CORE COURSES MASTER IN MANAGEMENT 1 BUSINESS MANAGEMENT TRACK · 2015-09-11 · MASTER IN MANAGEMENT 1 BUSINESS MANAGEMENT TRACK . ACADEMIC YEAR 2015-2016 . 1 . BUSINESS MANAGEMENT

BUSINESS MANAGEMENT MASTER 1 – 2015 - 2016

CORE COURSES MASTER IN MANAGEMENT 1 BUSINESS MANAGEMENT TRACK

ACADEMIC YEAR 2015-2016

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INDEX

SEMESTER 1 16_M1_LI_BM_S1_CCO_STRAT_643: STRATEGIC MANAGEMENT: Principles and Practice ------------------------------------------------------------------------------------------- 5 16_M1_LI_BM_S1_CCO_FIN_644: CORPORATE FINANCE -------------------------- 10 16_M1_LI_BM_S1_CCO_ACC_648: COST ACCOUNTING & MANAGEMENT CONTROL --------------------------------------------------------------------------------------- 12 16_M1_LI_BM_S1_CCO_MKG_649: MARKETING MANAGEMENT ----------------- 14 16_M1_LI_BM_S1_CCO_MGT_684: HUMAN RESOURCE MANAGEMENT ----- 17 16_M1_LI_BM_S1_LVX_LV2_ALL_600: ALLEMAND ----------------------------------- 21 16_M1_LI_BM_S1_LVX_LV2_ARA_606: ARABE LV2 S1 ------------------------------- 23 16_M1_LI_BM_S1_LVX_LV2_CHI_610: CHINOIS ------------------------------------- 26 16_M1_LI_BM_CLA_S2_LVX_LV2_ESP_3608: ESPAGNOL --------------------------- 28 16_M1_LI_BM_S1_LVX_LV2_HEB_607: HÉBREU --------------------------------------- 30 16_M1_LI_BM_CLA_S2_LVX_LV2_ITA_3609: ITALIEN--------------------------------- 31 16_M1_LI_BM_CLA_S2_LVX_LV2_JAP_3613: JAPONAIS ---------------------------- 33 16_M1_LI_BM_S1_LVX_LV2_POR_605: PORTUGAIS -------------------------------- 35 16_M1_LI_BM_S1_LVX_LV2_RUS_601: RUSSE---------------------------------------- 37 16_M1_LI_BM_S1_CCO_MGT_641: BUSINESS GAME CAPSTONE GLOBAL BUSINESS SIMULATION ---------------------------------------------------------------------- 38 16_M1_LI_BLM_S1_CCO_4407: PITCH ACADEMY ------------------------------------ 40 16_BM_LI_BM_S1_CCO_CCS_4499: SPECIAL TOPICS ON FRANCE FOR INTERNATIONAL STUDENTS --------------------------------------------------------------- 42 16_M1_LI_BM_S1_CCO_FLE_1651: ERASMUS FLE ----------------------------------- 45 SEMESTRE 2 16_M1_LI_BM_CLA_S2_CCO_LAW_642: GOVERNANCE AND RESPONSIBILITY OF BUSINESS ENTERPRISE ---------------------------------------------------------------------- 47 16_M1_LI_BM_S2_CCO_FIN_4520: FINANCIAL ANLYSIS ---------------------------- 50 16_M1_LI_BM_CLA_S2_CCO_MGT_651: INFORMATION SYSTEMS -------------- 52 16_M1_LI_BM_S2_CCO_MGT_4530: OPERATIONS MANAGEMENT ------------- 58 16_M1_LI_BM_CLA_S2_CCO_LAW_647: LEGAL ENVIRONMENT & BUSINESS DECISION MAKING --------------------------------------------------------------------------- 60 16_M1_LI_BM_CLA_S2_CCO_MGT_639: BUSINESS DEVELOPMENT & INNOVATION ---------------------------------------------------------------------------------- 61 16_M1_LI_BM_CLA_S2_CCO_MGT_652: PROJECT MANAGEMENT -------------- 64 16_M1_LI_BM_CLA_S2_LVX_LV2_ALL_3606: ALLEMAND --------------------------- 66

