Studentii Facultatii de Fizica de la Universitatea "Cuza", premiati la Concursul National Studentesc "Dragomir Hurmuzescu"
Studentii Facultatii de Fizica a Universitatii "Alexandru Ioan Cuza" (UAIC) din Iasi au obtinut cinci premii si o mentiune la Concursul National Studentesc de Fizica "Dragomir Hurmuzescu" (olimpiada studenteasca), editia a VIII-a, care a avut loc în data de 19 aprilie 2019, la Universitatea de Vest din Timisoara. Echipa Universitatii "Cuza" s-a remarcat si în acest an prin performantele de exceptie obtinute la acest concurs: doua premii I prin Stefan Balauca, anul I si Anastasia Railean, anul al IV-lea, un premiu II prin Adina Breaban, anul al IV-lea, doua premii III prin Malina Strugaru, anul I si Cristina Melnic, anul al III-lea si o mentiune prin Mihai Petrea, anul al II-lea.
La concurs au participat cei mai buni studenti din ciclul de licenta de la toate Facultatile de Fizica din România, respectiv din Iasi, Bucuresti, Craiova, Cluj-Napoca si Timisoara.
Într-un clasament neoficial dupa numarul de premii, Facultatea de Fizica a UAIC a ocupat locul I, obtinând jumatate dintre premiile acordate. Mai multe informatii sunt publicate la adresa : http://www.phys.uaic.ro/index.php/studenti/concurs-hurmuzescu/
Publicație : Bună Ziua Iași
Universitatea "Alexandru Ioan Cuza" din Iasi isi prezinta oferta studiilor de masterat si doctorat
Universitatea "Alexandru Ioan Cuza" (UAIC) din Iasi organizeaza, în perioada 8 - 9 mai 2019, evenimentul "Masterate si Doctorate la UAIC", dedicat studentilor si absolventilor care doresc sa afle mai multe informatii despre oferta studiilor de master si doctorat de la cele 15 facultati din cadrul UAIC.
La evenimentul "Masterate si Doctorate la UAIC", facultatile vor avea amenajate standuri de prezentare a ofertei educationale de masterat si doctorat, unde cei interesati de astfel de studii pot obtine mai multe informatii direct de la reprezentantii facultatilor. Standurile vor putea fi vizitate în zilele de 8 si 9 mai, între orele 10:00 si 15:00, în fata Corpului A al Universitatii. Pentru a-i ajuta pe potentialii candidati sa înteleaga mai bine ce înseamna cursurile universitare de masterat si doctorat, facultatile au pregatit si o serie de activitati. Spre exemplu, Facultatea de Drept propune workshop-ul "Aspecte de noutate în cercetarea criminalistica", la Facultatea de Economie si Administrarea Afacerilor (FEAA) va avea loc conferinta "Occidentul, de la morala competitivitatii la morala cheltuielilor sociale", sustinuta de Lucian Croitoru (consilier al guvernatorului Bancii Nationale a Romaniei - BNR), iar Facultatea de Matematica organizeaza cursul deschis intitulat "Matematici financiare".
Oferta completa de activitati este publicata pe site-ul Universitatii, la adresa: http://www.uaic.ro/masteratedoctorate/. "Oferta studiilor de master a Universitatii "Alexandru Ioan Cuza" din Iasi cuprinde 117 specializari. Pentru toate programele, admiterea se face pe baza unei medii ponderate, în care media examenului de licenta reprezinta 60 la suta, iar 40 la suta nota obtinuta la interviu sau, dupa caz, la evaluarea CV-ului si scrisorii de motivatie. Înscrierile vor avea loc în perioada 15 - 20 iulie 2019. Admiterea la studii universitare de doctorat se face prin concurs, organizat în una sau doua sesiuni, în luna septembrie, înainte de începerea anului universitar. Pentru anul universitar 2019-2020, înscrierile se fac în perioada 2 - 6 septembrie 2019, iar candidatii pot alege unul dintre cele 27 de domenii de studii de doctorat pe care le ofera Universitatea", au transmis oficialii UAIC.
