Revista presei, 27 februarie 2019

La aceasta editie BZI LIVE va fi conectat publicul tanar, profesorii si mediul academic national! Un subiect educational de importanta esentiala va fi abordat

Astăzi , 27 februarie 2019, incepand cu ora 15.00, in lumina reflectoarelor Studioului BZI LIVE este programata o editie – dialog riguroasa, actuala si consistenta la care va fi CONECTAT publicul tanar, profesorii si mediul academic national.

Un subiect educational de importanta ESENTIALA va fi abordat cu trei distinsi membri ai comunitatii educationale din cadrul celei mai vechi institutii moderne de invatamant superior a Romaniei – Alexandru Ioan Cuza (UAIC). Astfel, conf. univ. dr. Ruxandra Ciulu de la Facultatea de Economie si Administrarea Afacerilor (FEAA) si coordonatoare a masteratului (in Limba engleza) de Management pe Resurse Umane, prof. univ. dr. Dorel Lucanu – Facultatea de Informatica si, de asemenea, coordonator al unui masterat in Limba engleza respectiv lect. univ. dr. Marius Apetrii – Facultatea de Matematica si implicat pe un masterat, tot pe important limba de circulatie internationala.

Alaturi de cei trei universitari vor fi avute in discutie importanta si rolul unei asemenea forme de studii predate in Engleza, ce sanse au absolventii in insertia pe piata muncii, relatia cu studentii sau masteranzii, proiectele pe care le au in plan. Mai departe, cei trei profesori universitari vor dialog despre importanta internationalizarii Universitatii Cuza, despre propria viziune educationala.

Toti cei care doresc sa adreseze intrebari invitatilor, o pot face la rubrica de comentarii sau in direct, accesand pagina de facebook.

Publicație : Bună Ziua Iași

Reprezentanti ai Asociatiei Universitatilor Europene vor veni in vizita de evaluare la USAMV Iasi

O echipa a Asociatiei Universitatilor Europene (EUA) se va afla în perioada 27 februarie – 1 martie 2019 în vizita de evaluare la Universitatea de Stiinte Agricole si Medicina Veterinara (USAMV) „Ion Ionescu de la Brad” din Iasi.

Procesul de evaluare institutionala, derulat de catre EUA, este destinat sa actioneze ca un sprijin pentru dezvoltarea viitoare a Universitatii iesene cu profil agronomic si sa promoveze dimensiunea dinamica a institutiei de a se adapta la cerintele sociale. Programul de Evaluare Institutionala (Institutional Evaluation Programme – IEP) este un serviciu independent oferit comunitatii academice internationale de catre Asociatia Universitatilor Europene (European University Association – EUA).

„Pe parcursul vizitei, echipa evaluatorilor EUA va avea întâlniri cu membrii comunitatii academice si studenti ai facultatilor din Universitatea noastra, precum si cu reprezentanti ai mediului de business. EUA – European University Association reprezinta si sprijina institutiile de învatamânt superior din 47 de tari, oferindu-le un forum unic de cooperare si de conformare cu ultimele tendinte în învatamântul superior si în politicile de cercetare. Membrii EUA sunt: universitati europene implicate în procesul de predare si de cercetare, asociatii nationale ale rectorilor si alte organizatii active în învatamântul superior si de cercetare. Mai precizam ca USAMV Iasi este membra EUA din ianuarie 2007, iar ultima vizita a unei echipe de evaluare a fost primita în februarie 2013″, au transmis oficialii Universitatii de Agronomie.

Publicație : Bună Ziua Iași

USAMV va construi în sfârşit baza hipică din Copou, după ce a sistat 10 ani lucrările

 Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad“ din Iaşi (USAMV) a reuşit să-şi păstreze o parte din terenurile din Copou, aproape 1,5 hectare, după mai bine de zece ani de procese cu urmaşii lui Mihail Sadoveanu. 