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16_M1_LI_BM_CLA_S2_LVX_LV2_ARA_3611: ARABE --------------------------------- 67 16_M1_LI_BM_CLA_S2_LVX_LV2_CHI_3614: CHINOIS ----------------------------- 70 16_M1_LI_BM_CLA_S2_LVX_LV2_ESP_3608: ESPAGNOL --------------------------- 72 16_M1_LI_BM_CLA_S2_LVX_LV2_HEB_3612: HÉBREU ------------------------------- 74 16_M1_LI_BM_CLA_S2_LVX_LV2_ITA_3609: ITALIEN--------------------------------- 75 16_M1_LI_BM_CLA_S2_LVX_LV2_JAP_3613: JAPONAIS ---------------------------- 77 16_M1_LI_BM_CLA_S2_LVX_LV2_POR_3610: PORTUGAIS ----------------------- 79 16_M1_LI_BM_CLA_S2_LVX_LV2_RUS_3607: RUSSE ------------------------------- 81 16_BM_LI_BM_S2_CCO_CCS_1333: FAMILY BUSINESS ----------------------------- 82 16_M1_LI_BM_S2_CCO_FLE_1651: ERASMUS FLE ----------------------------------- 85

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ECTS

N° LIBELLÉ ENG HEURE ÉTUDIANT EDHEC INCOMING

3539 Pre-requisite - Financial Analysis Fundamentals 8 3540 Pre-requisite - Accounting Fundamentals 8 3544 Pre-requisite - Excel 15 643 Strategic management : principles and practice 36 4 4 644 Corporate Finance 36 4 4 648 Cost accounting & management control 31,5 4 4 649 Marketing management 36 4 4 684 Human resource management 36 4 4

- Foreign language 18 2,5 641 Business game : capstone global business simulation 36 4 4

4406 Pitch Academy 9 1 1 - Elective 1 18 2,5 2,5

4499 Special Topics on France for International Students 30 7 1651 French as a Second Language 36 5

SOUS TOTAL SEMESTRE 1 256,5 30 39,5 642 Governance & Responsibility of business Enterprise 18 2,5 2,5

4520 Financial Analysis 24 3,5 3,5 651 Information systems 18 2,5 2,5

4530 Operations management 18 2,5 2,5 647 Legal environment & business decision making 36 5 5 639 BUSINESS DEVELOPMENT & INNOVATION 18 2,5 2,5 652 Project management 18 2,5 2,5

- Foreign language 18 2,5 653 TICD 50 1,5

- Elective 2 18 2,5 2,5 - Elective 3 18 2,5 2,5

1333 Family Business 30 8 1651 French as a Second Language 36 5

SOUS TOTAL SEMESTRE 2 254 30 39 TOTAL ANNÉE 510,5 60 78,5

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16_M1_LI_BM_S1_CCO_STRAT_643: STRATEGIC MANAGEMENT: Principles and Practice NUMBER OF HOURS: 36 SEMESTER 1 INTERNATIONAL PROGRAMME – 4 ECTS COURSE COORDINATORS: MOHAMED-HÉDI CHARKI, LUDOVIC CAILLUET & HEDLEY MALLOCH COURSE OBJECTIVES

This course’s primary objective is to introduce you to the most important analytical tools and concepts used in Strategic Management. The course is organized in three parts: the first part will cover the foundational elements of the strategic thinking; the second part will cover the strategic options; and the third part will cover the strategic assessment and emergent strategies. Each analytical tool and concept will be introduced by referring to real-world business situations. The questions that we will tackle together throughout the semester are the following ones: How to craft a strategic thinking? What are the important tools to master for achieving a strategic analysis? What are the ‘appropriate’ strategic choices to make for reaching expected business outcomes? How to assess the efficiency of the strategic options? How to manage strategic changes successfully?