Publicație : Bună Ziua Iași
In Platoul Studioului BZI LIVE este invitat unul dintre marii profesori universitari ai Iasului. Rememorari si experiente speciale, intr-un dialog de colectie cu intelectualul si seniorul Nicolae Taranu
Miercuri, 24 aprilie 2019, incepand cu ora 15.00, cea de-a CCXC-a editie (290 - a in cifre arabe - n.r.) in lumina reflectoarelor Studioului BZI LIVE pe zona educationala, culturala si istorica este invitat unul dintre marii oameni ai mediului academic ingineresc, nu doar iesean dar si de anvergura nationala si internationala! Productia - dialog de colectie il va avea in prim-plan pe prof. univ. dr. ing. Nicolae Taranu, emblematic cadru didactic al Facultatii de Constructii si Instalatii din cadrul actualei prestigioase Universitatii Tehnice (TUIASI) Gheorghe Asachi din Iasi! Domnia sa va rememora si reliefa secvente din cariera si activitatea sa didactice, experientele avute, munca alaturi de colegi, cercetatori, studenti si discipoli, proiecte sau istoricul facultatii pe care o slujeste cu devotament si profesionalism! Pe de alta parte, distinsul dascal va detalia elemente din universul interesant al domeniului Constructiilor si Instalatiilor, realitati din invatamantul superior autohton, numeroasele colaborari si perfectionati pe plan intern si international care au ajuns inclusiv in Statele Unite ale Americii (SUA), noi tehnici pe zona educationala in care activeaza, amintiri placute, colaborarea cu studentii sau colegii!
Persoanele interesate pot adresa intrebari invitatului accesand pagina de Facebook BZI si pagina de internet www.bzi.ro.
Publicație : Bună Ziua Iași
10 ways universities can change the story
Tips from THE’s editor on how universities can shift the negative perceptions of higher education to reassert their value to society
Higher education in the UK has faced a blizzard of negative news over the past year or two. It has been exasperating to see universities’ incredible work and achievements eclipsed by endless stories about executive pay, supposed attempts to curtail free speech, and questions about value for money.
At the same time, a narrative has played out within the sector that has added to the sense of crisis: the battle over pensions in particular reopening wounds that are not easily healed.
The result is that it has been easy – far too easy – for universities to be cast as part of the problem rather than a solution to help address the sense of unease and unravelling that is gripping the country. How has this happened, and what can universities do to get back on track?
The question will be asked – and answered – at a must-attend event this autumn, THE Live, where some of the sector’s brightest communicators and thinkers will gather to find a way forward. The two-day conference will culminate with the THE Awards, giving you two great reasons to join us.
As we launch the event, here are 10 ways that universities might consider changing the story:
- Remember why you do what you do
Universities have attributes that many commercial organisations would kill for; values, authenticity and integrity cannot be bought, nor can a workforce that really is in it for love more than money.
And yet at times they can appear unaware how powerful these attributes are and instead they scramble to be poor imitations of the commercial sector. Sure, the marketisation of higher education under the English tuition fees regime – and the fierce battle to recruit students in particular – is largely the cause. But external factors can’t shoulder all the blame.
Leadership, culture and self-respect all matter, too. Universities’ primary missions are teaching and research, with social and economic impact spinning out from that. Focus relentlessly on excelling in these areas, and the metrics, league tables, marketing strategies and awards will follow. And if they don’t – well, it’s still the right thing to do.
- Stop the civil war
One of the most damaging trends for UK higher education has been the breakdown in internal university relations, the sense of “them and us” that has solidified since the pension strike.
It has created a poisonous debate on social media in particular, in which grievances are raised in the most toxic and personal terms. Many of the concerns that fuel this atmosphere are legitimate – the casualisation of the academic workforce is a case in point.
But the spite and abuse that has spewed forth on Twitter and elsewhere has been unedifying, to say the least. It has to stop. Replace it with a sense of collegiality and mutual endeavour, and that will be a big step along the road to higher education regaining control of its own narrative.
- Demystify, demystify, demystify
I am not sure if universities realise this or not, but for those on the outside, they are very opaque organisations. What do they do? Who do they do it for? And how am I benefiting? It is why the outdated idea of an ivory tower, an out-of-touch intellectual elite, is still a canard that quacks.
The structural complexity and sense that universities are for someone else is often demolished when you talk in specifics. Chat to the proverbial taxi driver in any university town and there’s every chance that they’ll parrot the usual tropes about higher education being a waste of money, too many people going to university and academics studying silly things with no bearing on reality.
Talk to them about their local institution, though, and they may well tell you about a family member who works there, the help a friend got from a university business clinic, how much they enjoy its museums, or their pride in a son or daughter who is studying there. Bringing this local understanding into the national narrative, and connecting the real with the mysterious, is a trump card.
- Don’t obscure the good work with fripperies
A vice-chancellor turned up at THE’s office the other day with an entourage of zero, carrying his own bag (a rucksack) and travelling by the novel means of his own two feet. It was a sight to behold.
I am being a bit mean – the truth is we are already in the dying days of excessively grand v-cs, partly the result of generational change, partly the aftershocks of the pay scandal. Whatever the reason, it is not a moment too soon. There are always ways to rationalise chauffeur-driven cars and large grace and favour homes, but to be blunt, they make you seem not normal. Do you need them?
