in the labormarket : a case study

Summary of content :

 Selecting and better recruiting is a big challenge for human resources services in charge of recruitment in enterprises and other organizations. Traditional forms of coordination and of matching relevant information for better matching exist but do not satisfy the different stakeholders. In an endogenous growth model, and particularly at a regional or infra-regional level with the necessities of “ambiance” and the potentials of a proximity economy, quantity and quality of the new entries in the labor market are a critical cause of development. So, the quality of the matching process should be considered also as a critical factor. 

Public programs have been recently implemented (the name is Social experimentation from Young people official authority)in French universities for enhancing the pre-matching phase for students still present in their master degree unit.

The paper proposes to analyze one experiment with 1600 students in scientific master degree (sciences, technologies, biology and medicine) confronted to a new apparatus “Science insert” that has targeted the outcome of better quality of students knowledge about the principles of rules recruitment in the labor market. 

Are analyzed the university context, the specific university services, the dedicated human organization and their realizations, and try to test the effects of the Science insert program on their “culture of better matching” and consequently on their behavior when leaving universitary nest.

The paper offers a panorama for strengths and weaknesses of the Science insert coaching program.

Key-words. Master degree in Universities and the integration in the labor market. Coaching student in a matching process.

Innovation in Community Engagement - using a virtual learning environment (VLE) and Social Media to promote awareness of Science, Engineering and Technology
(Patricia Gouws, Doctor Mlampo, Chuma Nombewu, Dalize van Heerden)

Full Professor at the University of Genoa, where he has worked since 1973, he teaches Sociology, Methodology and Techniques of Social Research at the Faculty of Educational Sciences.

From 2006 to 2009, he was Director of the Department of Anthropological Sciences; since November 2009 he has been President of PERFORM (Centre of continuous training of the University of Genoa) and, since the foundation (November 2011), Vice president of RUIAP (Italian Universities Network for Lifelong Learning). He was also President of the Italian Evaluation Association from 2005 to 2007.

Since 1975 till now he wrote more than 150 essays and books on methodology of social research, evaluation, local and regional policies and planning, social inequalities and social mobility. He also took part as speaker or organizer of many meetings regarding evaluation of public policies, social inequality, training and labour policies, assessment of social policies. He’s member of the board of some Italian sociological Reviews and Director of the Book Series “Evaluation”, published by FrancoAngeli (Milan).

He coordinated the research units of the University of Genoa in about fifteen European projects in last ten years (Leonardo, Grundtvig, e-content plus, Equal) and developed as scientific coordinator projects and research for Regions and Municipalities, collaborating also with some Ministries (Economic Development, Equal opportunities, Justice, Welfare) and with a number of Institutes of Social research at regional and national level.

Active ageing and active citizenship in Genoa : a case study

Active Ageing and Active Citizenship in Genoa : a case study

Objectives of your presentation :

To show that ageing towns and regions offers the opportunity to empower aged people producing services useful for the community and reducing needs of care. Aged people own both needs and resources and social policies must exploit the last to solve the first

Questions addressed within the topic :

Is it possible to consider aged people as a resource for the society ?

How is possible to improve and set off their competencies (acquired in formal, non formal and informal way) to produce social goods and individual income ?

How social economy can pave the way to a monetary non profit production of social goods ?

How can semi-voluntary work of aged people support young people to develop economic activities ?

Summary of content :

Liguria is the oldest region in Europe, because of a low birth rate and a good life length. At present the average of people over 64 is 28%, and demographic projections show that a big difference between national and regional data will remain also in next twenty years. Thus Liguria is a very interesting laboratory region to experiment policies that consider older people as resources holders and not only needs holders.

In western societies the idea of ageing itself is debated since people identify retirement as an exit from active life. As a matter of fact, the generations that are now approaching retirement own an high level of personal and professional resources and have aspirations and attitudes that are very different from previous generations.

In general, the “new” elderly people are reluctant to consider retirement like a definitive exit from active life, while they can live this phase as a transition to a different form of active life. The overlap of retirement and end of activity exists only in societies based on paid-work, in which salary “certifies” the productivity of work (and the absence of income its productivity); on the contrary, as Jean Baptiste Say said, work is “producer of utility” (in other words, it’s the fruit of the work, not its source, that determines its productivity).

Therefore, if we emphasize the production of utility as a criteria to evaluate people’s activity, we find out that retirement can reveal itself as an opportunity to start, or to reinforce, activities useful for the society and interesting for elderly people. This requires two conditions, an individual and a social one. Firstly, a person must be able to reconsider all the skills that he/she acquired all life long (not only in the workplace) and to build a life project in which he/she will be able to exploit these skills making activities interesting for him/her and useful for others in economic and social terms. Secondly, public (or social economy) structures and networks must warrantee guidance and support to help people to realize their life projects. Moreover, the social and civic strong dimension of the commitment of elderly people allows to develop active citizenship and to open new spaces of good and service production that are not occupied by the market, the state or the third sector (in their actual conditions).

An interesting experience of this kind has been realized, with the support of a Bank Foundation, in Genoa by AUSER (an association for the improvement of aged people) and the University, through short courses for people near retirement. Training allowed people to rethink the concept of active life and to reconsider their lifespan experiences and skills for the construction of a life project after retirement. Individual projects have been built and monitored and evaluated (and when possible also supported) during six months after the end of the course.

The individual projects concerned both the participation to volunteering activities, and the start up of activities for the production of goods and services of social importance and in the form of social economy. The experimentation showed that elderly people bear a lot of potential resources, useful for their well being but also for the social welfare, but that these resources are not exploited enough, also because specific conditions and structures are necessary to support these projects. In particular, it is necessary that public authorities can support the creation of a “third market”, not in competition with public, market or social economy activities; a market that produces new goods and services for new consumers, unable to access to public or private markets. This needs public interventions that can structure the demand (avoiding free riding) and the offer (avoiding inappropriate competition to the existing activities) and can warrant the quality of the production and the equity of the exchanges.

• L'expérience de formations universitaires en sciences sociales : un centre de gérontologie puis la création de diplômes nationaux
• L'appropriation territoriale d'une démarche de l'OMS. Quimper : Ville Amie des Aînés
  (Françoise Le Borgne-Uguen, Simone Pennec)
• Services inter générationnels pour l'assistance aux aînés dans leur logement : "SIGAAL" (special interest group on ambient assisted living)

L’appropriation territoriale d’une démarche de l’Organisation Mondiale de la Santé
Quimper : Ville Amie Des Aînés

Summary of content :

La communication portera sur les enjeux de la réalisation des démarches Villes Amie des Ainés à Quimper, de manière comparée à son appropriation dans les contextes québécois.

A partir d’un travail de comparaison qui pointera les similitudes mais aussi les dissemblances, nous examinerons les enjeux des collaborations entre les villes ou municipalités concernées, les centres de recherche des Universités, les ministères porteurs de ces démarches dans deux contextes : le Québec et la France.

L’engagement de la ville de Quimper auprès de ses aînés

En 2009, Quimper s’est engagée dans le programme national « Bien Vieillir » permettant d’accéder au label « Bien Vieillir-Vivre ensemble ». Le CCAS de Quimper, porteur du projet, a sollicité l’appui méthodologique et scientifique de des chercheures F. Le Borgne-Uguen et S. Pennec de l’Atelier de Recherche Sociologique de l’UBO. Ces universitaires ont engagé des coopérations scientifiques avec le Centre de Recherche sur le Vieillissement de l’Université de Sherbrooke et les professeures responsables scientifique du Programme Villes Amies des Aînés pour l’ensemble du Québec.

Le calendrier de la démarche VADA à Quimper

Etape 0 : Mise en place de la démarche

• Constitution d’un groupe de travail
• Constitution d’un Comité de Pilotage
• Constitution des groupes de discussion : - personnes âgées, - fournisseurs de services (publics, associatifs, commerciaux)

Etape 1 : Conduite de l’Audit urbain-Diagnostic

• Juin 2011 : Formation du comité de pilotage à la démarche VADA : adaptation des outils, guides d’entretien; sélection des participants, planification des groupes)
• Juin/Juillet 2011 : Réalisation des groupes de discussion
• Janvier 2012 : Présentation du diagnostic au Comité de pilotage

Une réappropriation de la méthodologie de Vancouver

Dans la démarche menée à Quimper, les groupes de discussion ont contribué à recueillir le point de vue des personnes de plus de 60 ans, des aidants et des fournisseurs de services sur la ville de Quimper. Le guide d’entretien utilisé reprend les 9 thèmes précédemment cités du protocole de Vancouver. Ces derniers ont dus être reformulés par le comité de pilotage, certaines terminologies propres au Canada n’ayant pas les mêmes significations ou étant peu utilisées dans le contexte culturel français (ex : soutien communautaire ; inclusion sociale).

