Conclusion
In this teaching unit, we have seen that 'professionalisation' of a university course can be achieved in many ways. Quality, intensity and frequency of interactions between professionals and universities must be inherent in the plan.
This relationship, in some cases, can be stable and reliable, in some cases very well developed; the degree of involvement often reflects local politics and socio-economic conditions. In some cases the process of professionalisation can be long and arduous as the two worlds adapt their visions to accommodate the other.
Alternating apprenticeship and study, for example, is not as common in France as in Switzerland. This system, from a teaching standpoint, is defined by the distribution of skills learned and consolidated during the periods of study and of apprenticeship, enhanced by the concrete interactions between the educational establishment and the professional.
It is clear that understanding new contexts and adapting solutions to the issues are essential skills for the professional world today.
Professionalisation can be seen as a progression, following on from learning techniques, building a professional profile and socialisation.
Source : La professionnalisation dans l'enseignement universitaire : un processus dialogique /Muriel Henry et Maryse Bournel Bosson. 2004. RIPES. Revue Internationale de Pédagogie de l'Enseignement Supérieur.
As a reminder, the objectives of the sequence were to allow you :
To explain why the analysis of the existing relations between university and professional world (of the targeted sector) is important and from the beginning of the training project;
Give examples of possible types of relationships with professionals in the sector.
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