LEARNING OUTCOMES

By the end of the course, you should be able to: recognize and assess stakes and stakeholders in various complex and evolving business environments; undertake a strategic/competitive analysis; make strategic choices at the corporate and business levels; understand trade-offs involved in options related to international moves, M&A and strategic alliances; and assess the validity of strategic decisions made.

PREREQUISITES

None

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COURSE CONTENT

WEEK TOPIC CONTENT PRIOR READINGS 1 Part I

The Foundational Elements of the Strategic Thinking

Strategic schools of thought and strategic discourse Strategic thinking and vocabulary

Walter, I. (2012). “The real leadership lessons of Steve Jobs”. Harvard Business Review, 90 (4): 92-102

2 Strategic analysis: the external side PESTEL and the 5 Forces framework

Exploring Strategy Text & Cases, Environment (Chapter 2) Bryce, D., Dyer, J.H., and Hatch, N.W. (2011). “Competing Against Free”. Harvard Business Review, 89 (6): 104-111

3 Strategic Analysis – The Internal Side Value Chain Analysis and VRIN framework

Exploring Strategy Text & Cases, Strategic Capabilities (Chapter 3) Parmar, R., Mackenzie, I., Cohn, D., and Gann, D. (2014). “The New Patterns of Innovations”. Harvard Business Review, 92 (1/2): 86-95

4 New lenses for competitiveness The Blue Ocean perspective (BOS Tools)

Kim, W.C., and Mauborgne, R. (2009). “How Strategy Shapes Structure”, Harvard Business Review, 87 (9): 72-80

5 New lenses for value – toward creating shared value in business Limits of the Capitalistic view of strategy, shared value and value chain

Bertini, M., and Gourville, J.T. (2012). "Pricing to Create Shared Value”, Harvard Business Review, 90 (6): 96-104

6 Part II Strategic Options

Corporate strategy Business units and organizational structure

Exploring Strategy Text & Cases, Corporate Strategy & Diversification (Chapter 3) Corstjens, M. and Lal, R. (2012). “Retail doesn’t cross borders”. Harvard Business Review, 90 (4): 104-11

7 Business strategy Generic strategies

Exploring Strategy Text & Cases, Business Strategy (Chapter 6) Heracleous, L. and Wirtz, J. (2010). “Singapore Airlines balancing act”. Harvard Business Review, 88, issue 7/8: 145-149.

8 International business Global vs. local strategies

Exploring Strategy Text & Cases, International Strategy (Chapter 8) Bremmer, I. (2013). “The new rules of globalization”. Harvard Business Review, 92 (1/2): 130-107

9 Internal growth vs. external growth M&A

Exploring Strategy Text & Cases, Mergers , Acquisitions & Alliances (Chapter 10) Christensen, C.M., Alton, R., Rising, C. and Waldeck, A. (2010). “Internal growth vs. external growth”: the new M&A playbook. Harvard Business Review: 48-58

10 Strategic alliances Joint ventures, licensing and franchise

Exploring Strategy Text & Cases, Mergers , Acquisitions & Alliances (Chapter 10) Arrunada, B. and Vazquez, X. (2006). “When your contract manufacturer becomes your competitor”. Harvard Business Review, 84 (9): 135-144

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Strategic evaluation Tests, measures and issues

Exploring Strategy Text & Cases, Evaluating Strategies (Chapter 11) Simons, R. (2010). “Stress-Test Your Strategy”. Harvard Business Review, 88 (11): 92-100

12 Emergent strategies Lafley, A. G., Martin, R., Rivkin, J. and Siggelkow, N. (2011). “Bringing Science to the Art of Strategy”.