Săptămâna aceasta, conducerea universităţii a obţinut aprobarea Proiectului Urbanistic Zonal pentru a construi spaţii pentru procesul didactic de la disciplinele de echitaţie şi tehnologia creşterii cabalinelor pe terenul respectiv, aflat în spatele Muzeului memorial Mihail Sadoveanu, care este administrat de Muzeul Naţional al Literaturii din România, filiala Iaşi. Astfel, universitatea are şansa să finalizeze un proiect pe care l-a început în urmă cu mai bine de zece ani de zile, dar pe care l-a sistat în urma proceselor din instanţă.

Conform PUZ-ului, acolo va fi construită o bază hipică, un adăpost de animale, un teren de antrenament, un menaj acoperit şi vor fi amenajate tribune. „Avem început un laborator de echitaţie, e un proiect început, dar sistat în urma unor probleme funciare în primă fază cu moştenitorii lui Mihail Sadoveanu. Ne-am oprit din lucrări atunci, era construit în proporţie de circa 35%, iar acum am cerut acorduri ca să continuăm lucrările“, a declarat prof.dr. Vasile Vîntu, rectorul USAMV Iaşi. Universitatea, alături de alte şase părţi – instituţii ale statului, Muzeul Naţional al Limbii Române şi Direcţia Silvică Iaşi, au fost daţi în judecată pentru proprietatea mai multor terenuri în Copou de către Smaranda Caterina Herfurt, care s-a revendicat drept moştenitoarea lui Mihail Sadoveanu, însă instanţa a respins toate acţiunile acesteia.

„Avem acordul să intrăm pe linie dreaptă, dacă primim şi autorizaţia de construire şi nu ne împiedicăm de alţi paşi vom continua lucrările. Finanţarea va fi din fonduri proprii, de la minister şi eventuale proiecte, iar zona va fi menită exclusiv pentru studenţi. Vom permite şi accesul publicului, fără îndoială, dar nu va fi organizată în scop de agrement, cum a fost baza hipică din CUG a Primăriei“, a adăugat rectorul USAMV.

Publicație : Ziarul de Iași

 

British undergraduates at Oxbridge fall amid concern they are being “squeezed out” by foreign students

The number of British undergraduates at Oxford and Cambridge has fallen, amid concern that they are being “squeezed out” by higher paying foreign students.

There are now seven per cent fewer UK undergraduates at Oxford and five per cent fewer at Cambridge compared with a decade ago, according to figures from the Higher Education Statistics Agency (HESA).

Meanwhile, students from overseas undergraduate students rose by 45 per cent at Oxford and 65 per cent at Cambridge.

Under EU laws, universities must charge European students the same level of fees as their British peers, but non-EU students can be charged at a higher rate.

Nick Hillman, director of the Higher Education Policy Institute, said the decline in British student numbers at Oxford and Cambridge was the „sad but inevitable consequence” of the universities becoming more international but not adding places.

„In those circumstances, something has to give and it seems to be places for home students,” he told the BBC. He said that to avoid “squeezing out” British students, universities need to „bite the bullet and accept more expansion”.

There has been a demographic dip in the population of 18-year-olds in the UK in recent years, but the proportion of school leavers applying to university has increased.

Cambridge University said that they accept students “on merit, regardless of their background”.

Applications from international students for undergraduate courses have increased by 56 per cent since 2007/8, meaning British students “find themselves in a competitive field”, a spokesman for the university added.

The increase in international students reflects a national trend which is “testament to the high standing a UK University education has in the world”, they said.

Oxford University said it selects students on “academic talent and ability alone – not on the fees they may bring with them”.

A spokesman added:  “Places to study are won by demonstrating academic potential through open competition, following the same rigorous application and admission process.”

Data released earlier this month showed that university applications have gone up for the first time in three years – but the rise is fuelled by soaring applications from overseas rather the British students.

Figures from Ucas, the university admissions service, showed that 561,420 people have applied to start a course this autumn, the first increase since 2016.

