Transcript UNIVERSITY COURSE VERSUS WORK EXPERIENCE 1 Alain Jungman,

UNIVERSITY COURSE
VERSUS WORK EXPERIENCE
Alain Jungman,
Marie-Lise Micheli,
Kristine Jurski.
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Institut Universitaire de Technologie Paris Jussieu
Université Paris Diderot – Paris 7
FRANCE
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University and enterprise are two different worlds
University
General knowledge
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Universal Approach
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Traditionaly and historicaly designed
for job related to research and teaching
(non profit, objectivity...)
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IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
Enterprise
Competences
Professional behaviour
Economic objectives
(profit, efficiency, competition)
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7-8 february 2008
International competition and new technologies require a closer
exchange between university knwoledges
and technical competences of entreprise
- University must adapt to the demand of the students to
acquire a practical training for better employment
- Enterprise must turn toward higher education to innovate in
order to face the challenge of high tech and concurrence.
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SUMMARY
I - PRACTICAL PLACEMENT IN ENTERPRISE
Internship : 2-3 monthes in enterprise, generaly at the end of
the university year.
II - PROFESSIONALISATION OF HIGHER EDUCATION
 Involvement of experts from enterprises in the curriculum
 Introduction of a corporate culture
 Professional approach to solve problems
III - ALTERNATE PERIODS UNIVERSITY- ENTERPRISE
AND APPRENTICESHIP
Shorter sandwich periods of time spent alternately at university
and in companies all around the year.
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PRACTICAL PLACEMENT
IN ENTERPRISE
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PRACTICAL PLACEMENTS
Objectives :
• To train the student to industrial tasks in a
professional environment
• To turn into practice academic knowledges
• To acquire professional skills
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PRACTICAL PLACEMENTS
Added value :
It calls upon the three main qualifications
expected from a professional :
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Knowledge
Competences
Professional behaviour
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PRACTICAL PLACEMENTS
All domains of education
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Science and technology : industry (e.g. : production, quality
control, research and development, maintenance…)
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Management : services (e.g. : banks, insurances,
administrations) and commercial activities
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Humanities and Social Sciences : administrations,
governement and states offices, publishing, human ressources,
environment, communication, advertisements…
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PRACTICAL PLACEMENTS
All level of education :
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Bachelor : technician, employee
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Master : engineer, manager
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PRACTICAL PLACEMENTS
Evaluation of the practical work of the students
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Written report
Oral presentation
Opinion grid
Jury : academic and enterprise tutors
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PRACTICAL PLACEMENTS
Evaluation grid
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EVALUATION OF THE PLACEMENT
Note
Above the expected
At the expected
Only partialy
Do not correspond
level
level
at the expected level
to the expected level
max
3max/4
de max/2 à max/4
0
Note
Observations
max
Appéciation of the supervisor
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Efficiency
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Ability to learn
2
Motivation
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Initiative-autonomy
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Curiosity
2
Assiduity-Punctuality
2
Participation
1
Sociability
1
Written report
Presentation of the project (problématic and stratégiy)
2
Identification et analysis of problèms
2
Analysis of résults
3
Clarity of the reports
2
Presentation of the report (use of software tools))
1
Oral presentation
Ability to synthetize the work
3
Tools (power point…)
1
Quality of the oral
2
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Quality of the answers to questions
IUT
Paris
Respect for the
duration
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Brasov,
Roumania
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PROFESIONALISATION OF
HIGHER EDUCATION
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PROFESSIONALISATION
OF HIGHER EDUCATION
- Put the student in a professional situation
- Fix learning objectives in order to solve enterprise
problems
- Define competences, i.e. turn academic knowledge
into practice
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PROFESSIONALISATION
OF HIGHER EDUCATION
Methods
Study case
Project base learning
Problem base learning
Main steps :
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Analysis of the problem
Looking for documentation
Formulation of hypothesis
Bringing a solution
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PROFESSIONALISATION
OF HIGHER EDUCATION
1 - MATERIALS MEANS
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Work in small groups
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Information and Communication Technology (ICT) at
students’s disposal
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Scientific devices (self service…under control)
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Documentary ressources
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Adapted rooms and laboratories
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PROFESSIONALISATION
OF HIGHER EDUCATION
2 – HUMAN RESSOURCES
Technical staff
( Management and control of the instrumentation)
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Academic staff to supervise the project
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PROFESSIONALISATION
OF HIGHER EDUCATION
1/2
3 – CORPORATE CULTURE
Participation of experts from enterprises in the curriculum
a / Introduction of specific industrial fields
Project management
Entrepreneurial approach
Competence management
Employment and corporate law
Quality control
Prevention of risks
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PROFESSIONALISATION
OF HIGHER EDUCATION
2/2
CORPORATE CULTURE
b / Approach to practical industrial applications
Illustration of academi topics in the frame of the industrial activities
c / Technical visits of enterprises
d / Evolution of the contain of the program to industrial
requirements
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PROFESSIONALISATION
OF HIGHER EDUCATION
Cross curriculum competences :
Communication