Les 9 thèmes du diagnostic sont les suivants : - Vieillir à Quimper ; – Espaces extérieurs et édifices ; – Transports ; – logement ; – participation sociale ; – reconnaissance et citoyenneté ; – communication et information activités de loisirs et activités professionnelles ; – services d’aide et de santé.

Les groupes ont été animés par K Chauvin, chargée d’étude par l’ARS-UBO.

La composition des groupes de discussion

13 focus-groupes ont été réalisés en juin et juillet 2011. 3 catégories de public se sont exprimé sur la ville et du point de vue des personnes de plus de 60 ans :

• des personnes âgées (4 groupes de 60 à 74 ans ; 4 groupes de 74 ans et +) ;
• des fournisseurs de services (2 groupes de représentants d’organismes publics ou privés se confrontant aux personnes âgées dans le quotidien),
• des aidants familiaux (2))

Les deux derniers acteurs ont été interrogés en tant que « vecteurs » de la parole et du regard des personnes âgées sur leur ville, des difficultés rencontrées ou satisfactions exprimées.

Au total, 115 personnes ont été rencontrées dont 97 personnes âgées, 2 femmes aidantes et 16 représentants de fournisseurs de services.

Les Etapes 2 et 3 (programme OMS-VADA) : Le plan d’action et la mise en oeoeuvre et préparation de la phase évaluation ne faisaient pas partie da présente convention d’étude.

Rapports

PENNEC S. et F. LE BORGNE-UGUEN (dir.), CHAUVIN K., 2012, Quimper : Ville Amie des Aînés - OMS, Diagnostic réalisé auprès des habitants et des professionnels, Brest, ARS UBO, 132 p.

CHESNEAU A. M. 2011, Les retraités bénévoles associatifs, engagés pour d'autres et avec d'autres au service de la citoyenneté, Mémoire Master 2 : Actions Sociales et de Santé, Vieillissements – Handicaps, dir. S. Pennec, Brest, Université de Bretagne Occidentale. Stage réalisé au CCAS de Quimper.

MAAS-BREZELLEC D., 2011, Mobilités quotidiennes des aînés en milieu urbain : entre environnement et parcours de vie, Mémoire Master 2 : Actions Sociales et de Santé: Vieillissements – Handicaps, dir. F. Le Borgne-Uguen, Brest, Université de Bretagne Occidentale, Stage réalisé au CCAS de Quimper.

Communications

PENNEC S., LE BORGNE-UGUEN F., CHAUVIN K., 2012, « Quimper : Ville Amie des Aînés. Phase diagnostique », présentation Ville de Quimper, 6 janvier.

CHAUVIN K., 2012, Présentation d’actions et de projets d’action dans les villes québécoise MADA-VADA, Journée d’Etude, Villes et vieillissements. Les programmes de l’OMS et de la France : « Villes Amies des Aînés » et « Bien vieillir », ARS EA 3149, Université de Bretagne Occidentale, Brest, 19 janvier.

PENNEC S., 2012, « Etude comparée des rapports-diagnostics de plusieurs villes en France, Suisse et au Québec, Journée d’Etude, Villes et vieillissements. Les programmes de l’OMS et de la France : « Villes Amies des Aînés » et « Bien vieillir », ARS EA 3149, Université de Bretagne Occidentale, Brest, 19 janvier.

LE BORGNE-UGUEN F., 2012, « La genèse et les fondements des démarches des Villes Amies des Ainés à l’échelle mondiale et française », Villes et vieillissements. Les programmes de l’OMS et de la France : « Villes Amies des Aînés » et « Bien vieillir », ARS EA 3149, Université de Bretagne Occidentale, Brest, 19 janvier.

L'université et les défis territoriaux du vieillissement : enjeux d'interdisciplinarité, de partenariats industriels et politiques

Summary of content :

Equipe : S. PENNEC (dir.), G. SIMON (IGE contractuel), ARS-UBO

Autres équipes : C. Lohr et A. Thépaut : Télécom Bretagne; CSTB ; CHU Nice

Partenariats : Icade, CGE, AgeVillage (CDC), GTS Mondial Assistance, Iwedia, Nexcom, Deltadore

Convention : Région Bretagne - Projet labellisé par le Pôle de compétitivité Images et Réseaux.

Dates et durée : 2009-2012

Le projet SIGAAL consiste dans l’élaboration d’une plate-forme technique ayant pour objectif le maintien des sociabilités chez les personnes âgées. La plate-forme envisage le développement les services suivants :

• permettre de continuer à vivre à domicile et de s'impliquer dans l’environnement en favorisant les liens sociaux et familiaux
• renforcer l’insertion au sein des territoires de vie, avec le voisinage et les commerçants du quartier ; et, plus globalement, maintenir l’expression de la citoyenneté ;
• permettre la compensation des handicaps, voire les prévenir en situation de fragilité, en prêtant attention aux « scénarios de vie » ordinaires, en repérant leurs ruptures et en assurant des réponses au plus près des habitudes et des souhaits des individus.

L’enjeu majeur du projet SIGAAL consiste à développer des solutions techniques facilitant les relations et les communications entre les aînés et leurs réseaux relationnels dont celui de la parenté. Le réseau relationnel élargi constitue également un élément essentiel des sociabilités. Le voisinage, les amis, les commerçants, les professionnels, les bénévoles associatifs contribuent au maintien et au développement des communications. Le fonctionnement de ces relations s’étend aux dynamiques environnementales développées au niveau des communautés de citoyens par les différents acteurs collectifs qu’il est nécessaire de solliciter à l’échelon des logements, des quartiers et des territoires.

Le projet suppose d’établir une méthodologie pluridisciplinaire d’analyse des espaces de vie afin de proposer des services de relations et d’échanges en adéquation avec le cercle relationnel local, correspondant au quartier, au territoire local et, plus globalement aux espaces qui font sens pour les individus. Au plan géographique, les pratiques spatiales dépendent des topographies des quartiers, des équipements et de la qualification des espaces de vie en tant qu’espaces concrets du quotidien. Ces dimensions spatiales doivent être considérées dans leurs déclinaisons singulières et selon les moments des rythmes et des temporalités particulières.

La recherche met à jour les représentations des services technologiques et de leurs relais humains environnementaux, par les usagers potentiels et par leurs différents entourages. Les services doivent pouvoir être accessibles et utilisables par des terminaux familiers aux personnes. Ces terminaux concernent par exemple le téléviseur, terminal le plus répandu et le mieux maîtrisé dans la population, et le téléphone. Outre l’acceptabilité, condition de l’acquisition et de l’appropriation, ces services doivent également être adaptés et adaptables aux diverses capacités et performances des individus. Enfin, les formes et les médiations nécessaires aux apprentissages progressifs et fructueux méritent d’être anticipées.

L’étude sociologique porte sur les rapports de la population la plus âgée aux diverses technologies :

• d’accompagnement des sociabilités en situation de mobilité réduite ;
• de compensation des handicaps physiques et/ou cognitifs.

Les représentations des réseaux d’entourage, professionnels compris, et leur propension aux usages de technologies font également partie du champ d’investigation. Un deuxième temps de l’étude concerne l’expérimentation de dispositifs-capteurs au sein de logements individuels ; l’enquête sociologique concerne les types d’usage et les satisfactions ou rejets manifestés par les habitants et par les différents membres de leurs entourages.

Mots-clés : habitat, mobilités, handicaps, technologies de soutien et de mise en relation, sociabilités et pouvoir de décision.

Communications

PENNEC S., SIMON G, 2010, « Corps, technologies et handicaps dans le logement : comment favoriser la capacité d’action des vieilles personnes ?», Actes du 8ième séminaire M@rsouin, 20-21 mai, http://www.marsouin.org/article.php3?id_article=273.

PENNEC S., 2012, « L’égalité d’accès aux technologies : politiques locales et expérimentations techniques », Colloque international, Le droit de vieillir : citoyenneté, intégration sociale et la participation politique des personnes âgées, REIACTIS, Université de Franche Comté, Dijon, 25- 26-27 janvier (membre comité scientifique).

PENNEC S., GUTIERREZ C, 2012, « La modélisation des comportements des aînés entre sécurisation et médicalisation. Questions épistémiques et éthiques. », Colloque international Anthropologie, Innovations techniques, dynamiques sociales dans le domaine de la santé, AMADES, ARS-UBO, Brest, 10,11 et 12 mai.