The rise is driven by to a record 63,690 students from outside the European Union (EU) applying to UK institutions, an increase of 9 per cent compared to last year.

Publicație : The Telegraph și The Guardian

 

Wealth gap at Scotland’s universities widens with little progress in closing gulf in school attainment

The gulf between the proportions of wealthy and poor children in Scotland who attend university widened last year, according to official figures showing little change in the school attainment gap.

Scottish Government statistics showed less than 26 per cent of school leavers from the most deprived areas entered higher education in 2017/18, compared to almost 62 per cent from the richest communities.

The wealth gap widened from 35.7 point to 35.9 points despite Nicola Sturgeon’s push to force universities to ‘widen access’ and admit more pupils from poor backgrounds.

John Swinney, the Education Minister, said the huge gulf between the percentages of those from the most and least deprived areas leaving school with a Higher is now at a record low, having fallen for eight years.

But the gap narrowed by by 0.2 points, with 81.8 per cent of the wealthiest children leaving school with at least one Higher compared to only 44.4 per cent of the poorest youngsters.

In addition, the gaps at both National 4 and 5 levels widened further, with the number of poor school leavers passing at least one of these exams falling.

Liz Smith, the Scottish Tories’ Shadow Education Minister, said the statistics showed „encouraging signs” with an increase in the number of pupils attaining Highers and Advanced Highers.

But she said: „The figures also show that, as yet, there is no sign of the attainment gap narrowing. It is still the case that the odds are stacked against those pupils in deprived areas compared with their counterparts from better off communities.

“It is the SNP’s defining mission to address the attainment gap but we have seen little evidence of any progress. In fact, in some situations, the attainment gap is increasing.”

The figures showed the proportion of the poorest youngsters attending university increase by 0.8 points last year to 25.7 per cent, but the figure for the wealthiest rose by one point to 61.6 per cent.

At the same time, the gap between the number of the most deprived (37.7 per cent) and wealthy (15.3 per cent) school leavers attending college also widened.

Labour said the statistics demonstrated a „class divide”, with the poorest youngsters being forced to make do with further education while the wealthiest have a much better chance of getting to university.

The Scottish Government said there had been increases in attainment at all levels and for the first time more than 30 per cent of pupils left school with at least five Highers.

However, the figures showed 34.7 per cent of the wealthiest children passed at least one Advanced Higher compared to only 9.1 per cent of the poorest – almost four times as many. The wealth gap of 25.5 points widened by 0.2 points compared to the previous year.

Similarly the gulf for National 5 attainment widened by a point to 20.3 points, with 95.4 per cent of the wealthiest school leavers passing at least one of the qualifications compared to three-quarters of the poorest.

Overall, 81.6 per cent of school leavers achieved Level 5 literacy standards but only 69.1 per cent hit the benchmark for numeracy.

Mr Swinney said 94.4 per cent of all school leavers had a „positive destination”, including work or further study, within three months of leaving school last year.

He said the gap between the proportions of wealthy and poor students meeting this benchmark had halved over the past decade, with more pupils staying at school for longer and gaining more qualifications.

But the Education Minister said the attainment gaps at National 4 and 5 had remained „broadly flat” over the past two years and highlighted a £180 million spending pot to try and close it.

Publicație : The Telegraph

Universities need to better communicate the value of the student experience

As the cost of higher education rises, the onus is on universities to show their community that they are using public and private investments effectively, says Liz Bromley

The higher education sector is good at promoting what we can do for our students. We’ve got the facilities, the expertise, and we understand what makes a great student experience. We promote the idea that the overall value for students are those transformative years that turn them into global citizens who are able to contemplate uncertain futures.

But today’s prospective students are savvy. They want to know exactly where their money is going, how it will benefit them, and they want to know if their education is worth the debt.

What our sector needs is to complete that long-overdue cultural shift towards universities thinking and acting like businesses. At the very least, if you can’t subscribe to the notion that you are a business, you need to recognise that we are certainly in the business of education.