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Part III Strategic Assessment and Emergent Strategies

Typologies, culture, structures and strategy, systems, routines and bricolage

Harvard Business Review, 90 (9): 56-66

13 Managing strategic change Types, context, analytical techniques, pitfalls and problems

Exploring Strategy Text & Cases, Leading Strategic Change (Chapter 11) Vermeulen, F., Puranam, P. and Gulati, R. (2010). “Change for Change’s Sake”. Harvard Business Review, 88 (6): 70-76

14 The practice of strategy Key personnel, approaches and methodologies

Exploring Strategy Text & Cases, The Practice of Strategy (Chapter 15) Bungay, S. (2011). “How to Make the Most of Your Company's Strategy”. Harvard Business Review, 89 (1/2): 132-140

15 Wrap-up session on principles and practice in Strategic Management

Review the slides and notes from throughout the semester

16 Conference1 Practitioners’ perspective on Strategic Management

1 Please note that the conference can be scheduled before the end of Part III. The exact date will be announced in the due time.

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TEACHING & LEARNING METHODS The course includes various pedagogical tools: lectures, cases, business and academic articles, books, videos, and teamwork. A regular use of the BlackBoard platform is imperative to get up-to-date information about the course. Lecture (to refer to the table above): Please note that the course starts sharp on time. We expect you to be in the classroom at least 5 minutes before the course kick-off. Students are highly encouraged to read the related material before each class. The material is available either online or at the EDHEC library.2 Teamwork: Students’ teams will be set-up by the Department. Teams are made up of 5 students; some exceptions can occur in case the number of students is not divisible by 5. Please note that all teams need to belong to the same subgroups (A1 and B2, or C1 and C2 for instance) and switching is not possible. Case studies: The case studies start sharp on time. Before each case study, students will have to prepare an assignment with answers to questions posted on BlackBoard. Please refer to the submission deadlines underneath. This preparation of all the answers has to be made by the entire team. Allocation of questions among students is not allowed and will be sanctioned. Moreover, it is up to the students to make sure that everybody committed to the collective effort. As soon as names appear on the case assignment, professors will consider that everybody equally participated. Case assignment has to be submitted on time; no delay is tolerated and leads to zero. Case assignment must follow the format: 3 pages maximum, 12 points, Times New Roman, justified and single spaced. Assignments that do not respect the format won’t be considered for grading. Please note that 2 case assignments out of 4 will randomly be graded. CASE STUDIES FORMAT DEADLINES3

Case A Face to face To be announced Case B Face to face To be announced Case C Online To be announced Case D Face to face To be announced

The instructions for the online case study (case C) will be posted on BlackBoard before the kick-off of the course. Book’ s chapters: Prior readings are mandatory before coming to class. Those readings provide very useful background material to foster your understanding and learning in class. Articles: A list of business articles is also provided to foster class-discussion and is aimed at enriching your learning. The final exam will include questions on those articles. Classes and interaction Please note that the lectures will occur in cohorts and that the sessions of case studies take place in half-cohorts. This organization has been implemented in order to maximize interaction with your faculty and to boost your experience. Thus, your SM faculty counts on your continuous involvement and active participation.

• Blackboard forum:

2 http://portail.bu-vauban.fr/typo3/index.php?id=1084 3 Please note that the submission system will be closed after the deadline.

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http://portail.bu-vauban.fr/typo3/index.php?id=1084


We highly recommend and encourage students to launch discussions and ask questions via the forum on Blackboard. Discussions and questions can be related to classes, cases, articles, or book chapters. Professors will answer your questions on a regular basis via the forum.