PENNEC S., GUTIERREZ C, 2012, « Les nouvelles technologies à l’épreuve des aînés. Les représentations des concepteurs vis-à-vis des pratiques des usagers », Actes du 10ième séminaire M@rsouin, Brest, 24-25 Mai 2012.

The responsabilities of universities towards educational fulfilment, employment, economic growth. Impact of career guidance services on university roles.

Higher Education Institutions as a Fuel for Sustainable Development in Rural Areas : a Multidimensional Overlook

(Claudio Pirrone, Hervé Thouément)

Higher Education Institutions as a Fuel for Sustainable Development in Rural Areas: a Multinational Overlook

Objectives of your presentation :

Establish a comprehensive framework by which relationships between rural areas and HEI might be mutually satisfactory

Questions addressed within the topic :

Local area effects of HEI; Role of HEI in building up territories; Evolution of what has to be considered as “higher” education ; HEI, rural areas and sustainable development and attractivity.

Summary of content :

In an ever more complex and turbulent world, Higher Education Institutions (HEI) are often regarded as improving factors of economic competiveness and social progress. A great variety of theoretical and analytical approaches was developed, and still is being, to take account of these relationships. Thus, for example, HDI as well as the very recent IWI (UNUIHDP & UNEP 2012) acknowledge that educational attainments directly improve human capital. On the other hand, broad effects are expected to take place from establishing a HEI on an identified area, as for local economic development dynamics.

Despite of appearances, the way HEI are often looked at seems to not substantially differ from the standard framework used to evaluate how the localisation choices of ‘industrial’ activities impact on local and regional trajectories. The main theses defended here is that it is undoubtedly true that HEI, and more precisely Universities, do present relevant industrial aspects which justify the analogy. Nonetheless, it is our opinion that the nature of such institutions has to be acknowledged in a more comprehensive manner, and that this scope is better fulfilled adopting a territorial, not merely ‘local’ or ‘regional’, perspective.

The paper is structured in three main parts.

The first summarises the different links tying HEI with the local area they are based on, as they are recognised in available literature. While approaching these introductory elements, we will face a common, nonetheless important, ambiguity about what it has to be considered as ‘local’. Indeed, even referring to very recent papers, it seems to be no consensus whether the most appropriate is to observe the links at: a) city; b) extended city; c) infra-regional; d) regional; e) macro-regional, or even f) national level. Moreover, available sources relate that, in EU, “knowledge spillovers are hardly beyond 250 kms from the place of origin”, while this range is three times less in US.

The second will focus on what we call ‘territorial’ effects. Showing them will require eliciting a clear definition of ‘territory’, overcoming possible ambiguities. Following most recent sources, we adopt the perspective of ‘territory’ as a social construct, the unstable outcome of a social process by which a specific community established on a specific area endlessly reinterprets a wide range of objective and symbolic elements. Hence, ‘territory’ includes a dimension of ‘project’, even of “ideology” (Lussault 2007), and it builds up an ‘identity’. In this process, HEI cannot be neutral. Indeed, the HEI presence modifies, in quantity and quality, the population settled around the institution. Agglomerating young, rather skilled people, and induced (e.g. externalities) consequences on demographic changes both on the territory and its neighbourhood, is an example. Of course, the interrelationships between HEI and the way the territory continuously builds up itself does not limit to demographic evidences but covers a wide range of influences, as values, aptitudes and, in a broader sense, culture.

Finally, the third part is dedicated to retrace the lines of coherence from crossing the different dimensions which arise from previous chapters. Proceeding this way will allow drawing a more comprehensive framework in order to improve territorial diagnostics quality, both in ex-post and in ex-ante analysis. In particular, this multidimensional overlook makes the question to understand what “Higher Education” is today arise, showing its critical weight in catching global dynamics on the territory. From these considerations, a link with DSC/DSV approach of sustainable territorial development and attractiveness (Pirrone & Charles 2011; Pirrone & Thouément 2011) will be established, allowing making appear the conditions of positive interrelationships between HEI and rural areas.

Lussault, M., 2007. L’homme spatial : la construction sociale de l’espace humain, Paris: Le Seuil.

Pirrone, C. & Charles, E., 2011. L’espace de liberté comme mesure synthétique du développement territorial durable. Revue Tiers Monde, (207), p.61-77.

Pirrone, C. & Thouément, H., 2011. Développement territorial soutenable : l’approche des libertés et ses conséquences pour les politiques d’attractivité. In Sustainable Development, Territories and Firms Location Decisions: toward a Sustainable Attractivity? Bordeaux.

UNU-IHDP & UNEP, 2012. Inclusive Wealth Report 2012 Measuring Progress Toward Sustainability., Cambridge: Cambridge University Press.

Eur Ing Emeritus Professor James A Powell OBE, DSc, CEng, BSc, MSc,
PhD, AUMIST, FIOA, FIMgt, FCMI, FRSA, FCIOB,. FASI, MInst D
Academic Director of the PASCAL Universities for a Modern Renaissance
Universities of Salford and Glasgow,
UK Ambassador for Social Entrepreneurship in Higher Education
Ambassador for the Leonardo European Corporate Learning Awards
Managing Director of UPBEAT (Manchester) Ltd
and Member of the New Club of Paris

A Chartered European Engineer with specialisation in Design, Academic Enterprise, Human Communications and Team Building, writing over 300 papers and books on a variety of topics related to this. He was managing director of Britain’s first commercial videodisc company, Head of University Schools of Architecture and Manufacturing System and finally ending his career a Pro Vice Chancellor (Enterprise and Regional Affairs) responsible for Salford University’s Engagement initiatives.

He is now Professor Emeritus at Salford, researching in to all aspects of the leadership, governance and management of university Reach-out to business and the community findings from these studies have led him to develop learning tools to help traditional academics become enterprising ones. He is also presently developing his notion of ‘Universities for a Modern Renaissance’ for the PASCAL International Observatory for place management, social capital and learning regions; this idea will be used to focus their developing strategy for university engagement

On the 15th June 1996, in the Queen's Birthday Honours list, he was awarded the OBE for "services to science and to engineering research and education".

Creative Engagement and Leadership by Higher Education in order to Develop Creative City Regions which enable citizens to flourish in hard economic and social times through Deep, Meaningful, Smart and Inclusive Partnership

Creative Engagement and Leadership by Higher Education in order to Develop Creative City Regions which enable citizens to flourish in hard economic and social times through Deep, Meaningful, Smart and Inclusive Partnership

Objectives of your presentation :

My objective is to reveal a sensitive, caring and intuitive way through which universities can truly make a major contribution in a time of crisis

Questions addressed within the topic :

How can universities learn better how to engage with local business and the community to enable all to flourish in harsh economic and social times

Summary of content :

In these harsh of economic and social crises, universities must recognise how their work can benefit society both in terms of sustainable products and processes improve the quality of life for all. This means a proper consideration of cultural issues, for performance, in design and in enabling citizens to transcend their current situations using skills from the humanities. This in turn requires academics to become, not only good at their chosen discipline, but to reach-out to fully engage their communities for mutual benefit and also become opportunity managers, marshalling new resources from a pluralism of sources in order to keep develop programmes of real interest and impact. For, in spite of significant recent pressure and financial support from European governments and Higher Education Funding Councils, ‘University Reach-out’, or ‘Academic Enterprise’ - as I would prefer to call it, has failed to become the third major stream, equal to teaching and research, of university missions in terms of importance, recognition, size and status. So Universities and academics have to learn to work closely with local business and the community to co-create solutions to real world challenges of high impact. Through a number of case studies of successful engagement of universities with business and the community, this paper will shows that when academics work entrepreneurially and creatively, on projects demanded by business and the community, then it is relatively straightforward to acquire development funding and develop solutions creating socially inclusive wealth creation, in the richest sense of the word wealth; this is especially the case if academic enterprise projects can be co-financed with business partners. In recognition of this, the PASCAL International Observatory has developed a new project known as Universities for a Modern Renaissance (PUMR), where an evaluation matrix, known as UPBEAT, is used to coach traditional academics into becoming entrepreneurial thus enabling them to become the creative leaders of high quality Academic Enterprise. By co-identifying worthy challenges, co-creating sensible solutions and co-producing them in the real world, academics can work with external partners for mutual benefit. The UPBEAT approach has been tried and tested on over 200 cases of best practice – see pumr.pascalobservatory.org – to hone it into a cost-effective system for Universities to adopt. Detailed processes for more creative ways through which universities share knowledge virtuously with strategic partners, coach their academics to become entrepreneurial leaders and thus achieve success in a global context will be described. Examples of universities achieving early success with these smarter ways of working especially in areas community art/design, multi-media design, health for the young, community finance and affordable housing for the socially excluded. These include :

• innovative poetry ;
• Community Reporters with an example of local history by citizens showing the silver
• potential through collaborative working with academics and students ;
• the Salford Reds art and design project ‘Guns for Goods’ ;
• Community banking 
• Affordable Housing

The PASCAL Universities for a Modern Renaissance development itself will be portrayed in some detail with the case examples giving colour and understanding to the developing strategies from the most effective Higher Learning Institutions.

www.pumr.pascalobservatory.org
www.jamesapowell.wordpress

 David Procter is Director of Kansas State University’s Center for Engagement and Community Development and a professor of communication studies. Since arriving at K-State in 1987, he has worked in partnership with rural communities across the U.S. He has worked on issues of community development, bio-fuel technology, facilitation of community dialogue, and sustaining rural grocery stores. Procter has authored two books on community building - Enacting Political Culture (1991) and The Rhetoric of Community Building (2005) plus numerous essays and book chapters on the subject.