As former UK universities minister Sam Gyimah said at a conference I was at last year, “If universities have got their business model wrong, they will fail.” That was the first time I had heard an HE minister refer to a business model applying to a university.

The University of Central Lancashire’s turnover is £230 million. It’s not a hobby; it’s a major financial entity, managed with appropriate due respect for the academic endeavour.

Whether we agree with it or not, the narrative around university education now is very much about preparing our students for the world of work, and thus quantifying their success and value with the jobs that they secure and salaries that they generate. But what the sector really needs is to make a conscious effort to go beyond the reductive notion of graduate salaries being an indicator of success.

Instead of trying to justify a £50,000 student loan against a £24,000 graduate salary, we need to take responsibility for the mixed messaging around student funding. I am still not confident that students, and their families, understand that the cost of the student experience is only repayable when you can afford it – that a student loan is not a debt like a credit card or a mortgage, with fixed payments that continue irrespective of circumstance. It is up to us to communicate this.

Selling our strengths to the taxpayer 

Universities nurture talent, grow knowledge, find solutions, and ultimately create the workforce of the future. That in itself is of great value to the taxpayer. For a long time, this was enough to justify the cost. But in increasingly uncertain times, the spotlight is on us to prove our worth.

We are great at reaching out and attracting prospective students, and keeping current students happy, but we should be doing much more to highlight how a university is a community asset, and a place of opportunity for the landscape around it.

For universities such as UCLan, which are local recruiters and where more than 80 per cent of our students come from the surrounding area, we turn our local young people and mature students into professionally qualified, capable workers, who tend to stay in the area. This in turn adds immense value to local regeneration, workforce development and capability.

Post-92 universities such as UCLan tend to be in places that retain their graduates. They contribute vastly to the local economy, as well as being a major employer and, I should add, a good neighbour that opens ours doors to the community and gives access to the infrastructure that we too enjoy.

For example, during my time as registrar and secretary of Goldsmiths, University of London, the proposition to close Lewisham hospital was announced, making national headlines. The university, while not becoming politically involved, immediately opened its facilities to the local community, who were very actively opposing the closure.

Another example is at UCLan’s Burnley campus, where external groups use the facilities and engage with the university as a local stakeholder and placemaker. Universities with theatres and sports facilities will often make them available to community groups at a reduced rate, or free of charge.

Our world-class university system is underpinned by significant public funding, and increasing investment by students. It is crucial that we continue to do all we can in trying to both define and evidence value for money, and highlight that public funding and graduate contributions are used as effectively as possible.

Publicație : The Times

UCU needs ‘honest conversation’ about low turnout in strike ballot

Failure to reach 50 per cent turnout threshold on pay ballot and exit of leader Sally Hunt must open the door for debate on future, union leaders agree

The University and College Union’s failure to achieve the 50 per cent turnout threshold required for strike action must lead to conversation, rather than recrimination, about why so few members are voting in pay ballots, key figures in the union have insisted.

The calls for a national debate on union turnout follow the news, announced on 22 February, that only 41 per cent of UCU members voted on potential strike action over the 2 per cent pay offer for 2018-19, which rises to 2.7 per cent for lower-paid staff. That result came exactly four months after a near-identical turnout in a ballot announced in October. About 70 per cent of voters backed strike action in both ballots.

Meanwhile, the union’s general secretary, Sally Hunt, has resigned for health reasons, it was announced on 25 February.

Neither the second failure to reach the ballot threshold – introduced by the Conservative government – nor the decision to rerun the pay ballot, which was taken by a special UCU conference on pay in November, should lead to a bout of finger-pointing within the union, said Adam Ozanne, UCU branch secretary at the University of Manchester.

“The ballot results…indicate that those who thought we could beat the Tory anti-trade union legislation simply by working harder to get the vote out were overly optimistic,” said Dr Ozanne.

