The presentation summarizes how the ICT-based developments affect teaching and learning, focusing specifically on the MOOCs (Massive Open Online Courses). MOOCs offer is growing very rapidly: there are almost 9,500 courses available in 2018, while they were about 4,000 in 2016, and just few hundreds in 2012. The presentation compares the most popular MOOC providers both globally and at national level. The comparative analysis involves US, China, and the major Western European countries, including Italy. The latest trends in MOOCs show that they play a key role in life-long learning within the current changing job landscape. On the other hand, a shift can be observed in MOOC providers’ priorities towards users who are willing to pay.
The presentation compares the key results of ERC Grants since 2014. Drawing upon the ERC reports and statistics, the presentation analyses crucial aspects such as the success rate by type of grant and scientific field, the gender and geographical distribution of grantees. Other factors, such as budget limitations and grantees mobility, are also taken account.
The results of the Advanced Grants (AdG) 2017 (published in April 2018) are also explored, with a focus on the performance of Italy. The Italian research system is not highly attractive: no foreign ERC grantee will develop his/her research project in Italy, while only 11 out of a total 16 AdG Italian grantees will work in an Italian University/research center. Therefore, more than 30% of Italian grantees chose a foreign institution.
Full version of the ERC annual report 2017 available here
See the Advanced Grants statistics for the year 2017
The presentation summarizes the key results of the Eurydice report Modernisation of Higher Education in Europe: Academic Staff – 2017 by the European Commission. The report explores the current trends for academic staff within the changing higher education landscape. It is based on qualitative data gathered by the Eurydice Network, covering higher education systems in 35 countries. The data collection focuses on the academic staff who are primarily responsible for teaching and/or research. In addition, quantitative data from Eurostat and the European Education Tertiary Register (ETER) are used.
We propose a special focus on the key results about the recruitment process of academic staff (Chapter 3). Within such topic, several aspects are explored, namely the recruitment methods and obligations to make vacancies public, the composition of the selection committee, equal opportunities and the role of top-level authorities.
Read the Eurydice report 2017
The AlmaLaurea 2017 report presents a survey on the employment status of Italian graduates, distinguishing between bachelor’s and master’s degree programs. The level of employment is measured twice, i.e. one year and five years after graduation.
Recently, there has been a slight increase in the employment rate, following the significant contraction that occurred between 2008 and 2013 (-16 percentage points for the bachelor’s and -11 for the master’s degree programs).
One year after graduation, the employment rate is higher for master’s than for bachelor’s degree holders. However such trend reverses when considering the employment rate 5 years after graduation and the gap is increasing.
As regards the type of employment, there is a higher percentage of training contracts among master’s than bachelor’s graduates. The latter show a greater increase in the category of self-employment and a stronger decrease in the permanent employment category. Surprisingly, bachelor’s degree holders are more likely to gain a permanent contract 5 years after graduation.
As regards the salaries, obtaining a master’s degree entails a € 40-50 benefit on the net salary. However, it should be noted that such trend is subject to a wide variety depending on the discipline. Moreover, in some cases the average salary of bachelor’s degree holders is higher (e.g. in the psychological and legal disciplinary group).
Read the XIX Survey (2017) – Graduates’ employment condition by AlmaLaurea
The presentation compares trends both in the academic staff and in the administrative staff in the largest Western European university systems, namely Italy, Spain, France, Germany and the United Kingdom. We also explore the trend in the administrative to academic staff ratio from a comparative perspective.
The analysis shows that the number of academic staff members in the Italian university system is considerably lower than in the other systems under examination (50,000 academic staff members in Italy vs from 80,000 to more than 250,000 in the other countries considered).
Moreover, the Administrative to Academic staff ratio is declining especially in Italy, Germany and the United Kingdom. The reasons for such decline vary. In Italy, we can observe a greater decrease in the administrative staff than in the academic staff. On the contrary, in Germany and in the United Kingdom the decline of the ratio is driven by the increase of academic staff.
Supplementary articles on the topic – Read the articles:
Cattedre a confronto in Europa: solo l’Italia ha perso così tanti docenti by D. Donina e M. Meoli in Scuola 24. Il quotidiano della Formazione, dell’Università e della Ricerca – Il Sole 24 Ore.
Italy’s deplected academic body is unlikely to be fattened up by D. Donina in Times Higher Education.