ASSESSMENT METHODS

ASSESSMENT % OF THE TOTAL MARK

DETAILS SCHEDULE LEARNING OUTCOME EVALUATED

Continuous assessment + Teamwork on cases

25% Individual participation during case studies + Case assignments

Throughout the semester

Preparation involves not just thorough analysis, but also developing a personal position on the questions raised for the assignment

Mid-term exam 25% Mid Term Exam (MCQ)

Will be communicated

Closed-book mid-term exam – understanding and application of tools and concepts presented in class

Individual exam 50% Individual In the end of the semester

Closed-book exam – understanding and application of tools and concepts presented in class

Structure of the participation grading: Between 18 and 20: Excellent: outstanding and breakthrough ideas based on new and complete rationale; Between 16 and 17: Very good: very interesting ideas based on adapted rationale; Between 14 and 15: Good: good insights with solid rationale; Between 12 and 13: Acceptable: some suggestions with some rationale; Between 10 and 11: Average: some suggestions but with very limited rationale; Between 8 and 9: Weak: weak suggestions that are voided from any rationale; Between 5 and 7: Poor: poor understanding of the concepts; Between 3 and 4: Very poor: sluggish input that was not carefully prepared; Between 0 and 2: Null: absence of any noticeable investment.

READINGS

The reference book of the course is Johnson, G., Whittington, R., Scholes, K., Angwin, D. and Regner, P. (2013). Exploring Strategy Text & Cases, 10th Edition, Prentice Hall. Financial Times.

RULES FOR ABSENCE

Attendance to case studies is mandatory. Each study leads to a participation grade. A grade of zero is automatically given in case of absence. If students accumulate more than two absences, they will automatically get a grade of zero for the continuous assessment of this course (which accounts for 25% of the final grade). In case you have a valid justification for this absence, please send justification documents to the Academic Affairs Department. Professors are not in charge of validating justification documents. Basically, only health related issues or major personal issues are considered. Interviews for internships or absences caused by invitation from other EDHEC departments or associations are not considered as valid reasons for missing case studies.

PLAGIARISM & FRAUD

We expect that all students equally and actively participate in teamwork. Free-riding behaviors have to be signaled to the course coordinators. In case of plagiarism, the entire team will be sanctioned and obtain a grade of zero for the continuous assessment of this course. Moreover, serious disciplinary sanctions will be enforced.

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16_M1_LI_BM_S1_CCO_FIN_644: CORPORATE FINANCE NUMBER OF HOURS: 36 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: FRÉDÉRIC PALOMINO

The objective of this course is to provide a solid grounding in the principles of corporate finance (capital budgeting, cost of financing projects, capital structure).

After having taken this course participants will be able to: Compute the cash flows of a project Compute the return of a project Understand the relation between risk and return of financial assets Estimate the cost of equity and the weighted average cost of capital of a firm Understand the cost and benefits of debt financing relative to equity financing.

This is a first course in Finance and no specialized prior knowledge in Finance is required. However, the student is assumed to have basic familiarity with secondary school mathematics.

WEEK/LESSON TOPIC CONTENT PREPARATORY WORK

1 Introduction Course presentation

2

Fundamental concepts in financial analysis

Income statement, Balance sheet and “economic” balance sheet

3 Present value Introduction to discounting

4-5

Project appraisal and capital budgeting

Computation of a project cash flows. Introduction to the concepts of Net Present Value, Internal rate of return, payback period and profitability index.

Review of previous lecture and tutorials

6 Introduction to Risk and Return

Measurement of a portfolio risk and return.

Review of the previous lectures and tutorials

7

Portfolio Selection

Introduction to market risk and idiosyncratic risk Choice of an optimal portfolio based on risk and return.


8-9

The Capital Asset Pricing Model

Introduction to “beta”. Determination of the equilibrium price of risk. Introduction to the concept of weighted Average Cost of Capital


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

10


10-11

Introduction to Financing and Capital Structure

Cost and benefits of debt financing (tax shield, cost of financial distress). Optimal mix of equity and debt financing

Review of Lectures 2, 8 and 9

12 Wrap up session Q&A session Review of the previous lectures and tutorials

The course will consist of 18 hours of lecture and 18 hours of tutorials during which concepts studied during lectures will be applied through case studies and exercises.