In 2007, Dr. Procter and the Center for Engagement and Community Development convened a group of rural grocers and community leaders to launch the Rural Grocery Initiative. The RGI has created a informational website (www.ruralgrocery.org) developed an online blog for rural grocers (https://blogs.k-state.edu/ruralgrocery/), hosted three national rural grocer summits, developed a series of rural grocer best practices, and presented this work at numerous national conferences. Procter has presented briefings on the RGI before both the U.S. Senate and U.S. House Hunger Caucuses. The rural grocery initiative was awarded the National Outstanding Community Development Program Award by the International Community Development Society in 2010.

Improving Rural Food Access through Regional Development : Kansas State University's Rural Grocery Initiative

Improving Rural Food Access through Regional Development: Kansas State University’s Rural Grocery Initiative

objectives of your presentation :

Using Kansas State University’s Rural Grocery Initiative as a case study, demonstrate how universities can improve food access to rural areas through regional collaborations. Specific objectives include :

1. To understand the significant food access challenges facing rural regions.
2. To understand how these challenges can be addressed through a regional development approach. Specifically, development of :
   1. Regional community investment,
   2. Regional food distribution systems, and
   3. Regional partner collaborations.

To understand the positive role higher education can play in addressing public issues critical to rural regions.

Questions addressed within the topic :

1. What are the critical food access challenges facing rural regions?
2. How can regional community investment in rural food access be built?
3. How can rural food retail operations leverage regional partnerships to increase food access to rural regions ?
4. What regional food distribution models exist ?

Summary of content  :

One of the major issues facing rural regions is access to affordable, nutritious food. Even in the United States, nearly two and one-half million Americans live in rural areas where access to affordable, nutritious food is limited. The U.S. Department of Agriculture has classified these areas as rural food deserts. Specifically, rural food deserts are census tracts where significant poverty exists and residents have to drive more than 10 miles to the nearest full service grocery store. Individuals who live in food deserts may be more likely to suffer from high rates of diabetes, cardiovascular disease, and obesity. Looking forward, rural food deserts in America are unfortunately expected to increase in number as rural populations continue to decline and the food industry shifts food distribution channels to larger superstores in more populous communities.

This workshop will argue that what is needed to combat this downward rural food access trend is a regionalized food environment approach. This workshop will highlight Kansas State University’s Rural Grocery Initiative as a case study of the positive role higher education can play in addressing public issues critical to rural regions.

The primary source of healthful foods in rural regions is the small town grocery store. In addition to serving as a significant economic driver and important social and civic space, these food retail outlets are critical in addressing rural food deserts. Rural grocery stores provide a vital source for nutrition and health, providing a supply of fresh fruits and vegetables, dairy and protein. A local grocery store is especially important for the rural young, elderly, and those citizens with limited resources. Research indicates that rural grocery stores can positively impact nutrition choice and health related disease. Yet, these important small business struggle to survive. A study by Kansas State University’s Center for Engagement and Community development, for example, found that between 2007 and 2010, 38% of grocery stores in rural towns of less than 2,500 closed their doors.

In response to this rural food access crisis, Kansas State University led a group of partners to launch the Rural Grocery Initiative (RGI). The RGI is committed to work on four goals: (1) understand the challenges facing rural grocery store owners, (2) develop best practices for those challenges, (3) create a virtual and face-to-face network for rural grocery owners, and (4) identify and promote sustainable models of rural grocery operation.

From our work, we have found that by creating, energizing, and sustaining regional collaborations around community investment, food distribution systems, and food production, rural grocery stores have a better opportunity for sustainability and concomitantly positively address rural food deserts.

Rural student access : cultivating social capital for innovative access to higher education

Cultural immersion aimed at improving professional integration in the Moroccan offshore industry

Cultural Immersion to Improve Professional Insertion in Moroccan Offshore Software Industry

Objectives of your presentation :

A mobility programme intended to foster Moroccan Master graduates in the Moroccan offshore software industry, with a focus on extra-academic settings.

Questions addressed within the topic :

Global Software Development, cultural distance, students’mobility

Summary of content :

The young Moroccan offshore industry has rapidly grown up as an answer of French software companies to their client’s demands for offshoring software projects. The Moroccan government achieved several initiatives to foster offshore software industry. Regarding IT education, government funding helped to start in almostall Moroccan universities new programs called “Master Offshoring”. Despite the high quality of Moroccan higher education system, professional insertion of young Moroccan graduates might be difficult. Obviously, the software industry is asking for skilled IT engineers but the globalization of the software business is requiring several non-technical competencies, including cultural and communication issues.

The growth of Global Software Development (GSD) impacted the computing education system and universities are now offering specialized courses or whole programs dedicated to Global Software Development / Software Engineering [1, 2]. Monasor and al. performed a systematic literature review of GSD training and education [3]. A finding is that all the software processes (from the GSD point of view) reviewed in the study are particularly affected by communication problems and cultural and language differences.

A network of 7 Moroccan universities and 1 French university started in 2007 a GSD education program to foster Moroccan graduates’ employability through mobility measures. The first measure offers to some Moroccan students the ability to perform their final internship (6 months) in France within few major software companies having software projects distributed between France and Morocco. The second measure provides Moroccan students with the possibility of performing the final study year in France (including a French internship), that leads them to obtain a double Master degree - Moroccan and French.

We are conducting a longitudinal study of the professional insertion and career development of young graduates in the Moroccan software industry. We are observing three populations: Moroccan graduates who performed their internship in Morocco, graduates who performed their internship in France, double Master degree graduates. We are gathering data from our industrials partners about the hire rate after the internships, comparing the three populations’ rate. Moroccan and French academic systems are roughly the same and the hypothesis is made that both education systems provide graduates with comparable proficiency of skills. Hence, differences might be related to mobility schemes.

The Mediterranean Office for Youth (MOY) is labelling higher education training programmes of excellence that correspond to fields of Mediterranean interest and our mobility programme was labelled in 2011. MOY applicants were asked to describe how the proposed programme responds to the skill needs of the Mediterranean region and how it makes graduates more employable._The issues of mobility and employability are central to the programme since its inception in 2007. Particular attention was paid to the problem of mobile students’ evaporation in the host country. Therefore, the partners (in 2012-2013, 10 Moroccan universities and Brest University) have therefore agreed :

A founding principle - Acquire a first experience in France and then mobilize the skills for the benefit of economic development of Morocco.

Centralized coordination of mobility and employability – Brest University is acting as a hub that connects the Moroccan universities, Moroccan students, future Moroccan employers and French companies working in the offshore software development; it coordinates also the different academic, administrative and legal procedures.

Support for mobile students and interns’ placement favours the coming of good students and the encountering of two different cultures at the workplace – two main factors of the programme success.

[1] N. R. Mead and al. An Immersion Program to Help Students Understand the Impact of Cross Cultural Differences in Software Engineering Work. 32nd IEEE Int. Conf. Computer on Software and Applications, 2008

[2] P. Lago and al.Towards a European Master Programme on Global Software Engineering. 20th Int. Conf. on Software Engineering Education & Training, 2007

[3] M. J. Monasor and al. Preparing Students and Engineers for Global Software Development: A Systematic Review. 5th IEEE Int. Conf. on Global Software Engineering, 2010

Creating the Entrepreneurial Mind-Set to Support Economic Development : the Role of Economic and Entrepreneurship Education in Youth Unemployment
(Joanne Dempsey, Tracy Rogers)

Creating the Entrepreneurial Mind-Set to Support Economic Development : The Role of Economic and Entrepreneurship Education in Youth Unemployment

Objectives of your presentation :

1. Present a rational for the value of foundational economic education supported by a school’s culture, indigenous knowledge systems, and the local community for students grades 4-12 as part of entrepreneurship education ;
2. Generate discussion on the value of entrepreneurship education for middle grades in regions impacted by the lack of economic development and/or decline ;
3. Offer a framework for linking educational programs and students with authorities facilitating regional economic development ;
4. Explore ways in which community education programs might also connect with and leverage Youth Unemployment intervention efforts such as those proposed by PIYU.

