Cele mai interesante si de actualitate informatii despre pregatirea noului an academic la UAIC, prezentate in Studioul BZI LIVE
Joi, 19 septembrie 2019, de la ora 15.00 in Studioul BZI LIVE a fost invitat la un dialog proaspat, incisiv, atractiv, pragmatic si consistent economistul Costel Palade – seful Directiei General Administrative (DGA) din cadrul celei mai vechi universitati moderne din tara – Alexandru Ioan Cuza (UAIC) din Iasi! Intreaga comunitate academica de la Cuza anume profesori, studenti sau personal administrativ vor urmari cu MAXIMUM interes productia BZI. Directorul a oferit detalii importante, anunturi ce tin de investitii, strategii pentru dezvoltarea institutionala si a infrastructurii celei mai vechi universitati moderne din tara. De asemenea, au fost prezentate inclusiv date de ULTIMA ORA ce tin de etapele in care se afla planul ce tine de dezvoltarea, in anii urmatori ai Universitatii Cuza, intabulari in Gradina Botanica Anastasie Fatu, reabilitarea Casei Universitarilor, constructia unei noi biblioteci multi-functionale in Copou, refacerea si consolidarea Corpului A si B sau achizitia fostei cladiri Telekom din Fundatie. Pe de alta parte, despre pregatirile in campusuri si cantine legate de debutul Noului An Universitar 2019 – 2020, cazari, alte etape ce tin de realizarea, pe un teren de zece mii metri patrati al Universitatii Cuza din zona Sarariei a proiectului ce vizeaza construirea unei moderne baze sportive ce va cuprinde inclusiv un bazin olimpic de inot au fost alte repere ale emisiunii. Emisiunea cu invitatul de astazi poate fi urmarita AICI
Publicație : Bună Ziua Iași
Doi pe un loc bugetat la admiterea de toamnă de la TUIAȘI
Ieri s-a încheiat admiterea din toamnă la Universitatea Tehnică „Gheorghe Asachi” din Iaşi, rezultatele şi procesarea informaţiilor urmând a avea loc în ziua de astăzi. După primele indicii, locurile de la buget s-au ocupat integral, ba chiar şi o bună parte din cele de la taxă, fiindcă universitatea a scos circa 220 de locuri la buget şi au fost 425 de candidaţi care au îndeplinit condiţiile pentru a-şi depune dosarul pentru unul dintre locurile de la buget şi 145 care au depus din start pentru un loc la taxă.
Trei dintre facultăţile Politehnicii ieşene nici nu au avut locuri disponibile pentru admiterea din această toamnă, este vorba despre Facultatea de Automatică şi Calculatoare, Facultatea de Arhitectură „G.M. Cantacuzino” şi Facultatea de Electronică, Telecomunicaţii şi Tehnologia Informaţiei.
În ceea ce priveşte restul facultăţilor, cele mai multe dosare au fost depuse la Facultatea de Construcţii şi Instalaţii, 79 la buget şi 50 la taxă, şi la Facultatea de Mecanică, 53 la buget şi 70 la taxă. Au mai fost două facultăţi cu un număr semnificativ de candidaţi pe locurile de la buget – Facultatea de Construcţii de Maşini şi Management Industrial, cu 62, şi Facultatea de Inginerie Electrică, Energetică şi Informatică Aplicată, cu 66.
Politehnica a putut ţine evidenţa cu exactitate în ceea ce priveşte numărul de candidaţi, şi nu pe cel al dosarelor depuse, în urma sistemului unic de admitere creat şi implementat de TUIASI, în care un absolvent de bacalaureat poate să candideze pentru oricâte specializări doreşte din cadrul celor 11 facultăţi ale universităţii depunând un singur dosar şi plătind o singură taxă de admitere.
În urma sesiunii din vară, TUIASI a raportat cea mai bună perioadă de admitere din ultimii 12 ani, iar cifrele de acum par să confirme trendul ascendent. Peste 3.600 de dosare au fost depuse la sesiunea din iulie la cele 11 facultăţi ale universităţii, inclusiv pe locurile destinate candidaţilor români de pretutindeni.
