Nouă universități românești sunt în clasamentul internațional al universităților 2020 realizat de Times Higher Education
Nouă universități din România sunt prezente în clasamentul internațional al universităților realizat de Times Higher Education: World University Rankings 2020. Este vorba de Universitatea Babeș-Bolyai din Cluj-Napoca, Academia de Studii Economice din București, Universitatea Alexandru Ioan Cuza din Iași, Universitatea din București, Universitatea de Medicină și Farmacie Grigore T. Popa din Iași, Universitatea Politehnica din București, Universitatea Politehnica din Timișoara, Universitatea Tehnică din Cluj-Napoca și Universitatea de Vest din Timișoara.
Dintre toate, singura care se află în trend ascendent este Academia de Studii Economice din București, care a urcat în intervalul 801–1000, comparativ cu anul trecut, când ocupa un loc în intervalul 1001+. În aceeași categorie în care se află și Universitatea „Babeș-Bolyai” din Cluj-Napoca.
Pe locul 1001+ sunt: Universitatea „Alexandru Ioan Cuza” din Iași, Universitatea din București și Universitatea de Vest din Timișoara.
Clasamentul dat publicității pe 11 septembrie cuprinde aproximativ 1.400 de universități din 92 de țări, evaluate în funcție de următoarele criterii: calitatea procesului educațional și a mediului de învățare (30%), calitatea cercetării reflectată în indicatori de volum, venituri și reputație (30%) și impactul acesteia reflectat în citări (30%), gradul de internaționalizare a universității analizat din perspectiva studenților, profesorilor și partenerilor internaționali (7,5%) și transferul de cunoștințe spre mediul socio-economic (2,5%).
Topul internațional arată că pe primele locuri sunt universitățile Oxford, California Institute of Technology și Cambridge.
Potrivit site-ului https://www.timeshighereducation.com, universitățile britanice înregistrează un declin față de anii trecuți, pe fondul creșterii finanțărilor din educație și cercetare în Germania și China.
Oxford este singura universitate britanică care stă bine în clasament, ocupând pentru al treilea an consecutiv primul loc. Clasamentul arată că Japonia a întrecut anul acesta Regatul Unit în termeni de reprezentare generală cu 10 universități în plus. Marea Britanie are acum 100 de universități clasate în total, în timp ce Japonia are 110.
Topul poate si consultat aici.
Bursă de practică în Norvegia de 1.200 de euro pe lună
Universităţile au început promovarea în rândul studenţilor cu privire la oportunităţile pe care aceştia le au referitor la accesul în cadrul programului Erasmus^. Instituţiile de învăţământ superior din capitala Moldovei au sute de parteneriate cu universităţi din întreaga Europă, iar unele condiţii sunt foarte avantajoase pentru studenţi.
Dar stagiile Erasmus^ nu sunt singurele prin care se oferă studenţilor posibilitatea de a pleca să lucreze sau să studieze în străinătate. Spre exemplu, cei de la „Cuza“ pot merge să facă un stagiu de practică în domeniul asistenţă socială printr-un grant SEE la cea mai mare universitate din Norvegia – Norwegian University of Science and Technology – NTNU, primind 1.200 de euro pe lună şi transportul asigurat.
„Pentru a fi eligibili pentru o mobilitată de practică SEE, studenţii trebuie să fie înmatriculaţi la zi la Facultatea de Filosofie şi Ştiinţe Social-Politice, nivel licenţă / master, să ateste cunoaştere limbii engleze la nivel minim B2, să aibă punctajul ECTS la momentul selecţiei de minimum 70% din punctajul maxim, să obţină minimum nota 7 la interviul susţinut în cadrul selecţiei desfăşurate la facultate“, au precizat reprezentanţii universităţii.
Publicație: Ziarul de Iași
USAMV sună adunarea!
Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad” din Iaşi deschide noul an universitar cu o ceremonie de gală * în cadrul instituţiei studiază aproximativ 4.500 de studenţi, la cele trei cicluri universitare
Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad” din Iaşi (USAMV) va marca deschiderea anului universitar 2019-2020 printr-o festivitate ce va avea loc luni, de la ora 11.00, în Aula Magna „Haralamb Vasiliu”.
La eveniment vor fi prezente oficialităţi locale – primarul Iaşului, Mihai Chirica, prefectul Marian Şerbescu, preşedintele Consiliului Judeţean, Maricel Popa. De asemenea, la manifestare au fost invitaţi rectori şi prorectori ai universităţilor publice din Iaşi, directori de colegii agricole, directori de staţiuni de cercetare de profil din Regiunea Nord-Est şi de instituţii deconcentrate judeţene, directori de societăţi agricole de top şi reprezentanţi ai altor instituţii partenere, alături de întreaga comunitate academică a Universităţii.
Ceremonia îi va avea în prim-plan pe studenţii aflaţi în primul an de studii, la USAMV Iaşi fiind înmatriculaţi în anul I, la forma de studiu licenţă, peste 750 de tineri. În total, la Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad” din Iaşi studiază aproximativ 4.500 de studenţi, la cele trei cicluri universitare.
În cadrul festivităţii de deschidere vor fi acordate premii de excelenţă pentru rezultate deosebite obţinute de către absolvenţii Promoţiei 2019.
Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad” din Iaşi are ca obiectiv prioritar şi pentru anul 2019-2020 „excelenţa în educaţie şi cercetare”, investind importante resurse în dotarea cu tehnologie şi echipamente a laboratoarelor şi a bazelor de practică, precum şi pentru îmbunătăţirea condiţiilor de studiu şi de cercetare.
Studenţii USAMV Iaşi beneficiază de cursuri susţinute de un corp profesoral de elită, de o Bibliotecă de prestigiu, permanent deschisă experienţelor culturale de calitate, de Centre de practică proprii situate în mai multe regiuni ale ţării, de cea mai performantă Bază sportivă din regiune, precum şi de condiţii de cazare şi masă moderne
Publicație : Evenimentul https://www.ziarulevenimentul.ro/stiri/moldova/usamv-suna-adunarea–217467932.html
‘Look at how white the academy is’: why BAME students aren’t doing PhDs
Black, Asian and minority ethnic students are shunning PhDs because they don’t feel like they belong in academia
While 2.4% of white students had started a PhD within five years of graduation, only 1.3% of their BAME peers had. Photograph: Alamy
When Usman Kayani chose to do a PhD in theoretical physics at King’s College London, he felt sure an academic career lay ahead of him. Now two months after completing his doctorate, having suffered from anxiety and depression, he is considering other options.
At first Kayani was the only student who was either black, Asian or from an ethnic minority (BAME) in his research group. Although the group later became a bit more diverse he remembers how that feeling of being different, coupled with a lack of BAME academics and professors he could look up to as role models, contributed to his feelings of anxiety.
“It didn’t help my imposter syndrome. I do feel the lack of representation can put people off a career in academia. It’s a vicious cycle,” he says. “My dream was always to stay in academia. Now I don’t know what I want to do and I feel a bit lost.”
As a BAME student, Kayani was defying the odds by doing doctoral research at all. According to an analysis by the Higher Education Funding Council for England in 2016, BAME students are more likely than white students to decide to take a master’s course but less likely to do a PhD. The research found that 2.4% of white students had started a PhD within five years of graduation, compared to 1.3% of their BAME peers.
Last month the UK Council for Graduate Education launched an in depth review looking to establish why more BAME graduates aren’t progressing onto PhDs. The review, which will report next year, will conduct a detailed analysis of student data to understand trends for researching, qualification rates and funding for different ethnicities, as well as to highlight existing schemes which are encouraging participation rates for BAME students.
The fact that more young black students aren’t choosing to do doctorates doesn’t surprise Lynette Goddard, a black academic at Royal Holloway, University of London. She says that in 21 years as an academic she has only supervised three black PhD students. “That tells you something,” she says. When she announced her promotion on her Facebook page, someone commented: “I was never taught by a black lecturer at university so it didn’t occur to me I could do that.”