People who work in universities should be available, open and influential, and social media seems – or seemed a few years ago – to be the ideal way to achieve those things. But you could also make a case that it has served up a self-indulgent, polarising mirage (see Point 2). A few thoughts: Do not waste time being rude to people you disagree with on Twitter. Anonymous troll accounts are not clever. The echo chamber exists. There is an opportunity cost to spending hour after hour on social media.
- Don’t be an ostrich
Facing up to a problem is sometimes uncomfortable. But it’s never not a good idea. The most significant blow dealt to universities’ good name in the past couple of years was the opprobrium heaped upon them over executive pay. And a significant compounding factor was the silence echoing back, as vice-chancellors chose en masse to put their heads in the sand.
I understand their reasons: they felt there was nothing they could say that would mollify their accusers, that it was not their place to respond when their pay was set by others, and they probably felt scared about putting their head over the parapet. But the row could have been defused much earlier with recognition that this wasn’t going to blow over as it had in the past, and with some proportionate responses from those with the most inflated pay packets.
A reasonable pay cut and a donation of questionable bonus payments to a student hardship fund could have spared individuals and institutions from serious reputational damage. Similarly, it is a mistake to dismiss all concerns as wilful nonsense – grade inflation deserves serious investigation, so blanket denials are not the right response.
- Do tell stories
And make them stories that real people will connect with. Universities seem obsessed with economic impact reports. The data are always compelling, and it may well be that this evidence is useful in bolstering the case for funding in particular. But has an economic impact report ever really changed anyone’s mind about anything?
By contrast, I was in a university lab a while ago when I was shown a lump of plastic. It was a reproduction of a child’s heart, I was told. The university had teamed up with surgeons in a local hospital heart unit where a child lay in desperate need of an operation. The surgeons were not sure what they were facing and wanted to know exactly what the situation would be when they got in. There was no room for mistakes.
By scanning the heart and 3D-printing a replica, they were able to cut cross sections through the model and understand precisely what the problem was. The operation was a success. That is a story about impact that is worth telling.
- Value people, not buildings
I have lost track of the number of times I have been shown an expensive new building while visiting a university. I understand why – institutions spend tens of millions on them, and they are often impressive. Indeed, universities kept the construction industry in much of the country solvent after the financial crash (see above re economic impact reports).
But don’t be fooled: it is people who really matter. Show us people, not stuff. Invest in people. They are the ones who will persuade the world about the value of what you do.
- Accept that the world is changing – and that’s OK
Our higher education system in the UK is one of the world’s best. No doubt about it. But, whisper it, there’s also a sense when you travel around the world that the UK is too wrapped up in itself and not as outward-looking as it should be. Others are innovating more rapidly in some key areas, and are facing up to the challenges that the world, politics and technology are throwing at us.
Come back to the UK from a trip to Asia, and the debates that circulate and recirculate, the obsession in the national media with Oxbridge, fees and not much else, can seem stale and parochial. Let’s be proud of our national sector – but let’s not stagnate. Trying new things is rarely as bad as the naysayers would have you believe.
- Join us at THE Live this autumn
Universities are one of the wonders of the world. Working in them – breaking new ground in research or helping to guide young minds that will shape the world tomorrow – should be a joy.
That it isn’t for many in academia tells us that something has gone wrong. But it can be put right. Higher education needs to rekindle that sense of optimism and enthusiasm and find a way to change the story. Join us on 27-28 November in London to be part of something important.
Publicație : The Times
Questions on oversight for England’s 30K ‘subcontracted’ students
Figures show that thousands of students registered at some universities are taught elsewhere
The oversight of “franchised” higher education in England under the country’s new regulatory regime has been spotlighted after figures showed that some universities subcontract the teaching of thousands of students to private providers.
Data from the Office for Students suggest that more than 30,000 undergraduates will be enrolled at a university in 2018-19 but will actually be taught elsewhere for part or all of this year.
Many of them will be pursuing a university degree at a further education college. But there are also examples of alternative providers that are teaching large numbers of students through arrangements known as “franchised” provision.
In the past, such arrangements would have been considered by the Quality Assurance Agency when it carried out periodic reviews of a university or if specific concerns were raised. In some circumstances, the alternative providers themselves might also have been reviewed directly.
However, the 2017 Higher Education and Research Act has made the OfS register of providers the focus of regulation – and private providers that offer franchised provision do not have to apply for the register, raising questions about the oversight of such partnerships.
