CATALOGUES COURS ESC1 FIRST SEMESTER

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Course catalogue
ESC1 - First semester
2008/2009The Programme and Mission at
Amiens Graduate Business School (ESC)
Teaching Mission
The school’s teaching mission can be summed up in three phrases: business orientated, generalist and
development of potential.
Business Orientated
Our courses are designed to train people for a wide range of jobs in business organisations, particularly in
areas involving people relations and management. This principle provides the guidelines for the choice of
disciplines taught in the school.
Generalists
The school does not train students for a specific profession or a specific type of business organisation. The
courses aim to prepare the students for careers in all commercial and management sectors and facilitate a
change of career at a later date. This principle determines the basis for the core courses and the balance
between the different disciplines included in the programme.
Development of Potential
The programme aims to reveal the personal talents of each student and to fulfil their potential both at school
and in their later career. This principle determines the teaching style and methods used.
The specific nature of Amiens Graduate Business School is largely due to its teaching faculty, the ongoing
search for the best balance between the acquisition of technical skills and the development of interpersonal
skills, and teaching innovation that is carefully designed to meet its objectives.
The Teaching Faculty
Knowledge and skills are not only learnt in the classroom or the lecture theatre. The creation of a learning
community is a conscious process achieved through uniting students, teachers, administrative staff, and
representatives from the business world around collective teaching projects. This is possible thanks to the
human scale of the school and a strong cultural identity.
Balanced Programme of Study
Knowledge is obviously essential in skills development within a business organisation, as is behaviour and
social skills. The interweaving between these elements is complex and gives rise to a number of lessons.
Practical projects developed by the school provide additional sources of motivation and understanding in
these areas.
Teaching Innovation
The school has a long history and culture of teaching innovation and both the teaching faculty and the
administrative staff continually strive to find new ways to reach the school’s teaching objectives.
Aims
After the first year, students will have acquired the necessary foundations in three areas:
• Technological and management tools (e.g. languages and IT fundamentals)
• Management techniques (e.g. Environment, finance, leadership and human resources and marketing)
• Professional behaviour and soft skills
On successful completion of their second year, the students will understand the links between the various
management disciplines (cross-discipline approach) and the importance of the international context. They will
begin to integrate the concepts of uncertainty and questioning linked to management and strategy, and will
know how to analyse the firm where their work placement takes place.
After the third year, the students will have acquired in-depth insight of their chosen specialisation. They will
be able to work alone with rigour and a critical mindset, and be able to use their analysis, research and
release 1.1 / 2009-02-13 page 1 ESCsummarising skills to benefit a business organisation.
The students will continue to improve their knowledge and skills as well as their autonomy and their capacity
to learn and reflect. At the end of their course, they will have considerable international and professional
experience and will have developed a tailored career plan.
release 1.1 / 2009-02-13 page 2 ESCrelease 1.1 / 2009-02-13 page 3 ESCProfessional Behaviour
release 1.1 / 2009-02-13 page 4 ESCACTIVITIES TO DEVELOP PROFESSIONAL BEHAVIOUR
What is Professional Behaviour?
Corporate life often entails individuals working together. This means that companies have some of the same
characteristics as societies in that they are social entities. All social entities are governed by a set of values
and rules to which all the members share. Together these factors create a culture which is often specific. The
culture differs from the culture of society in general and also from that of other companies.
• For a individual to be accepted in a new culture, he must know the standard values and rules which
apply and, to some extent, conform to them.
• For an individual to be able to accomplish things in such a culture, he must adopt a behaviour which is
effective so that his interactions with the others brings about progress rather than hold-ups.
• For an individual to be able to contribute to the development of the company he joins, he will need to
really understand others (empathy) and to master certain managerial techniques of communication.
However, the training in professional behaviour doesn’t restrict itself to a session on communication
techniques. On the contrary, the sales function and the managerial function are essentially human. The
objective is therefore for the student to develop a real ability to communicate based on a vision of business
and management where good sense and values have their place. This can’t really be taught in the traditional
way in a classroom, but the School has nevertheless an important and often decisive role in helping the
student develop his own conception of business and management, to get to know himself and to know others
better.
The training in Professional Behaviour is founded on the idea that this process of adaptation and progressive
control of ones behaviour is part of the educational process and can usefully be learnt at school. The main
principles on which the training is based are:
• understanding and respect for others
• the ability to adapt ( to know oneself and to know ones project)
• the will to achieve and act correctly in a context where one is not alone (For the student this means
being able to behave in a way that is adapted to his professional environment in order to give the best
of himself and to achieve his own objectives)
• the reputation of the school
Objectives
The main objective is the integration and success of the student in the business world. To do this:
• the student must better understand the expectations and the culture of the world of work in all its
diversity.
• the student must get to know himself better, know his strengths and weaknesses but also his desires
and personal values
• the student should be able to identify and control the effect provoked by his own behaviour. He must
control and perfect the image that he gives of himself (as and when he wants) in a variety of situations
such as during negotiation or group work.
• The student must learn to improve his behaviour in the following situations:
º negotiations
º job interviews
º relations with a customer
º relations with a superior
º group work
º when it is necessary to explain
º when it is necessary to convince
º when it is necessary to manage a team
release 1.1 / 2009-02-13 page 5 ESCº when it is necessary to represent an institution
º relations with people from different cultures
º when it is necessary to show innovation or make a proposal
Method of study
For the students, the transition from the educational system to company life represents a break, sometimes
difficult to cope with and always carrying with it risks and opportunities, for example :
As a normal citizen the student is used to being, treated as a consumer, the customer who is always right. On
leaving the school, he will be providing the services.
The world of education exists to help students make progress. Companies have other priorities than the
individual who works there.
The school system puts emphasis on individual performance. The professional world often requires team
work.
Too often the student must show his skills to memorize, analyse or conform. Too infrequently he is asked to
show his creativity and awareness.
ESC Amiens has chosen to make the period of schooling a period of transition. The student is supported and
encouraged to experiment so that they can use this time as an opportunity to make progress without having
to suffer completely the risks and the consequences.
The teaching method is therefore pro-active, inductive and transparent. It follows the following steps:
• Students are put in numerous situations in which they have to liase with many different people
º Students learn professional behaviour essentially through actively responding to a given situation
º The multiplicity of situations and interlocutors is important
º To increase their ability to adapt
º To diminish any subjective effect (if one person finds you irritable they may be too sensitive, but if
seven people say the same thing, there may be some truth in it)
• Using a subjective assessment grid which is common to many different activities
º The MACCCI grid
M orale – your ability to inspire confidence
A ffectivity – your ability to please
C haracter – your will and determination
C reativity – your ability to see things differently
C uriosity – your ability to interest yourself in things