Business Schools post tray: all tastes are in schools

Business Schools: 3 questions to. Frank Bournois


Apart from the international mobility and the development of interpersonal skills, professionalism is at the heart of the educational strategy of the EM Normandie. As part of the Master, it goes through many experiences in business: 4 to 6 stages during the first three years, and an optional year of internship in France or abroad between the 4th and 5eannée before the year professionalisation based on 15 routes to choose from. The second important area concerns the missions HEC Entrepreneurs, entrusted by a company or a community on a specific theme. For one to two months, the team students are faced with a concrete situation that they must carry out with the help of a responsible mission. First general, thematic specialize in Master 2 depending on the orientation chosen. “These missions, which give rise to an assessment, give students the opportunity to manage a project, to confront difficulties, to be innovative to overcome them and thinking collectively,” said Jean-Guy Bernard, Director General of EM Normandie. Professionalization is also based on business games and field trips, that is to say, study abroad trips that allow students to meet professionals. The school also offers its future graduates coaching of a former to facilitate employability. But also: CESEM, with one year internships in France and abroad; learning, respect EPSCI 50% of the students in grades 3 and 4; 20 months of internship at the ESTA or ICD.


The intellectual, professional staff and students is a priority ESSCA Angers-Paris. It is based on a personal accompaniment that takes many forms, from the first year to employability. For students of 1st year, tutoring is to facilitate the integration, monitoring in research placements and initial reflection on the professional project. Created in 2003, the educational support center provides educational support (methodology, personal organization, support material, etc.). Construction of Personal and Professional Project (PPP) is deployed during the entire training, based on an assessment of progressive skills. Last element of coaching, Service Orientation & Careers is the link between training and the first job, helping to clarify the professional project and supporting the professional integration advice in job search, resume writing and interview preparation. Catherine Leblanc, Director of ESSCA, “the accompaniment to dedicated teams play an essential role, they help to better understand and formalize the choice of orientation in master, according to the students needs. The formula works because 9 out of 10 graduates are satisfied with their orientation and their first job. ” But also: Coaching, very developed at EM Normandie, and employment support; personal development at the School of Management Leonardo da Vinci; ESDES of the tutoring system; skills balance sheets and coaching at IPAG.


“EBS Paris has specificity, said Bruno Neil, Director of école.C’est a European school based in Paris. It is possible to begin his studies in Paris and finish it in a school group in Madrid or Dortmund Dublin through the harmonization of the academic regulations, courses and schedule. “With eight locations on the continent, as well as New York, Shanghai and Mauritius, it proposes a program with a minimum of 18 months abroad, including European experience and international experience that open to a double diploma. The total journey EBS Paris is in French and English, with the possibility of a route 100% in English in the first year, but the mastery of three languages ​​is required for graduation. “We train managers trilingual and open to intercultural, what is sought by companies,” says Bruno Neil. This dimension is reinforced by the presence of 45% international students and 50% of foreign teachers. Professional integration is also this coloration, with nearly half of graduates starting their international career. But also: ECE, based in Bordeaux, Lyon and London.

Innovative pedagogy.

“Self Discovery”, “discovering others”, “religious and cultural discovery,” “institutional discovery”, “job discovery”, “International Discovery”, “innovation and discovery”: pedagogy by the U-Discover Action proposed by the ESG Paris aptly named. Rewarded in 2007 by the Grand Prize of educational innovation, it proposes a progressive course that gives an operational dimension to the practice and academic training. More than 200 events were organized in 2008-2009, bringing each time credits: lectures on various subjects, sports competitions, cultural outings, humanitarian, professional interventions, third modern language. The range is wide! Armand Derhy, director of the GSS, “the professional building is inseparable from the construction of identity. The transmission of life skills is also part of the current business expectations. “Each student must validate at least 35 credits, 5 in each category. “We are constantly working on the development of contents, says Armand Derhy. While some students may be destabilized, they quickly realize the wealth of these experiences. The overall assessment of personality tests between the 1st and 5eannée suffers. “But also: Training in human and social sciences (sociology, geopolitics, economy) and cultural openness to ESDES; apprenance pedagogy and training in 4D (person, professional, international, responsible) for the DCI students; personal development, with theatrical expression and community life in Idrac; the integration of new technologies in teaching lesméthodes IESEG; the pedagogy of IFIs based on teamwork; seminars in Europe and the practice of performing arts at ISTEC.


