Higher education students usually ask for more training based on case studies. This was addressed by designing a specific food safety module (24 hours) in which students were shown how to predict microbiological risks in food products i.e. they were asked to determine product shelf-life according to product formulation, preservation methods and consumption habits using predictive microbiology tools. Working groups of four students first identified the main microbiological hazards associated with a specific product. To perform this task, they were given several documents including guides for good hygiene practices, reviews on microbiological hazards in the food sector, flow sheets, etc. . . After three-hours of work, the working groups prepared and gave an oral presentation in front of their classmates and professors. This raised comments and discussion that allowed students to adjust their conclusions before beginning the next step of their work. This second step consisted in the evaluation of the safety risk associated with the two major microbiological hazards of the product studied, using predictive microbiology. Students then attended a general lecture on the different tools of predictive microbiology and tutorials (6 hours) that made them familiar with the modelling of bacterial growth or inactivation. They applied these tools (9 hours) to predict the shelf-life of the studied product according to various scenarios of preservation (refrigeration, water activity, concentration of salt or acid, modified atmosphere, etc. . . ) and/or consumption procedures (cooking). The module was concluded by oral presentations of each working group and included student evaluation (3 hours).

Valorization of knowledge produced in research units has been a major challenge for research universities in contemporary societies. The prevailing forces have led these institutions to develop a “third mission”, the facilitation of technology transfer and activity in an entrepreneurial paradigm. Effective management of challenges encountered in the development of academic entrepreneurship and the associated valorization of knowledge produced by universities are major factors to bridge the gap between research and innovation in Europe. The need to improve the existing institutional knowledge valorization processes, concerning entrepreneurship and business development and the processes required were discussed. A case study was designed to describe the institutional knowledge valorization process in a food science and technology research unit and a related incubator, during a five year evaluation period that ended in 2012. The knowledge valorization processes benefited from the adoption of a structured framework methodology that led to ideas and teams from a business model generation to client development, in parallel, when possible, with an agile product/service development. Although academic entrepreneurship engagement could be improved, this case study demonstrated that stronger skills development was needed to enable the researcher to be more aware of business development fundamentals and therefore contribute to research decisions and the valorisation of individual and institutional knowledge assets. It was noted that the timing for involvement of companies in the research projects or programs varied with the nature of the research.

AgroParisTech professors and librarians in Food Science and Technology have developed information literacy instruction to help students find and use relevant information. The course trains students to develop information literacy competencies: to identify the information needed and define its nature and extent; to access the information with efficiency because they select and use methods, resources and retrieval systems most appropriate to the topic; to evaluate the used methods, information, and sources; to search, access and use information ethically and legally; to read, use and write bibliographic references.
AgroParisTech trains two kinds of students. For Higher Education students (engineering students), the training takes place at their arrival in AgroParisTech, including courses and practical classes: role and management of information in organizations; information on plagiarism; resources in environment, food science and technology; use of relevant tools and methods for searching in databases; reference writing.
For students attending a Master of Science, the training prepares them to produce a literature review. The curriculum includes: information about scientific integrity, plagiarism; information needed for a researcher; critical reading of a journal article; how to manage a literature review: resources used, information search with databases, full text access; reference writing. The students will use these information literacy skills along their studies as well as in their future jobs.

The influence of plasticizer type (glycerol and sorbitol), its content (starch:plasticizer ratio of 1:0.15; 1:0.20; 1:0.25 and 1:0.30) and the relative humidity conditions (43, 58, 75 and 85%) on the mechanical properties of cassava starch films was studied. Both plasticizers seemed to integrate homogeneously in the film matrix. The incorporation of different concentrations of plasticizers affected the mechanical properties of the cassava starch films. Plasticizer ratio directly influenced the force values of the films, they showed significant flexibility when the plasticizer proportion was increased in the formulation. Under conditions of low relative humidity, sorbitol produced films more resistant to puncture than glycerol. Qualitatively, all the films were less brittle when the plasticizers were incorporated.