Publicație : Ziarul de Iași
In the attack on experts, gender studies is often the first target
Gender studies is becoming a dangerous field in Latin America and Europe. This has implications for the fight for gender equality everywhere, says Sally Gimson
Brazilian feminist academic Marcia Tiburi is currently living in exile in Paris out of fear for her life. Before leaving Brazil, Tiburia had received more than 200 death threats and had to travel in a bulletproof car. She had also lost her job at the Mackenzie Presbyterian University in São Paulo, which she believes is linked to her speaking at an event in favour of abortion.
Brazil has become a country where it is dangerous to teach from a feminist perspective, especially if you are female yourself.
But Brazil is not the only place where gender studies has become a dangerous profession, as revealed by a special report in the latest Index on Censorship magazine, published this September.
In the report, academics in both Latin America and Europe speak about increasing threats to their academic freedom – and to their lives.
Tiburi said that it was not only her defence of reproductive rights but also her books, including How to Talk to Fascists and the anthology Women and Philosophy, which made her a target.
“Gender is a demonised word in Brazil,” she said. “This word has been denied, forbidden in all government documents since 2016…but Brazil was not as crazy as it has become under the government of [president Jair] Bolsonaro. I am now leaving the country because of the persecution and the threats.” Indeed, in his inauguration speech, Bolsonaro promised to “liberate” Brazil from “gender ideology” and “political correctness”.
Meanwhile, in Hungary, deputy prime minister Zsolt Semjén said that gender studies had no business in universities because it was an “ideology not a science”. Andrea Pető, a professor in the department of gender studies at the Central European University in Budapest, told Index that she had received a threatening email via the website academia.edu because of what she teaches.
It was also antisemitic, saying that it “foresaw the eradication of her breed”. The CEU offered to provide her with a bodyguard, but she turned it down.
When it’s not outright violence against female academics, it’s other, equally silencing, measures.
The gender studies master’s programme at CEU has lost government funding, as has the same programme at Eötvös Loránd University (ELTE) in Budapest.
Malgorzata Budzowska, an assistant professor at Poland’s University of Łódź, researches modern theatre in Poland. She has recently found it impossible to get funding for her research and believes that it is because it touches on gender.
And another academic, Ewa Majewska working at the University of Warsaw, is a women’s activist and gender studies researcher. She did not have her contract renewed because of her academic work.
The case sparked a protest by students. Majewska wrote on Facebook: “I believe that someday you will be able to be critical, be feminists and work calmly at the university without facing double standards, censorship, unconnected charges and ordinary exploitation.”
Protests have taken place in Hungary too. For example, last November there were strikes at the major universities of Corvinus, ELTE and the CEU. Pető said that some of her colleagues who were previously silent are now including gender in their courses.
“Previously scholars of gender studies were working either in their offices in the attic or in the cellar, but definitely marginalised,” said Pető.“Now, due to the campaign in Hungary, the country of 10 million became the country of 10 million gender experts and everybody has an opinion about the reading list, learning outcomes or the labour market position.”
While this manifests differently in different countries, the persecution of these women academics is fuelled by a political environment where populist leaders are dismissing feminist ideologies more broadly while targeting those that promote and teach them more specifically.
One word consistently comes up when gender is discussed: “devil”.
“In Poland the devil’s name now is ‘gender’,” Budzowska said. ”Government, hand-in-hand with the Catholic church, abuses the idea of ‘gender’ to threaten society with a leftist ideology that is supposed to destroy a traditional family.”
Linda Marie Rustad, the director of Kilden, a Norway-based knowledge centre for gender perspectives and gender balance in research, is clear: “This is an attack on academic freedom. These right-wing parliaments and governments disagree on a lot but where there is consensus is on gender.”