“Entrepreneurship, direct, create” the communication of the EDC Paris is oriented on its strength, entrepreneurship. The school is based on the HEC Entrepreneurs pedagogy, based missions assigned by companies to teams of students. The teachings give great importance to the issues of creation and business management, and academic research is oriented on support tools Decision of SME managers. Another element of this complete device, the “Entrepreneurs Club” organizes meetings with major contractors. “The school’s DNA was also due to its unique location, says Alain-Dominique Perrin, president of EDC. It belongs to 250 former students become entrepreneurs, involved in the strategic guidelines. “The school also has a strong network of former 13 000membres, very involved in internship opportunities and employability. The entrepreneurial spirit is promoted by EDC Capital, which finances start-ups by students and graduates. “Combined with international experience in a high-level university and an excellent level of English, the entrepreneurial spirit allows a more immediate and more sustainable employability” said Alain-Dominique Perrin. But as 100 companies created since 5 years by graduates of ESPEME; ADVENCIA that promotes creative projects in teams and offers Master students to integrate the incubator.

Included in a group

For a school, the fact of belonging to a group has a direct impact on students, who benefit from a pooling of infrastructures and services. This is particularly the case of the ECE Bordeaux-Lyon, the INSEEC group, using this asset for educational synergies and the provision of means and resources: faculty, research laboratory, virtual library, business forums jobs premises and equipment, etc. The interest is also reflected in the links between training, with admission facilitated in specialized Master 2 programs of the INSEEC. “Membership in the INSEEC group allows to benefit from the strength of a historic network, said Eric Combalbert, Director of ECE. This opens up opportunities for internships and jobs. Moreover, awareness factors INSEEC spill over the credibility of the school. “. The concept of group membership is also very strong in EPSCI Cergy. For Leopold Kahn, director of the school, “being built at ESSEC has several interests, including relations with businesses, harmonization of educational policies and sharing of campus. “The international network of partner universities also benefits students EPSCI. The school has recently developed a new curriculum and turned on the international professional experience. “It is the permanent faculty of the ESSEC that designs, oversees and develops teaching,” says Leopold Kahn. But also: CESEM (Reims Management School); CeseMed (Euromed Management); INBA (synergies with other schools of the Groupe ESC Troyes – event management, entrepreneurship, design).


Positioned since its origin on international trade, ESCE Paris faces competition from postbac schools increasingly on international tours. How to mark its difference? “The diversity of courses, which address all issues related to globalization, says Jean Audouard, CEO of CSEC. A third of the students are foreign, which facilitates intercultural immersion, and we offer our students an international internship in the first year. “During their studies, students will experience five courses or semesters, each time in a different country. Apart from learning and employability, the school’s strategy remains focused on the amplification of internationalization. With six campuses in lemonde which leMexique and Brazil, the school will implement auMaroc and create a second Chinese campus. “The school is very requested by candidates eager for experiences, cultural discoveries, foreign languages, says Jean Audouard. They also look reality in the field. “But also: Two years international experience in renowned partners, CESEM; 5 different international route (Hispanic, Asian, Greater Europe, Mediterranean and Anglo-Saxon) CeseMed in the program; one year of compulsory education in university partner at EM Normandie; ESSCA, with its campus in Budapest and Shanghai and 102 partner universities; IESEG, with the ability to track the entire Bachelor in English and the Twinning Programme in Madras; two to three years abroad for students of the INBA and dual-diploma course.

formation progressive

“The post-baccalaureate schools attract more students, who want an open and diversified training before specializing, says Guillaume Bigot, General Manager of IPAG Paris-Nice. To answer this, we propose a progressive pedagogy that reveals the main working environments and related skills. “Every year is a professional dimension:” communicate “in 1st year (discovery methods négocation and marketing),” drive “in the second year, then” adapt “(with the discovery of internationally),” manager “and” innovate “. An internship annually mobilizes the skills that have been developed, and last year was marked by a six to eight months, at professionalizing vocation and pre-recruitment. Specializations in Grades 4 and 5 are also focused on developing skills. “Each student self-assessment related to acquired in the year, explains Guillaume Bigot. The courses are all targeted experiences that allow a first assessment professionnel.Ainsi, graduates are equipped for the job. “But also: The PPP approach (Professional Project Personnel) of IECG; construction skills, the development of analytical skills, research and strategic thinking and educational projects in NEGOCIA.

“Professionalising, carer, européeenne. the specifics of post Bac schools