“This must not, however, become a blame game,” he continued, adding that “it must be about having an honest conversation” in which “we all reflect on the result and learn to listen to members”.

Dr Ozanne, who is one of three candidates running for national vice-president (higher education), added that last year’s pensions dispute, “in which 62 out of 67 branches succeeded in getting over the 50 per cent turnout threshold”, showed „what can be achieved when we are united and members lead the campaign and negotiating agenda”.

Vicky Blake, UCU branch president at the University of Leeds, who is also standing for vice-president, said that it would be a mistake to “use the language of blame for the failure” to hit the threshold.

“We need a culture shift where people go and vote,” said Ms Blake, who said that the union should “take time to ask members in a structured way why they are not voting.”

She nonetheless defended the decision to rerun the pay ballot after the “awful timing” of the first ballot, which saw ballot sheets “arrive when people were away from their desks” after the end of summer term in 2018.

“I thought we would do a better job in a second ballot but voting fatigue might have counted as a factor,” she added.

Some commentators on Twitter have blamed the failure of UCU’s national leadership to swing behind the second strike ballot, claiming that it was wary of starting industrial action just a year after the pensions strikes of early 2018.

However, Matt Waddup, UCU’s head of policy, rejected that accusation, stating that the “union sent out more than a million individual communications to members and the outstanding work of branches probably doubled that”.

“Our activists and organising staff worked their backsides off knocking on tens of thousands of doors and phone banking,” he said, adding that the local “Get The Vote Out” strategy of most branches was “significantly improved compared with the first ballot and even with USS last year”.

“If we are serious about replicating our USS success elsewhere, we need to discuss and agree an underlying, long-term strategy that starts with the membership,” Mr Waddup added, stating that union members must “talk to each other rather than lock horns about what went wrong. We also need to talk to, rather than insult, those who did not vote.”

Michael Carley, UCU branch president at the University of Bath, also dismissed the idea that UCU’s central office was to blame for the poor turnout.

“Branches which succeeded in getting a high turnout did it thanks to a lot of local legwork, knocking on doors and local department-level networks,” said Dr Carley. He added: “I don’t see what national or even regional organisers have to do with that.”

Dr Carley, a member of UCU’s higher education committee, added that the resignation of Ms Hunt also meant that the union was likely to have a “genuinely healthy debate” about tactics and its general direction.

“This is the first election in UCU’s history when there is no incumbent – that opens the debate in ways that we have probably never seen before.”

Publicație : The Times

Anne-Lucie Wack (CGE): «À la tête des grandes écoles, 85% des directeurs sont des hommes»

INTERVIEW – La présidente de la Conférence des grandes écoles et directrice de Montpellier SupAgro, revient sur la photo de la signature du partenariat entre HEC et Polytechnique qui a tourné sur les réseaux sociaux.

L’image a fait polémique. Il y a quelques jours, une photo illustrant la signature d’une convention de coopération entre l’Institut polytechnique de Paris, qui regroupe 5 écoles d’ingénieurs et HEC a provoqué l’indignation de nombreuses personnalités sur Twitter. Sur celle-ci, on voit huit hommes d’une cinquantaine d’années représentant les différentes écoles concernées, et aucune femme. C’est cette absence qui a provoqué la colère des internautes. Pour Le Figaro Étudiant, Anne-Lucie Wack, présidente de la Conférence des grandes écoles et directrice générale de Montpellier SupAgro, revient sur la polémique et évoque les problèmes de parité à la tête des établissements d’enseignement supérieur.

LE FIGARO – Certaines célébrités comme Jacques Attali ont qualifié la fameuse photo de l’institut Polytechnique de «désastre pour le pays» et de «preuve de la fermeture sur elles-mêmes des élites françaises». Êtes-vous d’accord?