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE

LEARNING OUTCOME EVALUATED

Midterm exam

25%

- 45 minutes long - closed book - bring a calculator

Lecture notes and tutorial set up to date

Tutorials

25%

Exercises/cases prepared during tutorials

Final exam

50%

● 2 hours long ● Closed book ● calculator

Lecture notes and problem sets

The textbook for this course is Principle of Corporate Finance by Richard Brealey and Stewart Myers, Mc Graw Hill, 9th edition (or later). You will get a hard copy of (i) the lecture slides and (ii) the assignments.

Attendance to lectures and tutorials is mandatory. Students must hand in their work at the end of each tutorial.

RULES FOR ABSENCE AND PLAGIARISM

READINGS

ASSESSMENT METHODS

TEACHING & LEARNING METHODS

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16_M1_LI_BM_S1_CCO_ACC_648: COST ACCOUNTING & MANAGEMENT CONTROL NUMBER OF HOURS: 31.5 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: CLAIRE GREVET

This course is designed for future managers who need to understand what accounting information is most relevant to consider when making decisions and to critically evaluate its usefulness in different contexts. The course is taught as a dynamic discipline that requires overall comprehension of the business and adaptable multidimensional skills. It consists of two large sections: cost accounting and management control. Cost Accounting provides keys to decision making based on cost information which covers defining cost terms and concepts and analysing cost accounting techniques. Management Control aims at exposing and practicing how financial and non–financial information support the managerial functions of planning, directing, and controlling. The main features studied here encompass management control systems and performance measurement, budgeting and strategy implementation through management dashboards.

After having taken this course participants will be able to: make decisions on the base of cost-volume-profit analysis and of full costing measurement; evaluate divisional performance by using relevant financial indicators; cope with budgets and budget variances and initiate corrective actions; design management dashboards relevant with business strategies and perceive the crucial support of information technology on these dashboards to create lasting business value; understand the principles of revenue management and price optimization.

Basic knowledge in financial accounting is an imperative prerequisite to this course, which encompasses an understanding of financial statements and accounting methods. Students that register to this course, whatever their academic background, are required to work through an Harvard online course consisting in an introduction to financial accounting in a management context. The comprehension of these fundamentals will be specifically assessed and part of the grading procedure. Furthermore, students should be able to use the Microsoft Excel Solver and the Microsoft Excel PivotTable. Students who have no previous experience in these tools can get free valuable demos and tutorials on the web. Basic knowledge in economics and organization theories will also be helpful.

The course encompasses sixteen sessions : 7 lectures, 7 tutorials and 2 mixed-lecture-tutorials.

SESSION TOPIC CONTENT PREPARATORY WORK

S1 Introduction Introduction + Cost accounting fundamentals

Reading

S2, S3, S4

Info. for decision making CVP analysis, Relevant cost Reading + quiz

S5, S6 Info. for decision making Full costing: traditional and ABC Reading + quiz

S7,S8 Performance measurement Divisional performance measurement Reading + quiz

S9 Review session Review session before mid-term exam Exercises

S10,S11,S12 Budgeting Operating and financial budgets Reading+quiz/exer

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

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S13,S14 Budgeting-control Variance analysis Reading+quiz/exer

S15 Strategic mangt. accounting Information technology, Dashboard Reading + quiz

S16 Revenue management Revenue management, Price optimization Reading + quiz

The pedagogical approach relies primarily on problem solving as the main pedagogical tool. Lectures cover theory by discussing the solution of homework and through exercises, where the teacher will expect students’ on-going commitment. Students are asked to get prepared for the class discussion by working through the required material and by doing self-assessment and quiz before attending the course. Tutorials deal with exercises and in-depth case studies. They involve teamwork. Students are expected to attempt the remaining suggested exercises after the class. Complete solution to quizzes, exercises and cases will be provided on the Blackboard website. It is students’ responsibility to go over the solutions to problems and ask for assistance if needed. All internet class communication will occur within the Blackboard communication tools including the Forum which is a great place to post a question and get help. The course deserves 100 to 120 hours of work (including the Harvard on-line course).