Goddard is used to being in a minority. She was promoted at the beginning of the summer, making her the 27th black woman professor out of a total of around 21,000 across the UK – a statistic that she describes as “shocking”. She is the only black academic in her department of drama, theatre and dance, and insists it is actually one of the more diverse drama departments in the UK: until three years ago she says there wasn’t a single other black British-born woman working as a full-time academic in a UK drama department.
Prof Kalwant Bhopal, deputy director of the centre for research in race and education at Birmingham University, argues that BAME students feel strongly that universities are places for white students, “reserved for the privileged few”. She adds: “Students see it in a curriculum that isn’t for them, in the support that isn’t there for them, and in the academic workforce which doesn’t represent them.”
Bhopal recently interviewed third-year undergraduates for a study about next steps. Her team found that BAME students were less likely to apply to do a PhD, even if they were on track to achieve a first or a 2.1. “Our respondents from all BAME groups said: ‘I would like to become an academic but why should I try when there are no positive role models for me?’” she says.
Kehinde Andrews, professor of black studies at Birmingham City University, says this means many black students struggle to find a supervisor who is knowledgeable about the subject they are interested in. “Often minority students have a different approach and a different way of seeing things,” he says. “So finding a supervisor who is compatible is hard.”
Finding funding can prove a challenge too. He was fortunate in winning funding for his doctorate from the Economic and Social Research Council, but says that such opportunities are now much harder to find. “A lot of PhD funding now is more prescriptive. They say: ‘If you research this we will fund you.’ But just like the curriculum those topics are Eurocentric, so the chances of minority students finding a topic they actually want to do is pretty small.”
This chimes with Bhopal’s findings. “Many respondents were interested in researching areas of inequality and especially race, and they felt they were less likely to get support for those sorts of projects.”
Her research suggested that cultural barriers aren’t the only things in the way. They found that black, Pakistani and Bangladeshi students were also less likely to have access to sufficient funding to do a PhD. “There are very few bursaries available to do a PhD and those that exist are very competitive, so that really matters.”
She argues that universities who want to address racism and make the workforce more representative should look seriously at providing financial support for first class BAME students who can’t afford to do a PhD.
Cliona Kelly, who has just started a PhD in neuroscience at Aston University, is the first person in her family to go to university, and suspects her parents don’t even really know what a doctorate is. She says in her group of black friends, money is the main obstacle to considering a PhD.
“When you want to do a PhD they start asking whether you have done any placements or research,” she says. “But that means taking the summer off and working for free, which most black students can’t afford to do. You’ll be contributing to the rent at home so doing a placement for no money just isn’t possible.”
Kelly worked for Aston full-time while she did her master’s in psychology, which she says found “really draining”; if she hadn’t managed to secure a grant for her PhD she wouldn’t have been able to do it. She says she wants to stay in research, and is hoping to improve “that terrible statistic about black women professors. But universities need to make sure that there is support in place to give us the means to succeed.”
Prof Alec Cameron, Aston’s vice-chancellor, says that one reason they don’t have many BAME students doing doctorates is that most PhDs now happen in Russell Group universities. But he also says students who are the first in their family to go to university tend to be far more focused on following a clear path to a particular career after graduating.
Aston has the highest proportion of BAME undergraduate students in the country. But Cameron says he is very conscious that their academic body doesn’t mirror this.
“There would be a motivation to produce more BAME staff. But we probably start from an assumption that most students at Aston are looking for a professional job rather than an academic pathway.”
Meanwhile, Birmingham City University is trying to increase opportunities by offering four fully funded master’s courses in black studies and race and ethnicity. But Andrews isn’t optimistic that change will come fast. “I’m not surprised that they aren’t applying for PhDs. You’re very unlikely to get a job at the end as it’s all so exclusive. Just look at how white the academy is.”
