L'intérêt d'assurance comme élément constitutif de la déclaration initiale de risque en assurance de dommages

"Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de maîtrise en droit (LL.M.)"

La subrogation légale de l’assureur en vertu du Code civil : historique, développements et aspects procéduraux

En assurance de dommages, l’article 2474 C.c.Q. prévoit la possibilité pour l’assureur d’être légalement subrogé dans les droits de l’assuré contre l’auteur du préjudice, à concurrence des indemnités qu’il a payées. L’assureur ne pourra jamais être subrogé contre les personnes faisant partie de la maison de l’assuré. Dans un premier temps, le présent mémoire fait un survol historique du droit à la subrogation de l’assureur en vertu du Code civil. Depuis la codification de 1865, les principes relatifs à la subrogation de l’assureur ne sont pas demeurés statiques. Ils firent l’objet de plusieurs modifications législatives et de nombreuses controverses et développements jurisprudentiels. Dans un deuxième temps, un portrait global de l’état actuel du droit est dressé en ce qui concerne l’article 2474 C.c.Q., tant sur le plan des composantes du droit à la subrogation que de ses aspects procéduraux.

La subrogation légale de l’assureur en vertu du Code civil : historique, développements et aspects procéduraux

En assurance de dommages, l’article 2474 C.c.Q. prévoit la possibilité pour l’assureur d’être légalement subrogé dans les droits de l’assuré contre l’auteur du préjudice, à concurrence des indemnités qu’il a payées. L’assureur ne pourra jamais être subrogé contre les personnes faisant partie de la maison de l’assuré. Dans un premier temps, le présent mémoire fait un survol historique du droit à la subrogation de l’assureur en vertu du Code civil. Depuis la codification de 1865, les principes relatifs à la subrogation de l’assureur ne sont pas demeurés statiques. Ils firent l’objet de plusieurs modifications législatives et de nombreuses controverses et développements jurisprudentiels. Dans un deuxième temps, un portrait global de l’état actuel du droit est dressé en ce qui concerne l’article 2474 C.c.Q., tant sur le plan des composantes du droit à la subrogation que de ses aspects procéduraux.

Le discours juridique dans la " société du risque ": Regard réflexif sur l'évolution de l'assurance et du principe de précaution en droit

Cette recherche propose une analyse critique du droit applicable à deux dimensions de la gestion des risques : l’indemnisation des dommages au moyen de l’assurance et la prévention des risques au moyen du principe de précaution. Dans une perspective interdisciplinaire, l’interaction du droit avec les rationalités politique, économique, scientifique et sociale est soulignée par l’opposition de deux théories : la Société du risque d’Ulrich Beck et la Société assurantielle de François Ewald. L’argumentation révèle les différentes significations de la limite de l’assurance privée en droit et les discours dissonants quant aux stratégies juridiques utilisées face aux risques. Le mémoire fournit ainsi des balises essentielles à la réflexion juridique critique. L’originalité de l’angle d’analyse, qui tient compte de l’évolution du droit en lien avec la modification de la rationalité politique survenue au XIXe siècle avec l’industrialisation des sociétés occidentales, permet d’enrichir l’épistémologie juridique. Il en découle entre autres une réflexion au sujet de l’évolution des conceptions théoriques du droit et de son rôle social escompté.

Quality assurance in higher education : for whom and of what?

Over the past two decades the quality assurance of higher education institutions has captured a growing interest as evidenced by the increasing number of national and transnational bodies engaged in this area. Yet as the first decade of the 21st century draws to a close, higher education systems and thus the regimes designed to ensure their quality are faced with significant complexity. Issues of accountability, authority and responsibility are paramount when responding to industry bodies, to globalisation and the transnational provision of higher education and to the use of market mechanisms. In this paper we raise some of the challenges for quality assurance for higher education presented by this growing complexity through the question, quality assurance in higher education, for whom and of what, highlighting our concern for a need to expand the centrality of accountability to include authority and responsibility as part of the quality assurance regimes for higher education

A risk-based approach to course quality assurance

A decade ago, Queensland University of Technology (QUT) developed an innovative annual Courses Performance Report, but through incremental change, this report became quite labour-intensive. A new risk-based approach to course quality assurance, that consolidates voluminous data in a simple dashboard, responds to the changing context of the higher education sector. This paper will briefly describe QUT’s context and outline the second phase of implementation of this new approach to course quality assurance. The main components are: Individual Course Reports (ICRs), the Consolidated Courses Performance Report (CCPR), Underperforming Courses Status Update and the Strategic Faculty Courses Update (SFCU). These components together form a parsimonious and strategic annual cycle of reporting and place QUT in a positive position to respond to future sector change