Questions addressed within the topic :

1. How can foundational economics strengthen basic entrepreneurship education ?
2. What are the roles of indigenous knowledge systems in the formation of entrepreneurial programs and educational initiatives ?
3. What are the most effective roles for institutions of higher education, families, and nongovernmental agencies in providing the essential elements of entrepreneurship education programs ?
4. How can community be engaged effectively to make entrepreneurship education programs effective ?
5. Can an “entrepreneurial mind-set” be created in middle-grades (4-9) students through economics and entrepreneurship education that increases their opportunities in the world of work ?

Summary of content

Northern Illinois University’s PASCAL office, inpartnership with Econ Illinois, and educational and governmental representatives in South Africa, are working on the creation of a pilot economic and entrepreneurship education program for students in grades four through eight. Acknowledging the need to cultivate an entrepreneurial mind-set in students while leading them to greater focus on business development and career training, this initiative seeks to integrate experiential learning with foundational knowledge supported by a school’s culture, indigenous knowledge systems, and the local business community. Geared to assist students in understanding how their decisions made at an early age can impact their prospects for future employment, this initiative has the potential to be implemented as a pilot program in economically disadvantaged regions struggling with rising youth unemployment.

Program goals and outcomes include:

• Improved preparation of students for employment
• The development in students of entrepreneurial skills and mind-sets for new business/job generation ;
• Engagement of community business leaders to provide students with real-life experience with career opportunities and the development of entrepreneurial skills ;
• Increased student understanding of the connection between what is learned in school and its applications in the world of work ;
• Utilization of indigenous knowledge and investment by the community in youth entrepreneurial education and practices to enhance local and regional economic opportunities.

This project focuses on developing a model in South Africa that may be adapted and replicated in any community/region of the world. Within South Africa, the primary/secondary education curriculum is developed and implemented at the national level, and changes/additions to curriculum take considerable time and political capital. To implement an entrepreneurship education program in the schools would also require considerable investment in teacher training, access to materials, and on-going oversight to assure consistency in the delivery of the project goals. Given these challenges, an after-school program that is already in existence at the Elgin Learning Foundation (ELF) has been selected as the organization for implementation of the proposed project.

ELF is located in the Theewaterskloof region of Western Cape, which is primarily agricultural and rural. Officials in the area have developed a strong regional economic development plan and are supportive of the proposed initiative; however, training in and of itself is not sufficient to overcome the problems and challenges of developing communities. Individual students involved within the project will be able to engage in entrepreneurial activities, become agents of economic change within their communities, and through positive educational and developmental experiences enhance personal self-esteem, selfefficacy, and financial competency. Investment by the community, through ownership of the needs of its youth, relative to economic education, encouragement, and creation of early entrepreneurial skills is increasingly critical in today’s challenging global economies and interconnected world.

Project partners :

Joanne Dempsey, Econ Illinois (Illinois Council for Economic Education at NIU), Northern Illinois University
Tracy Rogers, Center for Governmental Studies, Northern Illinois University
Dr. Marius Venter, and Lorraine Greyling, CENLED (Centre for Local Economic Development), University of Johannesburg, SAF
Veronica Jacobs, Divisional Head: Operations and Manager: Knowledge Management and Resource Mobilisation, Elgin Learning Foundation
Elzmarie Oosthuizen, Executive Director, and Ina Combrinck, South African Foundation for Economics and Financial Education (SAFEFE), University Free State of SAF
Joanna Dibden, TWK Development Project (Theewaterskloof Municipality)
Zenna Grove-Niewenhoudt, Western Cape Provincial Government, Deputy Chief Education Specialist, GET Head Office Western Cape Education Department
Penny Vijevold, Western Cape Provincial Government, Superintendent-General of Education : Head of Education

Robert J. Samors
Senior Consultant
Association of Public and Land-grant Universities (APLU)

Robert J. (Bob) Samors most recently served as Associate Vice President for Innovation and Technology Policy at the Association of Public and Land-grant Universities (APLU) with a specialty in university economic engagement, intellectual property and information technology (IT) policy.
He was Staff Director for the APLU Commission on Innovation, Competitiveness and Economic Prosperity (CICEP) and Project Director of the APLU-Sloan National Commission on Online Learning which produced the definitive, two-volume report, Online Learning as a Strategic Asset, an in-depth benchmarking study of institutional approaches to online learning.

Currently, as a Senior Consultant to APLU, Samors continues to lead the APLU New Metrics Initiative to develop new measures of university contributions to regional economies. The project has received three rounds of funding from the National Science Foundation and two grants from the U.S. Department of Commerce over the past three years.
Prior to joining APLU, Samors served for seven years as the Associate Vice President for Federal Relations for the University of North Carolina system and as Assistant Vice President for Research in the University of Michigan Washington office. He holds a Masters in Public Policy from the Harvard Kennedy School of Government and a B.A. in Economics from Brown University

Potential New Measures of University Contributions to Regional Innovation and Economic Growth

Potential New Measures of University Contributions to Regional Innovation and Economic Growth

Objectives of your presentation :

To inform the PASCAL membership and other interested parties about the process and findings related to the APLU New Metrics Initiative

Questions addressed within the topic :

1. What are the potential new measures of university contributions to regional innovation and economic growth that go beyond traditional, “transactional” measures (i.e., patents, licenses, royalties, and numbers of start-ups) ?
2. Are those measures feasible (is the data accessible and collectible by the institution) ?
3. Do the metrics have utility to both the university and external stakeholders ?

Summary of content :

The Association of Public and Land Grant Universities (APLU) launched its New Metrics Pilot Project in 2008 to identify potential new measures of university contributions to regional economies. To this end, 32 institutions of higher education have helped identify and assess the feasibility and usefulness of a range of potential data elements. This process has produced a set of 11 measures that are proposed for near-term implementation, and another 23 that are recommended for further exploration. These sets of 11 and 23 metrics were the subject of focus group discussions held in Washington, DC on October 10, 2012.

The purpose of the focus group discussions was to review the work done to date for this project and to provide feedback that will shape the findings and recommendations in the final project report. This report will be presented to the National Science Foundation’s (NSF’s) National Center for Science and Engineering Statistics, which has funded aspects of the APLU Metrics project, including the October 10 focus group discussions. An additonal report will be prepared for the National Institute of Standards and Technollogy and the U.S. Patent and Trademark Office that will focus on the relationship of the APLU metrics and results of the focus group discussions on those agencies’ efforts to develop measurement and evaluation mechanisms of federal programs and initiatives related to innovation and economic growth and development.

The results of the APLU study and focus group discussions may also be used to inform other national-level initiatives to develop new approaches for measuring and assessing regional innovation and economic development programs and policies. APLU also will use this report to plan for implementation of the metrics among its membership and potential dissemination to other institutions of higher education.

The presentation at the PASCAL conference will provide an overview of the history and processes of the APLU New Metrics initiative, and to discuss the consensus metrics resulting from the study, as well as the analysis of the focus group discussions held on October 10, 2010.

How to tackle the lack of teachers in Lithuania? First results of the IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning
(Caroline Carlot, Jean-Marie Filloque, Abdeslam Mamoune, Nathalie Sarradin, Jonas Žilinskas)

Chris Shepherd is the Vice-Chair of the PASCAL Board and Honorary Senior Research Fellow at the University of Glasgow. Chris Shepherd has a distinguished career that has bridged local government, consultancies and the academic world. He is the former Strategic Director for the London Borough of Lewisham, the Chief Executive of the Borough of Dartford and a former Director of the Kent Thameside Development Agency which led one of the largest regeneration projects in the UK. He currently serves as a Director of Quintillion Associates; he is a Governor of the Rose Bruford College, University of Manchester, a Governor of the Kings School, Rochester, a Director of Kings School International and an Honorary Canon in the Church of England.

His areas of expertise and interests include governance and accountability, mainstream sustainability, horizontal and vertical integration of policies and practice, social inclusion strategies, organisational development in political and community engagement, cross sectoral integrated solutions and public-private partnerships.

More recently he has carried out consultancies and published papers and reports with the OECD, he has been an adviser to the UK Government on communities, regeneration and sustainability, he has worked with many cities in the UK and overseas including cities in the USA, France, the Netherlands, Australia and Estonia. He has led and participated in the PURE reviews in the UK, Italy and Australia.

Are our universities failing small business?

Are our Universities failing small business ?