Publicație: The Guardian
The impact agenda has refreshed my academic career
The pursuit of impact remains controversial, but it has opened doors to more varied careers, says Andrew McRae
If, 10 years ago, I had declared to my line manager that I wanted to manage a summer-long creative arts project across England and Wales, she would have told me to get back to my monograph. Professors of 17th-century literature needed to know their place back then. But the impact agenda has changed all that.
Impact remains controversial among some academics yet, in the UK, it has opened doors to different, more varied careers. It has changed relationships between academics and their research and between universities and the wider world.
In the midst of all the anxieties about the next research excellence framework – submissions for which are due next year – it is worth keeping this point in mind. The REF may be warping the practices of academics and their employers alike, but it is the introduction of impact in the 2014 REF that is chiefly responsible for this transformation.
My own obsession has been with creating a digital map of England and Wales filled with crowd-sourced poems written by people who care about particular places and their histories. Titled “Places of Poetry”, it is a simple enough idea. It is also born out of research: work done by me and my partner, the poet Paul Farley, on Michael Drayton’s 17th-century poem, Poly-Olbion: an attempt to describe the history and geography of England and Wales – all of it – in 15,000 slightly crazy, occasionally beautiful hexameter lines.
We wanted to use Drayton’s model, in which places provide points of entry to history, and to adapt the stunning, decorative county maps that were published with Poly-Olbion. But we wanted to capture multiple perspectives, of writers from different parts of the country, of different ages and different levels of experience. We wanted a polyvocal record of the meanings of places.
Just over halfway through the project, we have about 3,500 poems. We are also nearing the end of a programme of targeted engagement activities, centred on pairing poets-in-residence with heritage sites. We’ve been working with sites from Caernarfon Castle to Ely Cathedral, Big Pit National Coal Museum in South Wales to Byker Wall Estate in Newcastle upon Tyne. These activities are putting a spotlight on different kinds of heritage, and in many cases engaging with particular community groups.
Anyone doing anything like this will be familiar with the queasy feeling prompted by the question: “Where’s the impact in that?” The bureaucratisation of impact – with professional advisors, evidence gatherers, case study writers – is one of the questionable aspects of this agenda. What proportion of the funding distributed on the basis of the REF is spent on the bureaucracy that the REF encourages, if not requires? But these questions, these experts, can also help shape projects and maximise their value, as we have found.
Perhaps the biggest argument for a university to take a lead on this kind of work, however, is because it can. One reason it can is that academics are generating, as a matter of course, the ideas and research that can lead to impact. In the course of Places of Poetry, I’ve been amazed by how many people have wanted to learn about Poly-Olbion. That point of inspiration, and our knowledge of it, matters, just as Paul’s credibility as a poet also matters.
And a university can because it has the infrastructure to support complex, multifaceted projects. Most of our partners just could not do this themselves: the arts and heritage sectors are fuelled by passion, but are often very short on resources. Yet Places of Poetry is not at all an isolated case: the impact agenda has stimulated a wave of partnership-building between universities and the arts and heritage sectors. If you see an ambitious initiative of this kind, there is a good chance that, as Universities UK likes to say, it was #MadeAtUni.
One common misconception in the lead-up to REF 2014 was that arts and humanities subjects would struggle with impact. To be sure, impact in the sciences can present easier stories to tell, but we should also recognise, and in my view celebrate, impact in the arts and humanities. It connects universities with the public, stimulates creativity and innovation, and provides answers to the question: “What has research in your field ever done for me?”
It can also refresh careers – even for middle-aged scholars of 17th-century literature.
Publicație: The Times
Humanities ‘risk becoming cherry on top’ of other disciplines
Conference on subject area’s future hears warnings against making it mere ‘problem-solving for the sciences and engineering’
The humanities should not be reduced to a “cherry on top” of other disciplines, merely helping to implement solutions that grow out advances in science and engineering, academics have warned.
For many research funders and interdisciplinary institutes, it has become a commonplace that the natural sciences, technology and engineering need input from the humanities to crack humanity’s problems.