Assurance of learning : the role of work integrated learning and industry partners

In the partnering with students and industry it is important for universities to recognize and value the nature of knowledge and learning that emanates from work integrated learning experiences is different to formal university based learning. Learning is not a by-product of work rather learning is fundamental to engaging in work practice. Work integrated learning experiences provide unique opportunities for students to integrate theory and practice through the solving of real world problems. This paper reports findings to date of a project that sought to identify key issues and practices faced by academics, industry partners and students engaged in the provision and experience of work integrated learning within an undergraduate creative industries program at a major metropolitan university. In this paper, those findings are focused on some of the particular qualities and issues related to the assessment of learning at and through the work integrated experience. The findings suggest that the assessment strategies needed to better value the knowledges and practices of the Creative Industries. The paper also makes recommendations about how industry partners might best contribute to the assessment of students’ developing capabilities and to continuous reflection on courses and the assurance of learning agenda.

Building organizational capability through a quality assurance program within a business school and encouraging organizational culture change

This study explores organizational capability and culture change through a project developing an assurance of learning program in a business school. In order to compete internationally for high quality faculty, students, strategic partnerships and research collaborations it is essential for Universities to develop and maintain an international focus and a quality produce that predicts excellence in the student experience and graduate outcomes that meet industry needs. Developing, marketing and delivering that quality product requires an organizational strategy to which all members of the organization contribute and adhere. Now, the ability to acquire, share and utilize knowledge has become a critical organizational capability in academia as well as other industries. Traditionally the functional approach to business school structures and disparate nature of the social networks and work contact limit the sharing of knowledge between academics working in different disciplines. In this project a community of practice program was established to include academics in the development of an embedded assurance of learning program affecting more than 5000 undergraduate students and 250 academics from nine different disciplines across four schools. The primary outcome from the fully developed and implemented assurance of learning program was the five year accreditation of the business schools programs by two international accrediting bodies, EQUIS and AACSB. However this study explores a different outcome, namely the change in organizational culture and individual capabilities as academics worked together in teaching and learning teams. This study uses a survey and interviews with academics involved, through a retrospective panel design which contained an experimental group and a control group. Results offer insights into communities of practice as a means of addressing organizational capability and changes in organizational culture. Knowledge management and shared learning can achieve strategic and operational benefits equally within academia as within other industrial enterprises but it comes at a cost. Traditional structures, academics that act like individual contractors and deep divides across research, teaching and service interest served a different master and required fewer resources. Collaborative structures; fewer master categories of discrete knowledge areas; specific strategic goals; greater links between academics and industry; and the means to share learned insights will require a different approach to resourcing both the individual and the team.

Hunters & gatherers : strategies for curriculum mapping and data collection for assurance of learning

Assurance of learning is a predominant feature in both quality enhancement and assurance in higher education. Assurance of learning is a process that articulates explicit program outcomes and standards, and systematically gathers evidence to determine the extent to which performance matches expectations. Benefits accrue to the institution through the systematic assessment of whole of program goals. Data may be used for continuous improvement, program development, and to inform external accreditation and evaluation bodies. Recent developments, including the introduction of the Tertiary Education and Quality Standards Agency (TEQSA) will require universities to review the methods they use to assure learning outcomes. This project investigates two critical elements of assurance of learning: 1. the mapping of graduate attributes throughout a program; and 2. the collection of assurance of learning data. An audit was conducted with 25 of the 39 Business Schools in Australian universities to identify current methods of mapping graduate attributes and for collecting assurance of learning data across degree programs, as well as a review of the key challenges faced in these areas. Our findings indicate that external drivers like professional body accreditation (for example: Association to Advance Collegiate Schools of Business (AACSB)) and TEQSA are important motivators for assuring learning, and those who were undertaking AACSB accreditation had more robust assurance of learning systems in place. It was reassuring to see that the majority of institutions (96%) had adopted an embedding approach to assuring learning rather than opting for independent standardised testing. The main challenges that were evident were the development of sustainable processes that were not considered a burden to academic staff, and obtainment of academic buy in to the benefits of assuring learning per se rather than assurance of learning being seen as a tick box exercise. This cultural change is the real challenge in assurance of learning practice.