Rustad says that research about gender and women is important. If research is closed down, there will be less knowledge and data about women’s lives, past and present.
There are signs the trend could get worse. The increasingly popular far-right Alternative for Germany party has said that it would end research for gender studies if elected. Its manifesto reads: “Existing university chairs for gender research should not be filled again and ongoing gender research projects should not be prolonged.”
And in the UK, according to a recent report by OpenDemocracy, the Christian right in England is beginning to organise against LGBTI-inclusive education in schools. Will universities be targeted next?
We must all be vigilant. As the experience of academics in other countries in Europe and around the world shows, gender studies is often the first line of attacks on academia by populist leaders keen to demonise “experts” and the elite.
Gender studies plays a key role in the fight for gender equality. It is critical in putting the stories and experiences of women on a par with men. When feminism and the questions that flow from a gendered lens are overlooked or sidelined, everyone is poorer for it, whether they are in the lecture hall or outside it.
Publicație : The Times
Ethicist warns universities against using AI in admissions
Algorithms may simply lead to ‘self-fulfilling prophecies’ and do not give reasons for their decisions, Oxford researcher warns
Using artificial intelligence to decide which students to admit or researchers to hire risks creating “self-fulfilling prophecies” that could simply reinforce which kind of people win opportunities, an expert in digital ethics has warned universities.
AI in admissions has recently emerged on universities’ agenda: the president of Imperial College London, Alice Gast, said last year that she expected AI would “augment” the process, while several Hong Kong universities have said that they are using the technology to find the student characteristics that predicted future success.
But speaking at a major conference on AI hosted by the University of Oxford on 18 September, Carissa Véliz, a research fellow at Oxford’s Uehiro Centre for Practical Ethics, said that she had several worries about the technology being deployed in education.
It is a “big concern” that AI was being used to “assess people, whether it’s professors, teachers, students, and to filter candidates,” she told Times Higher Education.
For example, an AI system might analyse data on researcher career trajectories and find that people who did a PhD at certain universities had more success in the future.
On this basis, the AI might conclude that it made sense to award grants to applicants from those universities over others.
But this risked simply reinforcing patterns that already exist, Dr Véliz warned.
“We will never know whether the postdoc who did not receive a grant might have become a successful academic,” she argued. “As long as predictions are used to allocate resources and opportunities, the risk of self-fulfilling prophecies seems inevitable.”
Another concern is that algorithms use proxy data – which could be as arbitrary as where people live, or their Facebook friends – to predict how well someone will do in the future, she said.
Advocates for using AI in admissions argue that machines are less prone to the cognitive biases that could unfairly sway the decision of a human admissions officer.
But some types of AI, such as those based on so-called neural networks that mimic the human brain, are seen as “black boxes” because it can be unclear why they have made a particular decision. “When the algorithm recommends someone, or brands someone as risky, we may not know why that is,” Dr Véliz said.
Humans have to justify their decisions with reasons, she pointed out, but with algorithms, “reasons are missing”.
Just as with new drugs, there should be randomised control trials to see what impact AI systems have on the distribution of opportunities, she argued, before they are “let loose on the world”.
Dr Véliz also took aim at universities introducing what in some cases might be “tech for the sake of it”.
She asked: “When we introduce tech into universities and education, are we doing it for the benefit of students, and are the benefits really worth the risk? And what are the alternatives?”
“Sometimes, low tech is surprisingly robust, and cheaper, and safer. If you think about books as a technology, they are incredibly robust, and much more so than any kind of digital tech that is glitchy, and has security issues and so on,” Dr Véliz said.
For example, the filming and recording of lectures is a form of “surveillance” that “diminishes creativity and independent thinking,” she added. “When I lecture in university classrooms where there are cameras and microphones, there is typically less debate on sensitive issues, for instance. No one likes to be on record exploring tentative ideas.”
