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«Universities should be at the cutting edge. They should develop their capacity for anticipation so that they are able to respond to the trust placed in them by society, acting as a compass that guides society's progress and wellbeing. Universities should have a long-term vision, nurture innovation and foster creativity. Universities of this type do not need to pause to institute reform, nor do they need a new academic leader, because reform and innovation come naturally to them.»

« This paper analyses the role of "disruptive" innovative technologies in higher education. In this country and elsewhere, Higher Education Institutions (HEIs) have invested significant sums in learning technologies, with Virtual Learning Environments (VLEs) being more or less universal, but these technologies have not been universally adopted and used by students and staff. Instead, other technologies not owned or controlled by HEIs are widely used to support learning and teaching. According to Christensen's theory of Disruptive Innovation, these disruptive technologies are not designed explicitly to support learning and teaching in higher education, but have educational potential. »

« While much about being a university professor has remained unchanged for centuries, the way today's academics research, teach and fulfil administrative duties has changed dramatically, as a result of technological change and a cultural shift in what the public expects of academia. » "

« Les enseignants sont donc invités à se rapprocher et à rapprocher leurs élèves de la science en train de se faire, afin de les sensibiliser aux questions épistémologiques et critiques inhérentes à toute activité scientifique. D'où les contacts récurrents auprès des institutions et organismes de recherche pour précisément recueillir de la documentation, solliciter des chercheurs et leur demander d'intervenir dans le cadre de l'enseignement. Dans le cas de l'Inra, cette demande est croissante. »