ANNE-LUCIE WACK – Il y a une réalité que l’on ne peut pas nier: il existe un vrai problème de parité et une réelle sous-représentation des femmes dans les postes de leadership de l’enseignement supérieur. Et cela concerne tous les établissements: grandes écoles, universités, organismes de recherche. C’est également le cas plus généralement dans les entreprises.

L’enseignement supérieur ne donne pas le bon exemple. Nous sommes au contact des jeunes, et malheureusement, nous renvoyons l’image d’un leadership très dominé par les hommes. À la tête des grandes écoles, 85% des directeurs sont des hommes. Et il en va de même pour les présidents d’université. Nous sommes très conscients de ce sujet de l’égalité femmes-hommes et nous travaillons évidemment dessus depuis plusieurs années.

«Aujourd’hui, 33 femmes sont directrices générales sur les 214 écoles françaises membres de la CGE»Anne-Lucie Wack, directrice de la Conférence des grandes écoles

Combien de femmes occupent-elles des postes de direction au sein des écoles de la CGE? Ce chiffre est-il en évolution?

Aujourd’hui, 33 femmes sont directrices générales sur les 214 écoles françaises membres de la CGE. Cela fait 15% de femmes en position de «numéro une» toutes écoles confondues (écoles d’ingénieurs, management, architecture, Science Po, vétérinaires…). Ce chiffre est trop faible. Il faut que l’on change cela. On ne peut pas, en 2019, en être encore là. Toutes les études montrent qu’un meilleur équilibre des genres dans les fonctions de leadership est bénéfique à la société. Il est de toute façon inconcevable de puiser les leaders uniquement dans la fraction masculine de la population, c’est une question de bon sens et d’intérêt collectif.

Si l’on considère le rythme de progression des dernières années, concernant le nombre de femmes dirigeantes de grandes écoles, même si l’extrapolation est délicate, on atteindra la parité en 2060.

Qu’est-ce qui explique donc ces chiffres très faibles? Quels sont les obstacles à l’accession de femmes à des postes de direction?

«Évidemment, on connaît toujours des exemples de femmes qui ont eu beaucoup d’enfants et qui ont bien réussi, mais ce sont des exceptions consolantes»Anne-Lucie Wack, présidente de la Conférence des grandes écoles

On met souvent en avant des obstacles liés à des phénomènes d’auto-censure ou des stéréotypes de genres. Mais il y a aussi, plus profondément, un schéma de société plus favorable à l’accession des hommes à ces postes à responsabilités. Le partage des tâches domestiques et la maternité jouent forcément un rôle. En Suède, par exemple, le partage des congés paternité ou maternité entre les deux parents est très courant. En France, on avance mais nous sommes encore très loin de ça.Évidemment, on connaît toujours des exemples de femmes qui ont eu beaucoup d’enfants et qui ont bien réussi, mais ce sont des exceptions. Ces femmes sont passées entre les mailles du filet.

Vous avez mené une enquête auprès des femmes directrices de grandes écoles, en France, pour savoir si leur accession à ce poste a été difficile. Quelles sont les conclusions de cette enquête?

J’ai été surprise par les résultats de cette enquête. Seule la moitié des femmes dirigeantes de grandes écoles

«J’ai été la première femme à devenir directrice générale d’une école d’ingénieurs agronomes, depuis 200 ans que ces écoles existent»Anne-Lucie Wack, présidente de la Conférence des grandes écoles

estiment que le parcours d’accession au poste de numéro Une a été difficile. Et 70% d’entre elles estiment que le fait d’être une femme plutôt qu’un homme n’a pas eu d’impact. Elles ne sont que 30% à dire que le fait d’être une femme a rendu plus difficile leur accession à ces fonctions.

Comment augmenter le nombre de femmes directrices générales?

Déjà, il faut inciter les femmes à être candidates pour ce type de postes. Il faut les former au leadership et les inciter à se projeter et à postuler à ces fonctions-là.

