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Experts in university teaching suggest for higher education institutions a conception of excellence that is “social” – that is, allowing all students to reveal their own poles of excellence – and “societal” – developing in them a commitment to resolve problems linked to social stakes. Questions are then raised with regards to what types of measures should be resorted, what their essential characteristics would be in order to justify their relevance, and what conditions they would need to abide by to be able to claim to develop a social and societal excellence. To answer these questions, five types of measures are presented and characterized: practical complex works, certain forms of case study, simulation measures, approaches by projects, and formative evaluation measures. The article concludes with a more conceptual synthesis of the conditions to implement.
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