Positioning

The departments of Savoy and Haute-Savoie, the fruit of the last major province integrated into France in 1860, are the only ones to have inherited the reference to a name from the Old Regime. The relationship to the territory is all the stronger and singular for its eponymous university.

A territory exists only by its actors, their representation of the world, the actions they carry out accordingly and the individual and collective identity that emerges from it. The territory is a conscious space, a social construction, which takes into account economic and demographic dynamics, and which can extend beyond national borders, as is the case for Savoie Mont Blanc.

A non-metropolitan institution that, although largely under-staffed, has grown remarkably thanks to the redoubled efforts of its staff and the support of local authorities, the Savoie Mont Blanc University has focused on filling the L123-3 of the Education Code amended by the Law of 23 July 2013:

  • Initial and lifelong training.
  • Scientific and technological research, dissemination and enhancement of its results at the service of society.
  • Orientation, social promotion and professional integration.
  • The spread of humanist culture, especially through the development of the humanities and social sciences, and scientific, technical and industrial culture.
  • Participation in the construction of the European Higher Education and Research Area.
  • International cooperation.

It thus participates in the national university ecosystem that needs diversity to constantly renew itself. What matters is not the size of an institution— which welcomes as many students as MIT and only wants to participate in a comparable environment — but its project, its ability to innovate and succeed. Non-metropolitan universities in a peripheral position, in synergy with their territory which in the Land of Savoy has metropolitan characteristics, have demonstrated their skills in terms of training, research and developing. They are guarantors of a land-use planning that avoids certain harms of metropolisation, and of equal opportunities between students by the easier access of as many people as possible to higher education. The interactions between these institutions and their socio-economic background have produced qualifications, growth and employment. They have generated cultural development in every sense of the word, a shared development for the benefit of families and especially young people.