Avec l’Association pour les femmes dirigeantes de l’enseignement supérieur et de la recherche (Afdesri), nous sommes en train de travailler sur un nouveau projet. Le but est de construire des programmes de «mentoring» dans lesquels des dirigeants d’écoles et universités, ou d’entreprises, formeront des jeunes femmes qui ont l’ambition d’obtenir des postes à responsabilités au sein de l’enseignement supérieur. Cette initiative permettra forcément de faire sauter certains verrous.

J’ai été la première femme à devenir directrice générale d’une école d’ingénieurs agronomes, depuis 200 ans que ces écoles existent. Je reste aujourd’hui encore la seule, alors que ces écoles sont extrêmement féminisées (entre 60 et 75% d’étudiantes ndlr). J’ai également été la première femme présidente de la CGE. Et je fais partie des 30% de femmes dirigeantes de grandes écoles qui estiment que leur parcours a été rendu plus difficile en étant femme. Cela interroge. J’en veux pour illustration le fait que systématiquement, tout au long de mon parcours, on me posait les mêmes questions: mais pourquoi voulez-vous avoir des postes à responsabilité? et pour vos enfants et votre vie de famille, comment allez-vous gérer, pensez-vous vraiment que vous allez y arriver? Je ne pense pas que l’on m’aurait questionnée ainsi si j’avais été un homme.

Publicație : Le Figaro

La Sapienza è la star mondiale delle Antichità, Politecnico di Milano tra i primi dieci in Design e Ingegneria

La classifica „Qs” delle università internazionali. Gli atenei italiani crescono ancora: siamo terzi in Europa per il numero di posizioni occupate. Bene Bologna, Bocconi e Padova. „Ma il vostro Paese è penalizzato dalla fuga dei cervelli”. Harvard e Mit guidano, il sistema Usa però arretra

ROMA – La classifica sulle università più seguita al mondo registra, in questo finale dell’inverno 2019, un’altra avanzata degli atenei italiani. Il nostro Paese, secondo il Quacquarelli Symonds world rankings by subjects (sta „per aree e discipline”), con i suoi 44 atenei citati in 48 discipline è il quarto in Europa per numero di università dopo Regno Unito, Germania e Francia e il settimo al mondo. Siamo la terza nazione europea, ancora, per la quantità di posizioni occupate. Diciotto università italiane sono state classificate tra le prime cento per 36 distinte discipline.

Per valutare i progressi nazionali, costanti in questa classifica nelle ultime stagioni, è interessante notare come il sistema Italia porti in graduatoria un ateneo in più rispetto al 2018 e confermi il dipartimento di un’università, la Sapienza di Roma, primo al mondo. Se allarghiamo il fuoco, vediamo ancora che nella top 50 ci sono cinque italiane in più (quest’anno sono 34), nella top 100 quindici in più (ora sono 98) e nella top 200 ventitré in più (236 in tutto).
E’ un’avanzata di gruppo, che andrà studiata in profondità, per atenei che per stagioni intere hanno faticato a entrare nelle prime duecento al mondo nella classifica generale, pubblicata in un’altra fase della stagione. Brilliamo nelle aree Scienze della Vita-Medicina. E sulle specifiche discipline in Fisica e Astronomia, Medicina ed Economia & Econometria. Restiamo marginali nei risultati del Sud.

Gaudio: „Competiamo con chi è più ricco”

La Sapienza si conferma, come l’anno scorso, l’unica università Italiana classificata prima al mondo in una disciplina: sono gli Studi classici e la Storia antica. Se si prende come riferimento la vittoria in qualcosa, il primo ateneo italiano per dimensioni è quinto nel mondo per qualità a pari merito con altri diciotto (Cambridge compreso). Confermando la sua forza nei „Classics”, l’università romana è undicesima in Archeologia, 34a in Fisica, 43a in Biblioteconomia. Aggiunge cinque discipline tra le prime cento classificate al carnet 2017 e avanza in quattro delle cinque macroaree. Il rettore Eugenio Gaudio dice: „Ci troviamo a competere con università straniere che godono di risorse nettamente maggiori. ll primato assoluto negli studi classici è il riconoscimento della centralità culturale del Paese: questo patrimonio costituisce la base valoriale fondante della nostra società e abbiamo il dovere di trasmetterlo ai nostri studenti perché offre strumenti di analisi e competenze trasversali che fanno la differenza anche in un mercato del lavoro in cui tecnologia e competenze tecnico-scientifiche si evolvono con estrema rapidità, diventando obsolete in poco tempo”.