Objectives of your presentation :

To challenge the in some institutions that big business is best

Questions addressed within the topic :

How can universities and colleges be more relevant to their local business communities and help local economies to grow ?

Summary of content :

The largest component of any economy is located in small and medium sized businesses (SMEs0 and yet many of our universities and colleges pay small regard to this and prefer to work alongside large multi-national. 

The PASCAL/PURE review in 20 regions around the world has highlighted the way in which small businesses struggle in accessing good training and reliable support in applied research. My presentation is a reflection on this together with some examples of where closer engagement can lead to positive results for all sides and where long term partnerships have helped the economy to grow and bring income to the universities.

Education
2012 PhD in Evaluation of Educational process and systems at the University of Genoa - Department of Anthropological Sciences
2007-2008 Full marks University Degree (Magna cum Laude) in Conservation of culturale heritage at the University of Genoa
2006-07 Specialisation course “EPICT European Teaching Licence for information technology and communication”, University of Genoa
1993- 1994 University Degree in Economics at the University of Genoa
1986 Secondary school degree (Maturità Classica) at Liceo Classico C. Colombo, Genova

Work esperience
From 1999 onwards - Executive Director of Medical Education Centre (University of Genoa); Didactic Manager of Educational Courses in Health Profession (University of Genoa); Part of the staff of the Faculty of Medicine and Surgery of the University of Genoa, participating in evaluation projects promoted by MIUR (Italian Ministry for Education, University and Research), CRUI (Conference of Italian University Rectors) and by international organisations such as CRE (Conference of European University Rectors).
1993/98 - Business advice on monitoring, evaluation, technical assistance about European Structural Funds financed programs

Scientific activities
2008-09 and 2009-10 Project manager of the research “Nursing and allied health profession student drop out: the experience at the University of Genoa”, sponsored by the Research Center for innovation in professional Health Education and the Faculty of Medicine and Surgery of the University of Genoa
2008-09 Project manager of the research “Quality graduate outcomes in Health Professional education program”, sponsored by the Research Research Center for innovation in professional Health Education and the Faculty of Medicine and Surgery of the University of Genoa
2001/2005 Collaboration in research projects about Evaluation of Customer Perceived Quality, managed by Prof. Giorgio Sacchi, Bes Service, Genova

A case of participatory evaluation to define student assessment criteria in higher education

(Michela Freddano, Anna Siri)

A Case of Participatory Evaluation to define Student Assessment Criteria in Higher Education

Objectives of your presentation :

Showing a participatory activities done at university to improve students’ engagement and awareness about the learned subjects.

Questions addressed within the topic :

Is collaborative learning effective to improve student engagement in higher education? Student engagement improve student achievement at university ?

Summary of content :

Students should have a clear understanding of the learning goals and criteria against which their achievement will be assessed. Self-, peer- and collaborative evaluation are designed to improve learning quality and active engagement of students. The case study reflects on the experimental activity realized with the students attending a training course at University of Genova. A participatory evaluative process around the concept of “Examination performance” was done for having the students’ validation of the exam’s criteria. Students discuss and select the dimensions and indicators of the final examination by an evaluative brainstorming and by using blended learning activities. In this poster we show the procedures and the results, in particular we define a learning assessment model such as the result of a genuine participative process where the students have cooperated to the definition of the final examination criteria and improved appropriate models of evaluation and self-evaluation.

Higher Education Engagement and Innovation Dynamics - Comparative Study of Regional Innovative Networks of the City of Helsinki and the City of Chicago
(Ilpo Laitinen, Jari Stenvall)

Higher Education Engagement and Innovative Dynamics – Comparative Study of Regional Innovative Networks of the City of Helsinki and the City of Chicago

Summary of content :

Purpose :

In the article we concentrate on the issues of complexity in regional innovative networks. Our theorethical framework is based on Norbert Elias’ process sociology which is the one of root theory in complexity sciences. According to Elias social processes can be unplanned and can have a structure of their own. Different levels of systems, have a greater or smaller autonomy; they may for example, cooperate or they may fight with each other. But the scope for autonomous action varies with the properties of the paramount system as well as with the location of part-units within it; and so does the basic personality structure of its individual members.

Process sociology seeks to understand and explain how the thought, feeling and behaviour of individuals are influenced by their interaction with other humans. By nature humans are social and therefore they tend to form groups and identify themselves with a particular group of people. Process sociology has been developed, primarily from the work of Norbert Elias, who was one of the first to recognize the dynamic web or relationships of humans and their interdependence with each other and who may be seen as a forerunner of Michael Foucault. Elias argued that each and every person is linked to others with invisible ties and consequently an individual should not be thought to be separate from society as they are part of each other.

Elias’s perspective was humanity as a whole. And its process nature also refers to the figurations, constantly changing and emerging new formations of togetherness. Thus it points out the nonlinear nature of human interaction and accounts for the emergence of selforganizing patterns of meaning (e.g., themes or ideas) and patterns of relating (e.g., power relations).

Innovation policy has become the main concept in economics, competitiveness, local businesses, educational organizations and public administration. Creative economy, innovative environments, employee driven innovation, open innovation, co-designing and more recently innovative value networks are examples of concepts and growing R&D areas.

Higher Education Institutes have be seen as the key players in the local innovation ecosystems and networks. But as our research show, the starting point is the understanding of innovation as a complex interaction. Raising interaction to the focus of examination is based on innumerable studies whose common denominator is the understanding of innovation as an implemented new idea whose inception and distribution are resolved at the interfaces between various actors. Particularly where the HEIs and the public sector is concerned, innovation is emphasised as something that occurs in an open environment and in collaboration with various actors. Due to openness and multiple agency, innovation also cannot be controlled in the traditional sense.

Three levels of comparison for HEI engagement, knowledge use and innovativeness have been selected as the target environments of the research and development project. The development levels of innovation policy and knowledge are :

• regional
• organisational, and
• individual.

In our opinion, there are at least two approaches: first, there is the model for sharing information oju n networks and co-operation structures. This approach favours the recognition of best practices and benchmarking, projects, project financing, programmes and seminars, and various forums for sharing information. The second approach, which involves a lot of different new activities, is a form of co-operation that creates new information. This involves innovative activities that genuinely create something new, and operating modes where nobody has ready-made solutions or information on the existing challenges or issues. This comes down to different explorative, investigative co-operation models.

The underlying hypotheses of the study include challenging the concept of localness in the open innovation world. According to our underlying hypotheses, localness is becoming increasingly global rather than local. In the study, this development will be assessed, opened up and compared in the different metropolitan areas, as well as how localness manifests itself in the ability of organisations to innovate. In the comparative study, focus will be put on indirect connections and network operations, which enable emergent innovativeness.

City of Helsinki and City of Chicago have both been promoting innovativeness in their policies. Both cities have undergone major changes in their economical and service settings. And both cities are facing many wicked problems and challenges, to which the policies and new innovation networks target to response proactively

Method : The study consisted of two phases in accordance with the above-mentioned research problems. The research methods used were firstly literature reviews to identify the key stakeholders and find the main challenges of local innovation network and in the second phase of the study interviews with representatives of organisations within the innovation network. Interviews were conducted in March–April 2011 both in Chicago and Helsinki. All in all, the interviews were conducted with 20 people. All interviewees were top level administrators of their respective organisations. The interviews were conducted on a thematic basis. A single interview took approximately 1.5 hours.

Findings : Network functions are used to make meaningful contacts for the customer. Local administrator network functions are an important part of developing service quality and functionality. It is co-operation for achieving common goals, enhancing expertise and generating added value for one's own work. Local administrators form the lowest functional and operative level of a service organisation hierarchy. If top management was an organisation's mind, or its reason, then local administrators would be its heart. According to the theory of responsive processes, an organisation's true content is interaction and their local formation. The interactive work of local administrators at the customer interface is vital to achieving the entire organisation's goals, and trust in the organisation comes from working close to the customers.

Pressures related to ensuring service production flexibility and availability are, in fact, related to these increasing customer demands and shrinking resources. Simply increasing eservices and the desire to delay one's own retirement will not be enough. The society described in this article is in transition toward a networked and interactive negotiation society in the provision of services. According to this study, it can be characterised by newly networked, low hierarchy management models, the constructive development of network cultures, and continuous, multiform learning in the networks.

The application of Norbert Elias’s process sociology to the complexity sciences of innovation network studies deepens the understanding of behavioural and organizational structures. Our approach, the concepts and ideologies that we have discussed, and our research form a different way to view organizations. From our research and discussions we have come to understand organizations as systems that are continuously reforming themselves in the process of self organization and emergence. Our research gives a framework for innovative, creative processes of innovation networks and findings for understanding the intricacies of the process of human relating in organizations.