Publicație : The Times
Canadian Tory leader’s election attack on academics raises alarm
Lecturers’ union fears Andrew Scheer is portraying universities as left-wing ‘indoctrination centres’, with potentially damaging consequences
The attack by Canadian Conservative party leader Andrew Scheer on university professors, while not likely to be taken seriously by voters, suggests a long-term threat deserving greater attention, faculty leaders have warned.
The critique took the form of Scheer campaign posters on the York University campus in Toronto promoting his candidacy with the slogan: “Because you can only hear the same left-wing talking points from your professors so many times.”
Mr Scheer has said that the posters were meant to be humorous and did not indicate any intent – if he becomes prime minister after the 21 October election – to attempt to dictate faculty appointments.
Leaders of Canadian faculty said they recognised the posters as an attempt to excite a relatively small audience of conservative voters. But they noted Mr Scheer also has a track record of promoting US-style campus “free speech” policies aimed at forcing institutions to host speakers known more for provocation and threats of violence than reasoned debate and exchange.
“I don’t think it was a joke,” said David Robinson, executive director of the Canadian Association of University Teachers. “It fits into their very stereotypical and frankly untrue vision of universities and colleges as somehow these indoctrination centres that are intolerant of conservative views.”
Mr Scheer has largely followed the lead of US president Donald Trump – who has signed an executive order on campus free speech – using the suggestion of a free speech crisis on university campuses as a politically potent issue to help him win the Conservative Party leadership in May 2017. The premier of Ontario, Doug Ford, later introduced a law tying university funding to compliance with free speech policies.
The tactics are “straight from the Republican playbook” in the US, said James L. Turk, a predecessor of Mr Robinson at CAUT and now a visiting scholar and director of the Centre for Free Expression at Ryerson University.
Professor Turk said he was confident that Canadians ultimately would be less receptive to such rhetoric. “I’m always on the lookout for the least sign that this way of thinking is growing in Canada,” he said. “But I really think that there’s not much indication this is going very far.”
Mr Robinson was less definitive, describing himself as caught between a desire “to ignore this kind of nonsense” and a recognition that political attempts to dictate debate on university campuses can be “very very dangerous”.
But more substantive, at least for the moment, Mr Robinson said, is the very real concern among universities that a Conservative victory next month could slow federal investment in their research budgets.
And, while provincial governments set overall budgets and tuition rates at universities, they stand to be affected by Mr Scheer’s proposal that the federal government encourage private savings accounts for education. His plan, announced this week, would boost the federal contribution to Registered Education Savings Plans from 20 per cent to 30 per cent for every dollar invested, up to C$2,500 (£1,500) a year.
While that may seem helpful to students, Mr Robinson said, the RESP programme is largely used by people in higher-income brackets. A greater reliance on such accounts, especially if it helps supplant Canada’s traditional emphasis on low rates of tuition fees, could drive up student debt rates, he said.
Publicație : The Times
Fragmentation ‘hampering Hong Kong universities’ social research’
‘Systemic barriers’ hinder universities’ efforts to tackle the territory’s major problems, says report
Hong Kong universities’ efforts to tackle social problems are hamstrung by unsupportive funding arrangements, go-it-alone attitudes and a focus on theory rather than application, a report says.
A stocktake of Hong Kong universities’ “social innovation” activities – research, teaching and community engagement focused on problems such as poverty, ageing and isolation – has found that they are fragmented, ad hoc and undervalued.
A literature review was able to identify only about 50 home-grown academic publications about social innovation, half of them lead-authored by just six local experts. Almost three-quarters of research projects involved no external collaborators, often replicating work happening elsewhere in the territory.
The study, published by the British Council, found that Hong Kong’s 60-odd social innovation courses were mostly elective subjects concentrated in four institutions. A smattering of knowledge exchange and community engagement activities largely involved academics holding board or committee roles “rather than active research-led engagement”.