Cresce con forza il Politecnico di Milano: tra i migliori dieci in tre discipline: sesto in Arte & Design (perde una posizione), settimo in Ingegneria civile (ne guadagna due) e settimo in Ingegneria meccanica (avanza di dieci). In Architettura è undicesimo. L’Università di Bologna è la seconda italiana rappresentata in classifica e il migliore degli atenei nazionali in quattro materie: Arte e studi umanistici, Lingue moderne, Scienze agro-forestali e Odontoiatria. „Siamo l’unico ateneo a comparire tra i primi in tutte le cinque macroaree del sapere”, dice il rettore Francesco Ubertini, „solo sette in Europa ci sono riusciti”.  Il terzo campione nazionale è l’Università di Padova, trentaseiesima al mondo in Anatomia (perde, tuttavia, undici posizioni nel confronto mondiale). La privata Bocconi di Milano è ottava al mondo per Business & Management (+2), sedicesima in Economia (comferma) e diciottesima in Finanza (+11).

Milano nel ranking con sette accademie

La città di Milano ha sette università classificate, Roma quattro, Pisa tre. La Statale è la migliore delle italiane in Farmacia e Veterinaria, lo European University Institute, Istituto presente nella Badia di San Domenico a Fiesole e finanziato dall’Unione europea, primeggia in Italia in Scienze politiche e Sociologia.

Per un cambio di metodo di calcolo, sono uscite dal ranking il Conservatorio di Roma Santa Cecilia e l’Accademia di Belle Arti (sempre a Roma).

Ben Sowter, responsabile della ricerca e analisi di Qs, commenta: „Questa edizione rivela una fotografia positiva per l’eccellenza accademica Italiana. Il trend è degno di nota, specialmente se consideriamo la feroce competitività globale. Questo risultato incoraggiante deve tenere conto di una sfida: la fuga di cervelli. L’Ocse segnala come l’Italia sia tornata ai primi posti nel mondo per emigrati, è ottava. Si stima che un terzo siano giovani laureati. Il Paese investe 164 mila euro per formare un laureato e 228 mila euro per un dottore di ricerca, investimenti di cui beneficiano sempre più altri Paesi. I laureati italiani sono tenuti in alta considerazione dai recruiter internazionali e la loro propensione ad assumerli è elevata, la preparazione dei vostri studenti è competitiva”.

La classifica di Qs (visibile all’indirizzo https://www.topuniversities.com/subject-rankings/2019) riguarda 1.200 università in 78 Paesi ed è compilata ascoltando l‘opinione di 83 mila accademici e 42 mila datori di lavoro. Quattro sono i parametri considerati: reputazione accademica, reputazione del datore di lavoro, citazioni per pubblicazione e Indice H (l’impatto di una ricerca).

Nel mondo Harvard (Boston) guida, prima com’è in dodici discipline, davanti al Mit del Massachussets (undici), Oxford (sei) e Ucl college di Londra (due). Si legge nel report: „Dal 2015 gli Stati Uniti hanno perso il 10 per cento delle loro performance, in particolare negli studi umanistici. Assistiamo a una progressiva erosione della preminenza delle università americane sostituite, in alcune specializzazioni, da atenei dell’Australia, della Cina e del Regno Unito. A incidere sono i tagli ai finanziamenti e le restrizioni alla mobilità degli studenti”.

Publicație : La Repubblica