The European Commission, for example, has tried to incorporate humanities and social sciences into research programmes to ensure that the technical solutions that emerge from scientific breakthroughs have a demonstrable social impact.
But speaking at the Positioning the Humanities in the 2020s conference in Hanover, Homi Bhabha, director of Harvard University’s Mahindra Humanities Center and an influential scholar of post-colonialism, warned against putting the humanities entirely “in the service of relevance” or thinking of them as simply “problem-solving for the sciences and engineering”.
He was echoing Wilhelm Krull, secretary general of the Volkswagen Foundation, a German research funder that organised the conference, who said that the humanities must “avoid…the trap of just becoming a service industry for problem-solving” in other subjects.
“Instead, there is a clear need for them to autonomously develop their own genuine research questions which can prominently contribute to achieving social, cultural or economic solutions,” Dr Krull told an international audience of humanities scholars.
Joseph Chinyong Liow, dean of the College of Humanities, Arts and Social Sciences at Singapore’s Nanyang Technological University, warned of an “emergent discourse” in science, technology, engineering and mathematics.
“On the one hand, I am very edified by my engineering colleagues who actually want to work with their colleagues in humanities and social science. That’s very encouraging,” he said. “But you probe further, you find on the other hand that for them, humanities and social science is sort of the cherry on top.”
Colleagues would come up with “cool AI stuff”, he said, but then realise that it “has to be ethical”, at which point “they look across the room at you”.
“Humanities has to be involved in the framing of the question,” Professor Liow said, “not just serving as the sort of trimmings.”
One question raised by several speakers was whether humanities was undervalued because it was cheap compared with the natural sciences. Professor Bhabha jokingly asked whether he should open a “$10 million Hannah Arendt lab” to improve the humanities’ status.
The public “think they know what a scientist is, they think they know what an artist is; but we have this word ‘humanities’, which is a very, very difficult word”, said Barry Smith, director of the Institute of Philosophy at the University of London’s School of Advanced Study.
“It’s not that hard to see that some of that is our fault. Science, especially the natural sciences, has been spectacularly successful of late at making popularised versions of their work available,” he said.
“People read it in the newspapers, people read it in books. Do we do that? Not often, and if we do, certainly in my discipline, you tend to come in for a lot of criticism [that] you’re not doing the real thing.”
Another obstacle for the public was “the language we use”, which mimicked the natural sciences in becoming heavily theorised, Professor Smith warned in a response addressed to Professor Bhabha – whose work some have described as incomprehensible.
Publicație: The Times
US-China tension could drive PhD market to Europe
Countries such as the UK and Germany could see benefit to their research bases, event hears
Countries such as the UK and Germany could stand to strengthen their research bases as a result of US-China tensions by attracting more high-quality doctoral students, it has been suggested.
Simon Marginson, professor of higher education at the University of Oxford, said there was potential “for the US-China” row “to turn into a substantial shift in the pattern of mobility out of China” in the coming years.
This could lead to a significant increase in the number of PhD students wanting to study in some European nations rather than in the US.
Professor Marginson was speaking at the launch of the Organisation for Economic Cooperation and Development’s annual Education at a Glance report, which he noted showed just how important international doctoral education was to different nations’ research systems.
“I don’t think it is a coincidence that there’s a close relationship between the high level of internationalisation in doctoral education and a high-quality research system in terms of output and in terms of value for money,” he said.
Given the huge numbers of PhD students coming from China, this meant that long-term tensions with the US could have a profound impact.
“The most important thing happening in the world at the moment is the US-China relationship and how that is shifting. I think we’re in for decades of a quasi-Cold War type relationship,” he said.
For science, this could mean the “tremendous flow of students out of China and into the US doctoral education system and back to China again is going to radically reduce. And those students are going to go somewhere else.
“If they don’t go to the US, the two most likely places for them to go are probably the UK and Germany.”
However, despite this potential benefit for the UK, Brexit could undermine the country’s attractiveness for doctoral students if the country loses access to European research funding, Professor Marginson said. As a result, some “fast footwork at a policy level” would be required.