The research pinpointed “key social problems” including housing – widely cited as an underlying cause of the youth disaffection fuelling the current protests – as well as social inequality and ageing. But lacking the coordinated focus of university collaborations elsewhere – such as Australia’s Centre for Social Impact, the University of Oxford’s Skoll Centre for Social Entrepreneurship and Stanford University’s Center for Social Innovation – Hong Kong higher education was not well positioned to address these problems, the report says.
It adds that “positive trends” in universities’ social innovation efforts are being undermined by policy settings.
“There are systemic barriers in HK to collaboration in this field, such as the way research funding is administered and the competition between higher education institutions,” Jeff Streeter, the British Council’s Hong Kong director, says in the report’s foreword. “While there is significant work going on and strong interest from researchers and students alike, much more needs to be done.”
The report says that with funders of social innovation research wanting the results published in high-ranking journals, much of the research is inevitably theoretical in nature.
Collaboration is stymied by a dearth of social innovation champions in universities and by a lack of “top-down” support for impact research, the report adds, although a 15 per cent impact weighting assigned to next year’s research assessment exercise – coupled with Hong Kong chief executive Carrie Lam’s commitment to double research and development spending – could help.
The report offers eight recommendations to boost social innovation in the territory’s universities, such as making impact a criterion for academic tenure and developing new funding streams for “multidisciplinary, pan-institutional, applied research”.
Report co-author Yanto Chandra said that social innovation, as a “relatively new field” globally – and even younger in Hong Kong, where the first course started in 2012 – offered scant opportunities for career advancement.
With only a handful of dedicated journals, none of them considered mainstream, social innovation academics needed to publish in other fields to earn tenure and promotion.
Dr Chandra, a social entrepreneurship specialist at Hong Kong Polytechnic University, stressed that the project had not investigated the current protests or their underlying causes. But he said higher education had a “central” role in generating solutions to problems such as the affordability of housing.
“Governments are always under observation by the public,” he said. “It ties their hands if they want to do something innovative. University is where new ideas about solving social problems are created and disseminated.”
Publicație : The Times
Fragmentation ‘hampering Hong Kong universities’ social research’
‘Systemic barriers’ hinder universities’ efforts to tackle the territory’s major problems, says report
Hong Kong universities’ efforts to tackle social problems are hamstrung by unsupportive funding arrangements, go-it-alone attitudes and a focus on theory rather than application, a report says.
A stocktake of Hong Kong universities’ “social innovation” activities – research, teaching and community engagement focused on problems such as poverty, ageing and isolation – has found that they are fragmented, ad hoc and undervalued.
A literature review was able to identify only about 50 home-grown academic publications about social innovation, half of them lead-authored by just six local experts. Almost three-quarters of research projects involved no external collaborators, often replicating work happening elsewhere in the territory.
The study, published by the British Council, found that Hong Kong’s 60-odd social innovation courses were mostly elective subjects concentrated in four institutions. A smattering of knowledge exchange and community engagement activities largely involved academics holding board or committee roles “rather than active research-led engagement”.
The research pinpointed “key social problems” including housing – widely cited as an underlying cause of the youth disaffection fuelling the current protests – as well as social inequality and ageing. But lacking the coordinated focus of university collaborations elsewhere – such as Australia’s Centre for Social Impact, the University of Oxford’s Skoll Centre for Social Entrepreneurship and Stanford University’s Center for Social Innovation – Hong Kong higher education was not well positioned to address these problems, the report says.
It adds that “positive trends” in universities’ social innovation efforts are being undermined by policy settings.
“There are systemic barriers in HK to collaboration in this field, such as the way research funding is administered and the competition between higher education institutions,” Jeff Streeter, the British Council’s Hong Kong director, says in the report’s foreword. “While there is significant work going on and strong interest from researchers and students alike, much more needs to be done.”
The report says that with funders of social innovation research wanting the results published in high-ranking journals, much of the research is inevitably theoretical in nature.
Collaboration is stymied by a dearth of social innovation champions in universities and by a lack of “top-down” support for impact research, the report adds, although a 15 per cent impact weighting assigned to next year’s research assessment exercise – coupled with Hong Kong chief executive Carrie Lam’s commitment to double research and development spending – could help.