Written and oral presentations
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Foreign language (english)
Direction for the use of an instrument
Summary and keywords of a report
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Information and Communication Technology (ICT)
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PROFESSIONALISATION
OF HIGHER EDUCATION
EVALUATION
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Self evaluation
« Peer-to-peer » evaluation
Competences (skills, abilities) instead of only
knowledge
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ALTERNATE PERIODS
AND APPRENTICESHIP
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ALTERNATE PERIODS
AND APPRENTICESHIP
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Exists since more than a century for manual jobs
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Spectacular rise in higher education since the
beginning of the 21st century
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ALTERNATE PERIODS
AND APPRENTICESHIP
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ALTERNATE PERIODS
During the whole university year :
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Alternate periods :
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Two supervisors :
- learning at university
- working in enterprise
- university
- enterprise
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ALTERNATE PERIODS
AND APPRENTICESHIP
2/2
APPRENTICESHIP
Same system +
Job contract for the student
 Salary
 Management by an office (public or private)
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CFA
= Centre de Formation en Apprentissage
= Training Center for Apprenticeship
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ALTERNATE PERIODS
AND APPRENTICESHIP
ORGANIZATION AND CONTRAINTS
Team work to conduct the relationship between the different partners
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Company manager
Tutors / supervisors
Students
Academic staff
Pedogical engineering
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Time table planning the university and enterprise periods
Pedagogical management of the academic program versus the entreprise training
Monitoring the work of the student
By the supervisor of the entreprise
 By the academic tutor
 Using compulsory procedures
(written evaluations, visit in the enterprise)

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ALTERNATE PERIODS
AND APPRENTICESHIP
1/2
ADVANTAGES
(Compare to Practical placement)
Total Duration (per year) :
≈ 6 months (instead of less than 4 months)
 Most significant work experience
 More relevant for a CV
Progressive learning of
 The competences
 The professional behaviours specific to a given job
Adaptation and improvement of the training courses by a
Continuous « going back and forth » between
academic learning and enterprise apprenticeship
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ALTERNATE PERIODS
AND APPRENTICESHIP
2/2
ADVANTAGES
Stronger involvement of the student in the working
environment
Stronger partnership between the university and
the enterprise
Stepping stone to a first job
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ALTERNATE PERIODS
AND APPRENTICESHIP
QUALITY CONTROL OF ALTERNATE AND
APPRENTICESHIP TRAINING COURSES
Two different evaluations
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Evaluation of the student
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Evaluation of the alternate apprenticeship
education system
IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
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ALTERNATE PERIODS
AND APPRENTICESHIP
1/2
EVALUATION OF THE STUDENTS
Assessment of the student’s work in the company
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Report book
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Definition of the objectives for the student
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Definition of the tools to reach the objectives
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ALTERNATE PERIODS
AND APPRENTICESHIP
2/2
EVALUATION OF THE STUDENTS
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Evaluation grids written by the enterprise’s supervisor
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Autoevaluation by the student through the apprenticeship diary
Reported by the student, based on 4 criteriums :
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Efficiency
Level of qualification
Practical skill
Behaviour
IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
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ALTERNATE PERIODS
AND APPRENTICESHIP
EVALUATION GRIDS
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7-8 february 2008
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IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
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7-8 february 2008
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IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
EUE-Net
Brasov, Roumania
7-8 february 2008
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IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
EUE-Net
Brasov, Roumania
7-8 february 2008
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IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
EUE-Net
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7-8 february 2008
ALTERNATE PERIODS
AND APPRENTICESHIP
QUALITY CONTROL
OF THE ALTERNATE/APPRENTICESHIP
EDUCATION SYSTEM
I / By the student
1- The apprenticeship diary
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Evaluation of the work conditions
Evaluation of the tasks to carry-out
2 – Regular interactive report at the university
II / By the academic tutor
Visit(s) the company by the academic tutor
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Presentation of the student’s task(s)
Visit of the work environment
Talk with the supervisor of the enterprise
IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
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CONCLUSION
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CONCLUSION
QUALITY OF STUDENTS PRACTICAL PLACEMENT
1/2
Three approachs :
1- Formal approach
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Grid
3 indicators :
- efficiency
- autonomy
- technical competences
2 – Qualitative and informal approach
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Visit
Reports : oral and written
IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
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CONCLUSION
QUALITY OF STUDENTS PRACTICAL PLACEMENT
2/2
3 – Post-diploma survey
6 months and 3 years after graduation
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Employment
•
•
•
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More studies
•
•
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Type of jobs
Salary
Status in the company
Type of studies
Level
IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski
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THANK YOU FOR YOUR ATTENTION
QUESTIONS ?
COMMENTS ?
IDEAS ?
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