ASSESSMENT % TOTAL MARK DETAILS SCHEDULE LEARNING OUTCOME

EVALUATED

Prerequisite In Financial Accounting

10% malus if failed (no bonus if passed)

Individual on-line MCQ

End Sept./beg Oct.

HBP on-line course : first four sections

Mid-term

25%

Individual MCQ

Week 43

Sessions 1 to 4 included, and all sections of HBP course except “Cash flow statement”

Work in Tutorials

25% Teamwork Collected at random Topic of the involved session

Final Exam 50% individual See M1BM schedule

All course

Participation 10% bonus To individual students very actively participating in most class discussions

Atrill & E. McLaney–Management Accounting for Decision Makers – Pearson (8th ed. 2015 or 7th ed. 2012) The textbook is supported by a valuable online tutorial and assessment solution, MyAccountingLab, whose regular use is highly recommended. The school electronic library provides an ebook version of this textbook.

EDHEC Programme rules are applicable. Attendance will be checked. Late students will not be accepted.


READINGS

ASSESSMENT METHODS


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16_M1_LI_BM_S1_CCO_MKG_649: MARKETING MANAGEMENT NUMBER OF HOURS: 36 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: Prof. Michael ANTIOCO, Olivier GUERREAU, Guergana GUINTCHEVA

The purpose of this course is to provide participants with fundamental knowledge in marketing so as to successfully secure and hold any marketing management position within a company. In a context where marketing is often criticized for lacking (numerical) inputs, and sometimes even valid and reliable market data, our aim in this class is also to insist on creating financially-viable solutions for the corporate partner, Procter & Gamble, which will sponsor this fundamental marketing course. More specifically, the objectives of this course are:

● To explain the role of marketing in the (global) organization and prepare participants to be responsible and well- informed decision-makers

● To provide a deep understanding of the marketing concept and of its key components ● To develop the skills to design and implement a successful marketing strategy as well as to create customer and firm

value ● To establish guidelines for implementing operational marketing actions ● To become aware of how marketing evolves over time in a rapidly changing global environment ● To raise attention on the importance of quantitative information and marketing research in order to make informed

decisions ● To raise awareness of current developments in marketing research (relevant to marketing operations) in order to

create decision makers who can reinvent themselves during their career (i.e., increase their sensitivity to life-long learning)

Upon successful completion of this course, participants will be able:

● To describe what marketing is and what its role in the firm is (LO1) ● To understand the process of value creation from the perspective of customers, producers and society at large (LO2) ● To explain the strategic planning process (LO3) ● To precisely define a market (LO4) ● To identify appropriate methods for marketing research (LO5) ● To recognize the need for market segmentation & to propose a targeting and positioning strategy (LO6) ● To mix the different marketing tools and techniques (LO7) ● To design a marketing plan proposal (LO8) ● To integrate new knowledge for decision-making (LO9)

None.

TUTORIAL

TOPIC

CONTENT*

PREPARATORY WORK FOR THE CORRESPONDING SESSION

Intro

INTRODUCTION TO ALL PARTICIPANTS

Marketing management Role of marketing in the firm (Nielsen Data introduction)

None

Tutorial 1

MARKETING OBJECTIVES AND ENVIRONMENT DATA

Corporate objectives Defining markets & short exercise Nielsen data Scanning the environment

None

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

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Tutorial 2

MARKETING RESEARCH

Marketing research Analyzing consumer markets ‘Surfing Databases’: In-class exercises

Collect company data on P&G (individually) Collect environment data on your market (individually)

Tutorial 3

CONSUMERS AND COMPETITORS

Marketing research Analyzing consumer markets Competitors Analysis

Collect consumer-related data on your market (individually)

Tutorial 4

INTERNAL ANALYSES BCG & SWOT

Internal analyses BCG SWOT

Applications for business case presented in Tutorial 2 & 3 (Group presentations)