The report offers eight recommendations to boost social innovation in the territory’s universities, such as making impact a criterion for academic tenure and developing new funding streams for “multidisciplinary, pan-institutional, applied research”.
Report co-author Yanto Chandra said that social innovation, as a “relatively new field” globally – and even younger in Hong Kong, where the first course started in 2012 – offered scant opportunities for career advancement.
With only a handful of dedicated journals, none of them considered mainstream, social innovation academics needed to publish in other fields to earn tenure and promotion.
Dr Chandra, a social entrepreneurship specialist at Hong Kong Polytechnic University, stressed that the project had not investigated the current protests or their underlying causes. But he said higher education had a “central” role in generating solutions to problems such as the affordability of housing.
“Governments are always under observation by the public,” he said. “It ties their hands if they want to do something innovative. University is where new ideas about solving social problems are created and disseminated.”
Publicație : The Times
Des députés veulent obliger les universités à enseigner les enjeux climatiques
Une proposition de loi est déposée ce jeudi 19 septembre par plusieurs députés, dont Delphine Batho, ancienne ministre, et Cédric Villani, candidat aux municipales pour la mairie de Paris.
Faut-il rendre obligatoire l’enseignement des enjeux climatiques? C’est en tout cas ce que souhaitent les 80 députés co-signataires d’une proposition de loi déposée ce jeudi 19 septembre, parmi lesquels Cédric Villani, candidat à la mairie de Paris, Delphine Batho, ancienne ministre de l’Écologie de François Hollande, et Matthieu Orphelin.
Dans cette proposition de loi, que Le Figaro a pu se procurer, les parlementaires réclament que «les établissements d’enseignement supérieur intègrent systématiquement dans leurs formations l’enseignement des enjeux liés à la préservation de l’environnement et de la diversité biologique et aux changements climatiques dans le cadre des limites planétaires, et ce, afin que tous les étudiants y soient formés, quelle que soit la filière choisie».
11% des établissements dispensent un cours obligatoire sur les enjeux climat-énergie
À la veille de la journée mondiale de mobilisation pour le climat, organisée ce vendredi 20 septembre, cette proposition de loi entend «répondre à une demande des étudiants, des chercheurs et des enseignants». «La grande majorité des formations dispensées dans l’enseignement supérieur français ne proposent pas de cours spécifique sur les enjeux climatiques et pour celles qui le font, il s’agit souvent de cours optionnels», expose Matthieu Orphelin, l’un des dépositaires du texte. Une étude menée en mars 2019 par «Shift Project» auprès de 34 établissements d’enseignement supérieur français révèle en effet que seuls 24% des formations proposent des cours sur ces enjeux. Selon la même étude, les établissements rendant ces cours obligatoires ne sont que 11%
Publicație : Le Figaro
Università, ecco quelle che danno più opportunità di lavoro
Il Mit guida la classifica mondiale QS. Il politecnico di Milano è primo tra le italiane, seguito da Bologna e dalla Sapienza
E dopo la laurea? Quali sono le università che offrono più chance di lavoro? La think-tank della formazione universitaria QS Quacquarelli Symonds, che ogni anno firma il QS World University Rankings, ha valutato 758 atenei nel mondo rispetto alla loro capacità di favorire sbocchi occupazionali ai propri laureati. Domina il Mit (Massachusetts Insitituteof Technology), primo anche nella classifica generale, seguito da Stanford e dalla University of California di Los Angeles (Ucla).