Professor Marginson said after the event that the reintroduction of two-year post-study work visas for international students would help in this regard, but that it was “not as crucial” for attracting and retaining PhD students as it was for other degree levels.
Publicație: The Times
Is UK’s shift to humanities dragging down the graduate premium?
The latest OECD data ignited a debate about the value of an arts degree in the UK, but are there other complex factors influencing the international picture?
A major theme to emerge from this year’s Education at a Glance – the annual compendium of education statistics from the Organisation for Economic Cooperation and Development – has been the value of studying different subjects at university.
It is a well-worn debate, but it remains highly topical, especially in the UK, where data on graduate earnings have reignited rows over the purpose of higher education.
Against this context, it is no surprise that questions raised by Andreas Schleicher, the OECD’s director for education and skills, about the quality of some degrees and the return from studying certain subjects ignited debate at the report’s launch.
Mr Schleicher told the event, hosted by the Higher Education Policy Institute, that figures from the UK suggested that “more university graduates” were choosing subjects that “are not as much rewarded by the labour market”.
Although it was difficult to get “under” the reasons for this – and it could simply be a reflection of students’ “interests and motivations” – he also questioned whether institutions had enough incentive to “tell people the truth” about the economic value of pursuing some subjects, pointing out that universities could “make a lot of money” providing classroom-based subjects rather than more expensive disciplines.
It was a suggestion challenged by one vice-chancellor at the event, Middlesex University’s Tim Blackman, who said students were well aware that some degrees might not lead to highly paid jobs but were choosing, say, arts subjects “because they are passionate about them” and sought to work in the creative industries.
But putting aside arguments about whether higher education should be more open about graduate earnings, is it even fair to point the finger at arts and humanities degrees in this way?
The statistics from Education at a Glance that sparked Mr Schleicher’s observations do, on the surface, seem to hint that a shift towards a larger share of students pursuing arts and humanities courses in the UK could have affected the overall graduate wage premium.
The share of recent UK graduates taking such subjects is more than 25 per cent, according to the OECD data, whereas less than 15 per cent of all adults with a degree took these subjects. Engineering subjects have gone in the opposite direction, meanwhile, with a smaller share of recent graduates taking courses in these disciplines compared with the wider graduate population.
At the same time, the earnings advantage of studying a bachelor’s degree in the UK has shrunk, albeit by only a small amount, from 54 per cent in 2013 to 42 per cent in 2017, compared with those not entering higher education.
This on its own does not prove that a shift towards arts and humanities enrolments is the cause. Indeed, there has also been a big increase in the share of students studying natural sciences and maths, too.
But the uncomfortable statistics for the UK sector come from the OECD’s figures on earnings for arts and humanities graduates. They suggest that such graduates actually have an earnings disadvantage compared with someone not going to university, figures that seem to be among some of the lowest in the OECD.
Publicație: The Times
PSL, La Sorbonne et Polytechnique bien classés à l’influent classement du Times higher education
Le classement du Times higher education classe chaque année 1 400 établissements d’enseignement supérieur dans le monde. L’Angleterre et les États-Unis dominent le palmarès alors que la France place 5 établissements dans le Top 200.
Tous les ans, il est attendu avec une grande impatience par l’ensemble de l’écosystème universitaire en France et dans le monde entier. Le «World University Rankings», classement des meilleurs établissements de l’enseignement supérieur au monde érigé par le site du Times higher Education, est l’un des trois classements de référence pour les universités du monde entier avec le QS et le classement de Shanghai. Et cette année, il a confirmé la domination de l’université d’Oxford, qui toise un top 10 entièrement composé d’établissements anglais ou américains. La France, elle, place trois établissements dans le top 100, avec toujours une première place pour l’université de recherche Paris Sciences et Lettres (PSL). Sorbonne université arrive deuxième française, et l’école Polytechnique troisième.