The Higher Education Students Early Statistics survey shows that three institutions – the University of Roehampton, the University of Suffolk and Bucks New University – have more than 1,000 undergraduates being taught by an alternative provider that is currently not on the OfS register, although in all three cases the provider is seeking registration.
Roehampton had the most, with 3,700 instances of undergraduates receiving subcontracted teaching this year from a company called QA Higher Education. QA has arrangements with five UK universities and offers a range of provision including full degrees and “pathway” provision for international students.
A Roehampton spokeswoman said that its partnership with QA on undergraduate degrees started in 2015, although September 2019 would see the last intake of students under the arrangement.
Suffolk, which is forecast to have almost 1,800 students subcontracted to a private provider called the London School of Commerce this year, said that it started working with the institution – part of a wider company called St Piran’s School (GB) – in 2016.
It said that it had a number of initiatives to ensure that the partnership “delivers a good student experience”, such as regular joint meetings between the institutions, linked provision with Suffolk academics and opportunities for students learning at LSC to speak to Suffolk staff if needed.
Both LSC and divisions of QA Higher Education – as well as Bucks New’s major franchise partner, the University Campus of Football Business – have undergone successful reviews by the QAA in the past.
An OfS spokeswoman said that under the new arrangements, the provider with which students were enrolled had “contractual responsibility” for them, irrespective of whether another provider was teaching them.
“The quality of the provision is covered by the registration of the lead providers, and our monitoring of quality and standards through conditions of registration covers all of the registered provider’s students, wherever they are taught,” she said.
“We monitor through lead indicators and reportable events. If either flagged concerns about subcontractual arrangements, we would investigate further,” she added.
Publicație : The Times
Raphaël Glucksmann propose un «Erasmus pour tous»
La tête de liste PS-Place publique aux élections européennes juge que les échanges universitaires sont aujourd’hui «reservés à une élite» et propose d’ouvrir des bourses pour tous les 16-25 ans.
Raphaël Glucksmann, la tête de liste du parti socialiste et de Place publique aux élections européennes, a proposé ce mardi l’élargissement du programme Erasmus à tous les jeunes entre 16 et 25 ans grâce à des bourses finançant ces projets, et dans le but de créer un «peuple européen».
«Tous les jeunes doivent pouvoir sortir de leur quartier, de leur ville, de leur village et faire l’expérience d’un séjour dans un autre pays de l’Union européenne», a proposé le candidat PS-Place publique dans un communiqué.
Une bourse jusque 5 000 euros
Pour Raphaël Glucksmann, le programme Erasmus, qui permet, principalement à des jeunes, d’étudier ou de se former dans un autre pays européen, est réservé à «une élite». «Une bourse allant jusqu’à 5.000 euros sera proposée à chaque jeune entre 16 et 25 ans sur la base d’un projet éducatif, de formation, professionnel ou associatif», promet le candidat.
Raphaël Glucksmann a ensuite poursuivi en assurant vouloir «tout mettre en œuvre pour que les ados qui grandissent aujourd’hui en France, en Espagne, en Grèce ou en Estonie aient le sentiment de partager un destin commun qui s’appelle l’Europe».
«Service civique européen»
Sur LCI mi-avril, il avait qualifié cette proposition de «service civique européen». «C’est impossible de construire une démocratie européenne si les jeunes Européens ne se connaissent pas, ne se croisent pas», avait-il alors expliqué.
«Sur 2014-2020, ce sont 4 millions de personnes à travers l’Union européenne qui sont dans le programme Erasmus +», a indiqué l’agence Erasmus +, sollicitée par l’AFP, précisant que les bourses actuelles «vont jusqu’à 520 euros pour les étudiants et jusqu’à 1.000 euros pour les personnes en formation professionnelle»
Publicație : Le Figaro
Université: l’augmentation des frais d’inscription pour les étrangers a été inscrite au journal officiel
Annoncée dès le mois de novembre par Édouard Philippe dans le cadre de la création du label «Bienvenue en France», cette mesure avait été très critiquée par les syndicats étudiants et présidents d’universités.
C’est désormais officiel. La hausse des frais d’inscription universitaires pour les étudiants non-européens entrera en vigueur à la rentrée prochaine, selon deux textes publiés dimanche au Journal officiel, et malgré la fronde contre cette mesure gouvernementale et le désaccord des principaux syndicats étudiants, comme d’une grande partie des présidents d’universités.
À la rentrée prochaine, les étudiants extra-européens devront s’acquitter de 2.770 euros en licence et 3.770 euros en master et doctorat, soit plus de dix fois plus que leurs homologues européens, selon l’arrêté du ministère de l’Enseignement supérieur. Les non-Européens ayant déjà entamé leurs études en France ne sont par ailleurs pas concernés par cette hausse.