Le italiane? Sono sedici le università che hanno scelto di partecipare all’edizione 2020 del QS Graduate Employability Rankings. Dunque si tratta di una ranking parziale che giudica gli atenei che hanno aderito nel contesto semmai più internazionale. Prima si conferma il politecnico di Milano (41esimo), che é quinto al mondo nell’indicatore „Graduate Employment Rate” (proporzione dei laureati occupati a dodici mesi dalla laurea), sebbene perda cinque posizioni rispetto al 2019. Il politecnico si posiziona inoltre sedicesimo per la quantità e qualità delle partnership stabilite con le aziende, mentre l’università di Bologna ottiene il 18esimo posto nello stesso indicatore e sale all’84esimo posto nella classifica facendo un consistente balzo in avanti (era nella fascia 111-120 nel 2019).
Guadagna cinque posizioni la Sapienza, che si classifica al 93esimo posto. Il politecnico di Torino cresce (da 121-130 a 111-120) e l’università Cattolica del Sacro Cuore segue a ruota scivolando invece un poco indietro (da 101-110 a 121-130).
Soddisfatto il rettore di Bologna Francesco Ubertini: „Si tratta di un risultato che premia l’intenso lavoro fatto in questi anni su quattro fronti cruciali: l’innovazione della didattica, l’offerta di nuovi corsi per lo sviluppo delle competenze trasversali, il potenziamento della dimensione internazionale dell’Ateneo, il rafforzamento continuo dei rapporti con le istituzioni pubbliche e private del territorio”.
„La competenza premia”, osserva il rettore del politecnico di Milano che guida anche le italiane nella classifica generale. „Nonostante una forte competizione internazionale, i ranking continuano a premiarci – dichiara Ferruccio Resta – Questo è per noi un ottimo segnale, un indicatore che misura positivamente la qualità dei nostri laureati. Che conferma come le scelte fatte dall’ateneo in tema di formazione trovino corrispondenza da parte delle imprese. Che riconosce le innovazioni introdotte in termini di nuovi contenuti e modalità di erogazione. Il Politecnico di Milano si adopera per dare ai propri studenti una preparazione di base solida, coniugata a specializzazioni e ad approcci interdisciplinari, che è l’unico vero biglietto da visita nel mondo del lavoro”.
In classifica tra le prime 250 ritroviamo poi l’università di Padova (nella posizione tra 151-160), seguita da Pisa (161-170) e dalla Statale di Milano (201-250). Tutte e tre le università migliorano le loro posizioni rispetto alla precedente edizione. In generale si nota un avanzamento delle italiane sul fronte delle chance di occupabilità per i laureati. Mantengono la posizione (201-250) le università di Torino e di Trento.
La Federico II di Napoli si posiziona nella fascia 251-300. Nella fascia 301- 500 le università italiane entrate nel ranking (parziale come numero di atenei) sono Ca’ Foscari, Pavia, Tor Vergata, Milano-Bicocca e Verona.
„L’aspetto interessante della classifica è la dimostrazione che – escluse le prime due – non esiste una correlazione perfetta tra le università che dominano il nostro World University Rankings e quelle che eccellono in questa” osserva Ben Sowter, direttore della ricerca di QS. „La missione delle università varia e alcune investono notevoli risorse per aiutare i propri studenti ad entrare con successo nel mondo del lavoro. Per esempio, nel contesto italiano, l’università Cattolica, che nella nostra classifica principale è nella fascia 511-520, in questa valutazione è tra le prime 120 al mondo”.
Nel QS Graduate Employability Rankings 2020 la migliore università in Europa è Cambridge, seguita da Oxford (decima), dall’Eth di Zurigo (17esimo posto) e dalla francese Ecole Polytechnique (18esima), mentre tra le asiatiche si afferma la cinese Tsinghua University (sesto posto). Harvard è quinta, Cambridge ottava.
Questa classifica utilizza cinque indicatori: la reputazione delle università secondo l’opinione di oltre 44.000 datori di lavoro nel mondo tramite sondaggio; i dati di 29.000 individui di successo per capire quali università producono leader e influencer; le partnership stabilite dalle università con recruiter locali e internazionali; la presenza di aziende nel campus per reclutare talenti; la percentuale di occupati entro dodici mesi dal conseguimento della laurea.
Publicație : La Repubblica