1 1 university course versus work experience alain jungman, marie-lise micheli, kristine jurski....

UNIVERSITY COURSE

VERSUS WORK EXPERIENCE

Alain Jungman,

Marie-Lise Micheli,

Kristine Jurski.

Institut Universitaire de Technologie Paris Jussieu

Université Paris Diderot – Paris 7

FRANCE

IUT Paris Jussieu – A. Jungman, M.L. Micheli, K. Jurski

EUE-NetBrasov, Roumania7-8 february 2008

University and enterprise are two different worlds

University Enterprise

General knowledge Competences Universal Approach Professional behaviour Traditionaly and historicaly designed Economic objectives

for job related to research and teaching (profit, efficiency, competition)

(non profit, objectivity...)

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.

SUMMARYI - PRACTICAL PLACEMENT IN ENTERPRISEInternship : 2-3 monthes in enterprise, generaly at the end ofthe 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 APPRENTICESHIPShorter sandwich periods of time spent alternately at universityand in companies all around the year.

PRACTICAL PLACEMENT

IN ENTERPRISE

PRACTICAL PLACEMENTS

Objectives :

• To train the student to industrial tasks in a professional environment

• To turn into practice academic knowledges

• To acquire professional skills

Added value :

It calls upon the three main qualifications

expected from a professional :

- Knowledge- Competences- Professional behaviour

All domains of education Science and technology : industry (e.g. : production, quality

control, research and development, maintenance…)

Management : services (e.g. : banks, insurances, administrations) and commercial activities

Humanities and Social Sciences : administrations, governement and states offices, publishing, human ressources, environment, communication, advertisements…

All level of education :

Bachelor : technician, employee

Master : engineer, manager

Evaluation of the practical work of the students

Written report Oral presentation Opinion grid Jury : academic and enterprise tutors

Evaluation grid

EVALUATION OF THE PLACEMENT

Above the expected At the expected Only partialy Do not correspond Note Observations

level level at the expected level to the expected level

Note max 3max/4 de max/2 à max/4 0 max

Appéciation of the supervisor 20

Efficiency 4

Ability to learn 2

Motivation 4

Initiative-autonomy 4

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

Quality of the answers to questions 3

Respect for the duration 1

PROFESIONALISATION OF

HIGHER EDUCATION

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

Methods

Study caseProject base learningProblem base learning

Main steps : Analysis of the problem Looking for documentation Formulation of hypothesis Bringing a solution

1 - MATERIALS MEANS

Work in small groups

Information and Communication Technology (ICT) at students’s disposal

Scientific devices (self service…under control)

Documentary ressources

Adapted rooms and laboratories

2 – HUMAN RESSOURCES

Technical staff

( Management and control of the instrumentation)

Academic staff to supervise the project

3 – CORPORATE CULTURE Participation of experts from enterprises in the curriculum

a / Introduction of specific industrial fieldsProject managementEntrepreneurial approachCompetence managementEmployment and corporate lawQuality controlPrevention of risks

CORPORATE CULTURE

b / Approach to practical industrial applicationsIllustration 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

Cross curriculum competences :

Communication

Written and oral presentations

Foreign language (english)

Direction for the use of an instrument

Summary and keywords of a report

Information and Communication Technology (ICT)

EVALUATION

Self evaluation « Peer-to-peer » evaluation Competences (skills, abilities) instead of only

knowledge

ALTERNATE PERIODS

AND APPRENTICESHIP

ALTERNATE PERIODS AND APPRENTICESHIP

Exists since more than a century for manual jobs

Spectacular rise in higher education since the

beginning of the 21st century

ALTERNATE PERIODS

During the whole university year :

Alternate periods : - learning at university

- working in enterprise Two supervisors : - university

- enterprise

APPRENTICESHIP

Same system + Job contract for the student Salary Management by an office (public or private)

CFA = Centre de Formation en Apprentissage

= Training Center for Apprenticeship

ORGANIZATION AND CONTRAINTS

Team work to conduct the relationship between the different partners Company manager Tutors / supervisors Students Academic staff

Pedogical engineering 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)

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 aContinuous « going back and forth » between academic learning and enterprise apprenticeship

ADVANTAGES

Stronger involvement of the student in the working environment

Stronger partnership between the university and the enterprise

Stepping stone to a first job

QUALITY CONTROL OF ALTERNATE AND APPRENTICESHIP TRAINING COURSES

Two different evaluations

Evaluation of the student

Evaluation of the alternate apprenticeship education system

EVALUATION OF THE STUDENTS

Assessment of the student’s work in the company

Report book

Definition of the objectives for the student

Definition of the tools to reach the objectives

EVALUATION OF THE STUDENTS

Evaluation grids written by the enterprise’s supervisor

Autoevaluation by the student through the apprenticeship diary

Reported by the student, based on 4 criteriums :

Efficiency Level of qualification Practical skill Behaviour

EVALUATION GRIDS

QUALITY CONTROL OF THE ALTERNATE/APPRENTICESHIP

EDUCATION SYSTEM

I / By the student 1- The apprenticeship diary Evaluation of the work conditions Evaluation of the tasks to carry-out

2 – Regular interactive report at the university

II / By the academic tutorVisit(s) the company by the academic tutor Presentation of the student’s task(s) Visit of the work environment Talk with the supervisor of the enterprise

CONCLUSION

CONCLUSIONQUALITY OF STUDENTS PRACTICAL PLACEMENT

Three approachs :1- Formal approach

Grid 3 indicators : - efficiency

- autonomy

- technical competences

2 – Qualitative and informal approach Visit Reports : oral and written

CONCLUSIONQUALITY OF STUDENTS PRACTICAL PLACEMENT

3 – Post-diploma survey

6 months and 3 years after graduation Employment

• Type of jobs• Salary• Status in the company

More studies• Type of studies• Level

THANK YOU FOR YOUR ATTENTION

QUESTIONS ?

COMMENTS ?

IDEAS ?

1 1 university course versus work experience alain jungman, marie-lise micheli, kristine jurski....

professional environmentto

university knwoledges

practical work

practical training

better employment enterprise

summaryi practical placement

end ofthe university

expected levelto

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