14.3.1. A specific methodology

The specific methodology used to set up surveys to monitor the professional integration of work-based students (sending questionnaires, then follow-up by email and telephone) resulted in an average response rate of 87.6% (862 respondents out of 983 surveyed for the six surveys)², which is a statistically representative panel of the total population. Nine main overarching themes marked the construction of the analyses developed:

• – the student’s professional situation;
• – the level of employment (category);
• – the time it took to find the job;
• – the type of employment (permanent contract, fixed-term contract);
• – the salary of the student employed;
• – the training/employment link (if the job held reflects the course followed);
• – the location of the job;
• – the type of host structure (companies, associations, local authorities);
• – the link with the training host structure (in the case of work-based students, it is questionable whether the job is located in the same structure).

The training courses surveyed illustrate five main areas of activity representative of open university courses directly related to the immanent needs of the island’s socioeconomic structure:

• – Management: DUT³ Business and Administration Management, Professional Degree (Licence professionnelle, LP), Entrepreneurship, Banking, Masters Business Administration, Human Resources, Territorial Development Engineering, Sustainable Tourism Management, Marketing.
• – Commerce: DUT in Marketing Techniques, LP Commerce, Marketing and Communication, Hotel and Tourism, Marketing of Tourism Products.
• – Computer science and communication: DUT Multimedia and Internet professions, LP Activities and Communication Techniques, Audiovisual, Masters in Information Systems and Internet, Heritage and Media Territories in Europe and the Mediterranean, Design of Cultural Products.
• – Industries: DUT Civil Engineering, Biological Engineering (agri-food and biological industries), DEUST⁴ Analysis of Biological Environments, LP, Civil Engineering and Construction, Electronic Electricity and Industrial Systems, Master’s Degree in Engineering of Mediterranean Agri-food Systems.
• – The environment: DUT in Biological Engineering (Environmental Engineering), Health and Safety Environment, LP Water and Environment, Quality-Health-Safety-Environment, Energy and Climate Engineering: Renewable Energy Management, Masters in Energy Systems and Renewable Energy, Water and Environmental Sciences, Integrated Coastal and Ecosystem Management, Major Risks, Ecological Engineering.

In total, 34 training courses were targeted, involving 903 students, including 307 work-based students⁵. The overall analysis of the results of the six IPA surveys conducted by the CFA UNIV makes it possible to provide tangible elements to the island’s policy makers, with a view to creating a regional development plan based on the knowledge economy in general and territorial strategic orientation in vocational training policy in higher education in particular.

Some data⁶ shed light on this obvious reality:

• – 67% of outgoing work-based students are in employment six months after the end of their last training course;
• – 86% of the jobs held are in line with the training course(s) followed and 82% of them are located in Corsica;
• – 53% of the jobs held are of a sustainable nature, including 6% related to sustainable entrepreneurship;
• – 35% of the jobs concerned correspond to net monthly salary levels (excluding bonuses) exceeding €1,500;
• – 89% of student pursuits are justified by personal choices and a need for additional qualifications, 7% are motivated by a lack of employment;
• – 69% of jobs are held in SMEs and VSEs in line with the structuring of the island’s entrepreneurial fabric.

As a gateway to employment, the work-study program at the University of Corsica is also a path to excellence, since 75% of the majors in the 34 training courses for mixed audiences (traditional students, work-based students and active students) are work-study students.

A qualitative system is being used to supplement the results of the quantitative survey. These are interviews with the educational tutors in companies and the apprentices concerned. In this chapter, we have decided to present extracts in the form of testimonials based on verbatim analyses. This multi-level approach indicates the gains for the various parties involved in the system: the development of employability, knowledge sharing and transmission, ecosystems of increased learning, creativity, collective intelligence, the professionalization of apprentices and so on.

DRH Air Corsica testifies:

“Work-linked training is a very interesting system for the company because it allows tutor-employees to develop or strengthen skills in the field of knowledge-sharing and transfer and know-how. It is indeed an enriching and rewarding process for the tutor-employee who gets involved and allows the apprentice to benefit from his experience, supports him and helps him ‘to do it alone’. In addition, the work-linked training brings a new perspective to the company and the work, produces ideas, communicates enthusiasm and creates a particular dynamic in the team. Work-linked training develops team spirit by encouraging sharing and exchange. It is also a means for the company to mobilize itself, collectively, to contribute at its level to giving the younger generation the means to succeed in their social and professional integration.”

Miss Natacha Franceschini, an apprentice student in a master’s degree in Major Risks at Air Corsica, testifies:

“I was able to apply my theoretical knowledge to real work situations. An apprenticeship has been a real asset in my training, because it has allowed me to enrich and complete the theory learned, which makes the difference compared to a traditional student. In addition, this system has allowed me to develop professional skills, know-how and other skills that I did not acquire in the curriculum. With this experience in the Air Corsica company, I plan to remain in the world of work. I would like to develop my skills at the international level in order to enhance those already acquired during my training.”

The EARL manager of the Alzipratu estate (vineyard) testifies:

“The apprentice is an asset on certain types of assignments. As our student is motivated and involved, she was able to work on a very wide range of assignments. The need to give her assignments makes it possible to reflect on the organization of work. The hiring of an apprentice generates mutual human enrichment, moments of sharing and finally the conviction that this type of training is a way to hire additional employees.”

Ms. Angelina Vicensini, student apprentice at Domaine d’Alzipratu, second-year DUT in Biological Engineering, option Agro-food and Biological Industries, testifies:

“Through an apprenticeship I have a better understanding of the theory of what I do. This experience has changed my life, I have really been involved in the company where I alternate and I intend to continue along this path. I have had the privilege of working with employees who are more than passionate and I have been fortunate to be trained by an extraordinary employer who has passed on all his passion to me. I have been able to grow thanks to this experience and it will help me for the future.”