Pas pour les doctorants
Un décret publié dimanche liste par ailleurs une série de cas selon lesquels les étudiants hors-UE pourraient être exonérés de cette hausse, notamment en raison de leur «situation personnelle» ou s’ils répondent «aux orientations stratégiques de l’établissement».
La hausse ne s’appliquera toutefois pas aux doctorants étrangers, comme l’avait indiqué la ministre de l’Enseignement supérieur Frédérique Vidal fin février. La ministre avait en revanche refusé d’augmenter de 10 à 15% le nombre d’étudiants que les universités peuvent décider d’exonérer de frais, comme le permet un décret de 2013.
«Risque réel de décrochage»
Depuis son annonce en novembre, cette annonce de hausse de frais universitaires ne cesse de faire des vagues. Le gouvernement assure qu’elle permettra de renforcer l’attractivité de la France et d’augmenter le nombre de boursiers, mais il n’a pas convaincu les opposants qui accusent cette réforme d’ériger un «mur de l’argent» frappant les étudiants étrangers les moins fortunés. Plusieurs universités en France ont fait savoir qu’elle n’appliquerait pas cette hausse, en utilisant la possibilité d’exonérer de frais une partie de leurs effectifs.
Mi-mars, un rapport parlementaire avait par ailleurs conclu que cette mesure faisait courir «un risque réel de décrochage sur le court terme» pour l’attractivité de l’enseignement supérieur français.
Publicație : Le Figaro
Toujours plus d’étudiants en médecine quittent la France pour se former en Roumanie
La ville de Cluj est devenue la Mecque de ces étudiants, qui vont y passer leur diplôme, loin du numerus clausus et de la compétition parfois extrême en France.
Ils étaient une centaine il y a dix ans, ils sont plus d’un millier cette année. En France, numerus clausus oblige, ils n’ont pu décrocher un diplôme de médecine. Alors ils sont venus en Roumanie. Les étudiants français de l’université de médecine et de pharmacie (UMF) de Cluj, qui dispense ses enseignements en français, font aujourd’hui partie du décor de cette ville située dans le nord-ouest de la Roumanie. Il suffit de se promener près de l’UMF pour entendre parler le français à tous les coins de rue.
Mais il n’y a pas que la langue de Molière. A Cluj, on entend aussi parler anglais, allemand, italien, espagnol, suédois, arabe et quantité d’autres langues. « C’est très bien d’avoir accès à une autre culture et à un autre type d’enseignement, déclare Rafik Lechheb, étudiant en cinquième année de médecine générale et responsable de la Corporation médicale de Cluj (CMC), une structure créée pour faciliter l’intégration des étudiants français en Roumanie. Nous ne sommes pas des expatriés à Cluj, nous ne sommes pas dans une faculté française délocalisée en Roumanie. Vu la pénurie de médecins généralistes en France, les étudiants français qui se forment en Roumanie sont tout bénéfice pour la France. Notre pays n’a pas à payer pour les former. »
« En France, cette ambiance de compétition mène à un paradoxe : on se tue la santé pour devenir un professionnel de la santé »
En 2013, Rafik avait tenté de passer la Paces (première année commune aux études de santé) chez lui, à Angers, mais il n’a pas eu de chance. Tombé malade et hospitalisé le jour de l’examen, il a dû abandonner son rêve. « En France, j’ai subi un traumatisme, témoigne-t-il. Cette ambiance de compétition mène à un paradoxe : on se tue la santé pour devenir un professionnel de la santé. Je me pose toujours une question : cette compétition aide-t-elle à être un meilleur médecin ? J’en doute. »
En 2014, le jeune Rafik s’envole pour la Roumanie. Une de ses amies était déjà partie faire ses études de médecine dans ce pays situé aux confins orientaux de l’Union européenne (UE). Le bouche-à-oreille fait des merveilles, puisque la majorité des étudiants français qui ont débarqué en Roumanie ont un ami qui a une amie qui a un frère dont le cousin fait ses études dans le pays de Dracula… « On assiste à un phénomène de mobilité qui persiste à cause du numerus clausus, explique Pierre-Yves Mingant, chargé du pôle de coopération scientifique et universitaire à l’Institut français de Bucarest. Il existe 110 filières francophones en Roumanie, dont dix en médecine générale, dentaire, vétérinaire et pharmacie. La Roumanie est le pays qui a le plus grand nombre de filières francophones, et les Français sont les deuxièmes sur la liste des étudiants étrangers en Roumanie. »Les Moldaves voisins (pour la plupart roumanophones) sont en première position, les Israéliens troisièmes.
Publicație : Le Monde
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