Manufacturing Connections : A Technical Degree Completion Program which Promotes Partnerships with Industry and Regional Education Centers in Rural Locations - A Long-Term Case Study

Manufacturing Connections : A Technical Degree Completion Program which Promotes Partnerships with Industry and Regional Education Centers in Rural Locations - A Long-Term Study

Objectives of your presentation :

Manufacturing Connections: A Technical Degree Completion Program which Promotes Partnerships with Industry and Regional Education Centers in Rural Locations – A Long- Term Case Study.

Questions addressed within the topic :

The workshop will

• (a) describe the changing nature of manufacturing in the University’s region and the impact on public perception creating poor recruitment possibilities for employers and university technology programs ;
• (b)identify the challenges faced by a technical university in reaching the available student pools spread out over a broad region ;
• (d) describe the disconnections between the applied skill set and the skills requested by industry in candidates for career progression into management level assignments;
• (e) outline the steps taken to meet the identified challenges;
• (f) provide both qualitative and quantitative data on program success

Summary of content :

The technical university can be an engine of growth and support for regional industry. In particular, regional industry associated with manufacture and design look to the university to support of product and process development. Industry relies on technical universities as sources of future employees, research, and ideas. Through planned and deliberate interactions between industry and technical programs at the University, programs will be able to graduate technically prepared future employees who possess the skills that are needed in the regional work force.

Technical needs vary by region, due to the goods that are designed, processed, and/or manufactured in the given region. In addition, regions include high population centers with concentrations of specific types of industry and rural outposts of single manufacturers surrounded by educational resource-poor areas.

This case study will detail best practices and processes that have been utilized by the College of Engineering and Engineering Technology at Northern Illinois University to promote collaborations between industry and higher education to develop the needed skills in the student graduates and to reach rural regions through strategic use of instructional technology and partnerships with area community colleges. Such collaboration led to the development of specific degrees to meet the ongoing need for technical management personnel in industry and manufacturing: the Master of Science in Technology and the Bachelor of Science in Technology with an emphasis in Industrial Management Technology—a strictly off-campus degree for AAS degree holders but one that provides a pathway to graduate studies.

• Who's really lost?
   (John Tibbitt, Stephanie Young)
• the "regional-intensive" university : profiling regional engagement

Who’s Really Lost ?

Objectives of your presentation :

1. To reflect on the meaning and history of the phrase ‘lost generation’
2. To analyse the evidence within an economic and a social frame
3. To consider the range of policy options available to governments and their likely effectiveness

Questions addressed within the topic :

1. Who is lost ?
2. Is there evidence to support the idea of a ‘lost generation’ of young people ?
3. What are the views of young people? How do they view the future ?
4. What are the economic and social frames determining policy responses ?
5. What are the policy responses and what are they trying to achieve ?
6. Are the policy responses appropriate and likely to succeed ?

Summary of content :

The ‘lost generation’ is a term currently used to describe a generation of young people who because of the economic recession encounter a delayed transition to the labour market and to other social, cultural and economic opportunities. But the term has its origins in descriptions of the generation that came of age during World War 1 and the 1920’s. The term has also been used to refer to authors such as F Scott Fitzgerald, Ernest Hemmingway, T S Eliot and others “lost” to the cultural mainstream. Hemmingway suggested in his book “The Sun Also Rises” in 1926, in which he popularised the term that his characters were not so much “lost” as battered. The term has been used since then both positively and negatively: positively by the creative community, to describe the idea of being lost as a precondition for creativity and, negatively by economic and social theorists to describe young people who fail to make the transition to work, and suffer a delayed opportunity to build skills, income and lives.

This paper draws on both these ideas to reflect on the position of young people at the present time and the policy that can be followed which might improve their situation. Drawing on historical analysis, government statistics and opinion surveys and other research this paper we will explore the question “who is really lost ?” Is it the young people, their parents or policy makers and practitioners searching for ways to alleviate the perceived negative consequences of significant structural change ?

The paper will review evidence to explore the idea of the current “lost generation” and the prospects during the economic recession for young people who are also described as the “most connected generation ever.” It will discuss broad changes in economy and society, including investments in education and training; transitions of young people, inequality and social mobility. In light of the analysis it will reflect on the types of policies which may be adopted by governments’ from the dominant “supply side” initiatives to more radical “demand side” initiatives. The paper will conclude with a number of ideas for further discussion and debate at the conference.

The ‘regional-intensive’ university : profiling regional engagement

Objectives of your presentation :

The paper builds on analysis of theregional engagement of higher education providers in the Glasgow and the west of Scotland undertaken in the PASCAL: PURE Project. It will :

1. Explore emerging differentiation in the role of higher education institutions and in particular the notion of the ‘regional-intensive’ university ;
2. Discuss an approach to the benchmarking and profiling of regional engagement of HEIs ;
3. Examine the association of between categories of HEI and their regional engagement profiles ; and
4. Suggest key features of engagement practice associated with the regional-intensive university which distinguish them from other categories.

Questions addressed within the topic :

What are the key features of regional engagement which distinguish the regional-intensive’ university from other, more familiar categories of research intensive or teaching universities ?

What are the domains of regional engagement, and how can these be captured and profiled ?

How can profiles be used to understand and deepen university regional engagement and their contribution to regional development ?

Summary of content :

Research undertaken for the Pascal Universities Regional Engagement project (PURE) in Glasgow and the west of Scotland region highlighted the different ways higher education providers in the region were positioning themselves within the sector and demonstrated differing profiles of regional engagement associated with their interpretations of their mission. Whilst all HE providers embraced regional engagement, they placed varying priority upon it, adopted varying practices in developing it, and expressed very different roles for research in contributing to effective engagement for regional development. This paper draws on that analysis and extends it: it is focussed on three main aspects.

First, it explores the patterns of differentiation which are emerging amongst higher education providers as they come to terms with changing funding models in many countries, the increased expectation of governments for increased returns for public investment, and the recognition in many regions that higher education institutions are an important asset they can look to in promoting regional economic and social development. The role of HEIs in regional development can extend from merely the multiplier effects of its presence in the region through to significant leadership roles. The paper will develop the concept of a ‘regional-intensive’ university to place alongside more established categories of HEI such as ‘research-intensive’ or teaching institutions.

Second, the paper considers approaches to benchmarking and profiling regional engagement, in order to clarify the range of domains of economic, social and cultural engagement, and the profile of engagement activity which might be associated with different categories of HEI, with particular emphasis on ‘regional-intensive’ engagement.

Third, it will highlight aspects of engagement practice which might be developed in order to deliver effective ‘regional-intensive’ engagement, and also compatibility with the more conventional roles of a university within the higher education sector. Crucial to both is the role of research activity within the institution, the ways research priorities are determined and international knowledge and connections are used for regional development. 

Innovation in Community Engagement - using a virtual learning environment (VLE) and Social Media to promote awareness of Science, Engineering and Technology
(Patricia Gouws, Doctor Mlampo, Chuma Nombewu, Dalize van Heerden)

 Norman Walzer, Ph.D. is Senior Research Scholar in the Center for Governmental Studies at Northern Illinois University where he researches innovative local development strategies and entrepreneurial approaches.

He is Emeritus Professor and founding director of the Illinois Institute for Rural Affairs at Western Illinois University.
He works with state and local government agencies on local development strategies and related issues.

His recent publications include edited books on Entrepreneurship and Local Development (Lexington Press, 2007) and Community Visioning Programs (Routledge, 2012).

He is currently working on a co-edited volume examining major issues in Community Development practices and is coordinating a group to identify innovative ways to measure community development activities.

• Community Visioning Programs and Outreach Activities
• University-State Partnership to Revitalize Rural Illinois

Community Visioning Programs and Outreach Activities

Objectives of your presentation:

To help participants understand the potential of community visioning programs provided by universities. To enable participants to determine the types of programming that could help, especially remote rural communities. To share current efforts underway with a group of experienced community development practitioners working with university programs.

Questions addressed within the topic:

What is the current structure of university outreach programs that work with community visioning efforts? How are the existing programs structured within the U.S.? What are the main goals of the programs and have they succeeded? What seem to be the most effective factors that explain success in community enhancement and vitality efforts? What is the role of universities in these efforts?

Summary of content:

Rural areas across the U.S. continue to experience slow growth or economic stagnation with population declines, replacement of manufacturing employment with lower paying service jobs, and loss of youth and young adults who leave in search of better employment opportunities. Rural areas often have limited management capacity and management resources with which to address economic revitalization issues. Consequently, elected officials and community/business leaders rely on support agencies such as university outreach programs to help them evaluate development options and planning regional strategies.