Cinq Françaises dans le top 200
Comme d’habitude, le top 10 est 100% anglophone, avec sept universités américaines et trois anglaises. À noter la très belle performance de la California institute of technology (Caltech) qui gagne cinq places par rapport à l’an dernier pour chiper à Cambridge (3 ème) la deuxième marche du podium. Stanford, quatrième, et le Massachussetts institute of technology (MIT), cinquième, suivent. Toujours dans le top 10, on retrouve les géants américains Princeton, Harvard, Yale, puis l’université de Chicago et l’Imperial college London.
Côté français, on compte cinq établissements dans le top 200, et 38 dans les 1400 établissements classés. C’est donc le regroupement Paris Sciences et Lettres, qui englobe les Mines ParisTech, l’École normale supérieure ou encore l’université Paris Dauphine, qui se retrouve en tête, à la 45ème place mondiale. PSL perd toutefois quatre places. Sorbonne Université, la fusion de l’université Paris-Sorbonne et Pierre-et-Marie-Curie, perd sept places pour retomber à la 80 ème, quand Polytechnique en gagne 15 pour s’immiscer dans le top 100, à la 93 ème position. L’École normale supérieure de Lyon est la première non-parisienne, et se classe entre la 201 et la 250 ème place.
Publicație: Le Figaro
Parcoursup : dans certaines filières, la réussite des étudiants s’est nettement améliorée
Les taux n’ont pas bougé dans une grande partie des licences. Mais dans certains domaines très prisés, comme les Staps ou la psychologie, les échecs sont beaucoup moins nombreux.
Un an après la réforme de « Parcoursup », les étudiants réussissent-ils mieux à l’université ? Si les chiffres des bacheliers encore en attente d’une place, à la veille de la fermeture de la plate-forme samedi 14 septembre, sont au cœur de l’attention, le succès de la réforme sera tout autant examiné à l’aune de cet indicateur de la réussite étudiante.
Lutter contre les « 60% » d’échec en licence : c’était en effet la promesse du gouvernement pour mener ce bouleversement inédit des règles d’entrée dans l’enseignement supérieur – les licences classent aujourd’hui leurs candidats sur dossier scolaire. Pour quel résultat ?
Alors qu’un état des lieux est désormais possible, pour la première cohorte de jeunes ayant achevé leur première année de licence, il est difficile de poser un diagnostic général, faute de chiffres consolidés sur l’ensemble des universités. De premiers échos favorables remontent. « Plus d’assiduité dans les amphithéâtres », « plus d’attention », « plus de présence aux examens »… entend-on chez les universitaires.
Pas de changement significatif des taux de réussite
Sur le terrain, d’une fac à l’autre, quand il s’agit de regarder les pourcentages de la réussite aux partiels de leurs étudiants de première année, on le reconnaît néanmoins : dans la plupart des licences, les taux de réussite n’ont pas bougé significativement. A Paris-Descartes, le président Frédéric Dardel – qui doit rejoindre le ministère de l’enseignement supérieur comme conseiller à la fin du mois – le résume simplement : « Il n’y a pas eu d’effet sur la réussite dans beaucoup de licences, dans lesquelles nous avons eu le même recrutement qu’avant, c’est-à-dire que nous sommes allés au bout des listes des candidatures. »
En revanche, il est un endroit où la réussite a progressé chez lui : en première année de Sciences et techniques des activités physiques et sportives (Staps) et en psychologie. Soit deux licences « en tension », comme on appelle depuis plusieurs années ces filières prises d’assaut par les enfants du boom de l’an 2000.
Ici comme ailleurs, le même constat revient dans ces filières qui ont sélectionné : la part de bacheliers généraux a progressé, quand celle de jeunes issus des voies professionnelles et technologiques a diminué. En sciences de la vie, à l’université Paris-XIII, le taux de passage en deuxième année a quasiment doublé pour atteindre 55 %, alors que dans cette promo de 250 étudiants, « il n’y a eu cette année que des bac S, plus de bacheliers technologiques et professionnels », décrit Olivier Oudar, vice-président chargé de la formation.
Publicație : Le Monde