Questioning a tradition: A French way of excellence

Beraud, Andre

doi:10.1080/03043790050200412

Cited by 5 publications

(10 citation statements)

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“…Now the problems were no longer tackled head on, but indirectly. The studies centred on humanities, mathematics and physics (Béraud 2000). Later, in other countries, the same development was reproduced: the rst technical schools satis ed the needs of manufacturers.…”

Section: Introductionmentioning

confidence: 93%

Curriculum development: The whole and its parts

Ruprecht¹

2000

European Journal of Engineering Education

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This text is based on a lecture held at the 29th IGIP Symposium (annual conference) in Biel (Switzerland). This conference took place at the HTA Biel (University for applied sciences) under the title 'Unique and Excellent'. The paper takes up the old question: What should be present in an engineering curriculum, and who should decide? The author tries an overview based on the contributed lectures he had to handle while assembling the proceedings of the symposium. He also includes current tendencies in general and attitudes of students. In particular, he deals with the current trend for direct utility in engineering education.

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Section: Introductionmentioning

confidence: 93%

Curriculum development: The whole and its parts

Ruprecht¹

2000

European Journal of Engineering Education

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“…Within the European-and mid-Eastern environments, universities and craft centres were at the heart of social and technological practices, as well as acting as centres for innovation such as the 'enlightenment', social and economic revolutions. As a result, an argument postulating that the French Grandes Écoles are traditional centres of excellence (Beraud, 2000, pp 369-70) might be expected to be found. These schools date back to 1747, when the École Royale des Ponts et Chaussées was founded.…”

Section: Coes: Ancient Tradition or Market-led Conceptmentioning

confidence: 99%

Centres of Excellence in the Context of Further Education and Training in South Africa

Bijl¹,

Ebrahim²

2012

Industry and Higher Education

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Since 1994 South African further education and training (FET) has undergone significant and fundamental changes. These changes include the transfer of colleges between state departments, curriculum revision, forced mergers and a shift in the student population. As a result of the growing interest in, and funding of, vocationally aligned education, education and training excellence models have permeated into the management portfolio of South Africa's FET. FET colleges (FETCs) have been faced with the emerging excellence discourses in the higher education and business sectors, as well as funding and accreditation linked motivators. How FETC managers have chosen to incorporate, or not to incorporate, centres of excellence (CoEs) into their organizational structures indicates both the difference in the application of CoE models to the sector compared with the higher education and business sectors and the way FETCs are managed in their volatile environment. This paper uses data initially gathered for a funded project aimed at identifying excellence indicators applicable to the FET sector, and a comparative content analysis of related publications and telephone interviews with senior staff responsible for innovation. The authors argue that higher education or business excellence models cannot be applied to the further education and training college environment; models need to be adapted to suit this specific type of environment.

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“…The French engineering system may be considered intricate from an outside perspective (Paul and Murdoch 2000). The system has, however, been commended (Béraud 2000;Florman 1997). It typically takes five years to complete the engineering diploma, which is at the Master's level.…”

Section: Introductionmentioning

confidence: 99%

“…It typically takes five years to complete the engineering diploma, which is at the Master's level. To enter 'Grandes Ecoles', students have to complete preparatory classes which take two to three years and are considered very demanding (Béraud 2000;Didier 1999;Paul and Murdoch 2000). Students then enter the highly selective 'Grandes Ecoles', for three years, internship included.…”

Section: Introductionmentioning

confidence: 99%

“…Engineering schools have smaller student numbers, focus on the practical, and are quite unlike typical universities (Lemaître 2017), therefore seen as unique. These students typically have a good command of the basic sciences, but are also expected to be industrial managers, and able to grasp social and humanistic issues in engineering (Lemaître 2017;Béraud 2000). Graduates are generally categorised as those who will work as technical engineers and those who are perceived to be global engineers.…”

Section: Introductionmentioning

confidence: 99%

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Think first job! Preferences and expectations of engineering students in a French ‘Grande Ecole’

Proches

Nathalie

Rouvrais

2017

European Journal of Engineering Education

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A career in engineering may be appealing owing to the prospect of a good salary and a dynamic work environment. There may, however, be challenges for students wishing to enter their first job. In engineering education, career preparation courses may be included so as to prepare students adequately for their first job, future careers, and to reinforce career decision-making skills. This study explored the first-job preferences and expectations of engineering students at a generalist French 'Grande Ecole' before their compulsory internship. The study ultimately provided insight into ways in which future engineers may best be equipped for their first jobs. A qualitative research study was employed, using four focus groups to collect data, which was analysed thematically. Key findings indicate the resolute importance that engineering students place on having a challenging job, teamwork, independence, opportunities for development, and a participative style of being managed. The research findings may be of value in order to renew an engineering curriculum with better alignment between students' expectations and industry needs.

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Questioning a tradition: A French way of excellence

Cited by 5 publications

References 1 publication

Curriculum development: The whole and its parts

Curriculum development: The whole and its parts

Centres of Excellence in the Context of Further Education and Training in South Africa

Think first job! Preferences and expectations of engineering students in a French ‘Grande Ecole’

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