Outreach programs have gone through a evolutionary process with a variety of agencies assuming major roles in assisting community leaders. The USDA Extension Service has been a mainstay in providing these programs for decades especially since the late 1980s with the Take Charge programs. These programs typically involved a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework. Later efforts incorporated an Asset Based
Community Development (ABCD) thrust using work by Kreitzman and McKnight. More recently, community visioning efforts incorporated a Strengths, Opportunities, Aspirations, Results approach (SOAR) using a BreakThrough analysis. In the past several years, the methodology has evolved into a Strategic Doing model that focuses more attention on action plans and continued updates.

Many university-based approaches are used across the U.S. with different levels of success and there is no single comprehensive source of data and/or information. Recently, a survey of community visioning programs was reported by Walzer and Sudhipongpracha (2012) in a collection of articles regarding various facets of university visioning programs (Walzer and Hamm, 2012). This survey gathered information about inputs used in working with community leaders as well as expectations about outcomes. The analysis builds on an earlier assessment of key strategic visioning programs (Walzer, 1996). 

Proposed Presentation

The proposed presentation to the 2012 PASCALConference in Brest, France, would best fit under iii. Surveys or comparative analyses since it involves an empirical analysis of survey results as well as updates on current programs.

The presentation will address several major issues. First, an overview of major types of visioning programs currently underway in the U.S. will be described including analyses by host agency, intended audiences, procedures used, and expected outcomes. Second, the presentation will describe recent updates to delivery approaches such as SOAR, BreakThrough Solutions, and Strategic Doing. Third, the presentation will present current work underway with a group of experienced scholars and practitioners in the U.S. regarding determinants of community change and how they can be shaped by outreach programming.

The main intent of this presentation is to provide participants with an understanding of the types of programs currently offered by universities in the U.S. to help communities create a vision forthe future and implement an action plan. With this information, participants, both university personnel and practitioners, should be able to evaluate whether this type of outreach effort will be useful in their region and how they might start such a process.

A second intended outcome is to identify similar outreach program efforts in other PASCAL countries and determine whether future collaboration efforts might be feasible on both scholarly and practice levels. If a team effort and/or collaboration seem fruitful, then webinars, workshops, conferences, and comparative analyses resulting in a book will be considered as next steps.

The presentation will be interactive in an effort to elicit comments and discussion with practitioners

University-State Partnership to Revitalize Rural Illinois

Objectives of your presentation :

The objective is to inform the audience about successful ways in which a regional state university can assist government agencies design projects to revitalize communities in remote rural areas. The presentation will also offer a public-private partnership outreach approach that has succeeded for nearly 25 years and has continued to grow and prosper. Participants can learn about ways to possibly replicate this system in other PASCAL countries with relatively small investments by public universities. The presentation will also provide examples of ways to monitor and document outreach activities within the university. The paper and analyses will be prepared by the founding director and current IIRA director. These two directors have managed the IIRA during its entire operation.

Questions addressed within the topic :

The presentation will ask several questions: a) what are suitable roles for regional public universities in stimulating regional economic development ? b) what are key factors in attracting support for outreach efforts within a regional university ? c) how can an outreach agency maintain credibility and attract input or collaboration from academic faculty ? d) how can an outreach agency maintain continued commitment from university leaders ? While this is a case study of one regional university with approximately 12,000 students, many lessons learned can be applied to other universities in other rural areas.

Summary of content :

In the U.S., the 1980s are widely associated with a serious recession that had major adverse effects on rural areas. Speculation in land prices combined with relatively easy credit conditions caused farmers to purchase land and borrow to expand operations but then low prices for farm produce caused major bankruptcies and farm consolidations. Fewer families on farms, combined with a continued shift of manufacturing and retail jobs to regional centers seriously threatened the financial viability of many, if not most, small communities in rural states.

The recession and perceived potential of a “loss of rural life and values” caused the Federal government and Midwestern states such as Illinois, Indiana, Iowa, and others to rethink their approaches to rural development policy. The previous approach had involved stimulating rural areas largely through an agricultural policy; the new approach involved directly working with local agencies to revitalize their regions and/or communities. 

Illinois, a state with more than 12 million residents and a diversified economy including agriculture, manufacturing, and services, approached the rural dilemma using a statewide Task force on the Future of Rural Illinois (1986). The bi-partisan task force held public hearings and created an action plan designed to coordinate the delivery of state services to rural areas using a two-pronged approach. Services from state agencies were coordinated by the Governor’s Rural Affairs Council (1987), an executive agency chaired by the Office of the Lieutenant Governor. Research and outreach activities in universities are monitored and promoted through the Illinois Institute for Rural Affairs (IIRA) at Western Illinois University which was launched in 1989 with a service area of 74 largely rural counties. This arrangement has successfully grown and expanded during its nearly quarter century of operation. 

The PASCAL conference presentation will explain the process of designing and creating the IIRA including efforts to link university and state/federal agencies, management procedures encountered, and metrics used to build a strong organization, and the methods used to establish solid funding sources. During its 23 year history, the IIRA faculty and staff has received more than 60 national, state, and local awards for services delivered. It continues to prosper and grow with more than 35 full-time staff delivering services involving eight major rural issues and has an annual budget of more than $3.5 million. The budgets were maintained and increased through four transitions in university leadership.

Part of the success of the IIRA has been the design and use of an effective management system that includes tracking inputs, activities, outputs, and outcomes. This computerized system, designed by IIRA staff, is used to allocate resources and monitor the balance between services delivered both spatially and by type. With this management information, the IIRA can also communicate effectively with stakeholders such as state legislators, local public officials,
and business leaders. 

The presentation will share the operating structure and practices and reasons for success. It will elicit participants’ views of similar lessons learned from their experiences with other  agencies. In this way, the PASCAL session can provide a better understanding of the potential for similar university-based agencies in other countries and learn specifically from the IIRA practices and experiences.

Who's really lost?
 (John Tibbitt, Stephanie Young)

How to tackle the lack of teachers in Lithuania? First results of the IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning
(Caroline Carlot, Jean-Marie Filloque, Abdeslam Mamoune, Nathalie Sarradin, Jonas Žilinskas)

How to tackle the lack of teachers in Lithuania ?
First results of IDEAL project about the transfer and adaptation from the French validation scheme of formal and informal learning

Objectives of your presentation :

How to tackle the lack of teachers in Lithuania ? First results of the IDEAL Project about the transfer and adaptation from the French validation scheme of formal and informal learning

Questions addressed within the topic :

How RPL can be used to tackle the shortage of teachers in some European countries ?

Summary of content :

Since some years, a shortage of teachers has arisen in different European countries. It mainly affects the technical and scientific disciplines, as well as language learning. The situation was particularly difficult in the period following the independence of Lithuania, after 1991 and until early 2009. Indeed, many young people, trained in universities preparing to graduate to practice the teaching profession, have overwhelmingly chosen to emigrate to neighbouring European countries, where skilled jobs were available in numbers, and wages considerably more higher than in Lithuania

Trained to become teachers, they quickly adapted to other occupations, while using their language skills acquired at university to overcome the integration difficulties. Latent economic crisis since 2008 slowed this phenomenon but it did not disappear.

This has gradually led the country to face a teacher shortage, particularly in remote areas of the capital and in rural areas. Local authorities and the university have been led to imagine an alternative solution. They have selected persons with a solid professional experience and / or individual who would be willing to change careers to teaching, but without titles or qualifications required for access to these public jobs. Their experience has been gained in business associations or companies whose object is not directly the initial training of children. Rather than forcing these people to complete the training leading to these qualifications, the idea is to use a procedure that allows recognition of prior experience to obtain the title required for these jobs or at least reduce the amount of training leading to them. The procedure for validation facilitates the career change, can both alleviates shortages and meets the employment needs of the elderly.

The project "identify, assess and validate: transfer and adaptation of a validation scheme of formal and informal learning" (IDEAL) is born from this idea. In addition to pursuing the objective of fighting against the shortage of teachers using the mechanism of French RPL called VAE, the project should provide valuable insights to enhance the training of teachers by the university through the analytical skills that will result from the VAE procedure. Six European universities are collaborating in this work: the University of Western Brittany (France) who is the pilot, the Free University of Brussels (Belgium), University of Siauliai (Lithuania), the University of Genoa (Italy), the University of Lisbon (Portugal) and the University of Rennes 2 (France). This project has been funded with support from the European Commission via the Lifelong learning programme. It has begun in October 2010 and will end in September 2013. We present the first results of this work, which enables both to offer a solution to a serious crisis for the Lithuanian education system and to develop a new access road to professional degrees.