Tutorial 5

SEGMENTATION

Segmentation Example of segmentation Marketing Strategy

Applications for business case presented in Tutorial 4 (Group presentations)

Tutorial 6

STRATEGY DEVELOPMENT

In-class Coaching session: Strategy development – Group Feedbacks

Applications for business case presented in Tutorial 5

Tutorial 7

POSITION THE OFFER

Targeting and Positioning


Tutorial 8

DEVELOP THE OFFER

Product Decisions Example from Research


Tutorial 9

PRICE THE OFFER Pricing Decisions Example from Research

Applications for business case presented in

Tutorial 8 (Group presentations)

Tutorial 10

PROMOTE THE OFFER

Promotion Decisions Example from Research


Tutorial 11

MAKE YOUR OFFER AVAILABLE

Distribution Decisions Example from Research

Applications for business case presented in Tutorial 10 (Group presentations) + rehearsal presentation by winning team

Closing P&G case Presentation by top teams to P&G manager(s) and all M1 participants.

1H30: All groups in the Auditorium

Total 36H00

Final exam

All of the above Date to be announced 2H00: Individual exam

15


*: some of the content will be delivered during in-class presentations/discussions managed by the professor, while some of the content will require self-learning. This will be made explicit to participants before each tutorial.

This course aims at stimulating thinking, practical and interpersonal skills. Participants will learn about marketing with the following teaching methods: Lectures with presentations based on conceptual insights and real-life business examples as well as class discussions Lectures with brief presentations of current marketing research relevant to marketing management practices Real business case designed with Procter & Gamble supplying its most recent consumer panel data on one of their consumer markets to be announced.

ASSESSMENT % OF THE

TOTAL MARK


Exam

50 %

The exam will consist of three questions:

1. A theoretical question 2. A practical question 3. MCQ for pure knowledge

testing

Date will be announced in class

LO1, LO2, LO3, LO4, LO7

Mid-term Exam 25 % MCQ: reading the book of reference is compulsory

Date will be announced in class

LO1, LO2, LO3, LO4, LO5

Group assignment

25 %

Can consist of short presentations throughout the semester & (for all groups) a final business report in a PowerPoint format.

Due date will be announced in class

LO5, LO6, LO8, LO9

A compulsory reference book will be presented in the introductory session (*Intro* in the ‘course content’ table above) and participants will have until tutorial 2 to purchase or get online access to the reference book. The precise reference will be available on the slides of the ‘intro session’ posted on blackboard. Please check blackboard regularly. More detail on important chapters to read will be communicated in class but it is important to note that all parts of the book that will be covered in class will be compulsory reading and subjected to exam questioning. Detailed references to book chapters will also be made available on blackboard as soon as class starts. Scientific articles presented in class on current issues in marketing related to the topics presented in the ‘course content’ section above are also exam material. Laptop use is not permitted in class (except for your group presentations). Tablets (without an external keyboard) are tolerated.

READINGS

ASSESSMENT METHODS


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16_M1_LI_BM_S1_CCO_MGT_684: HUMAN RESOURCE MANAGEMENT NUMBER OFHOURS: 36 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR:Lorraine UHLANER

Companies’ human resources represent the most powerful form of capital for organizational success. Unfortunately, most businesses fail to harness the full potential of their employees to create value because their people management practices are sub-optimal. The objective of the course is to help participants understand how to partner with the HRM function in order to implement people management practices that facilitate individual and organizational effectiveness.

After having taken this course participants will be able to: Understand the global business environment and how international business dynamics affect the HR-related decisions which managers must make Explain the practice of HRM as it relates to managers and employees in organizations. Conduct a basic job analysis and apply this understanding of job requirements to other HRM systems including selection, training, performance appraisal, and compensation. Analyze and evaluate the effectiveness of HRM policies and practices.

None.

CLASS, PROF, WEEK/HRS.

TOPICS, READINGS, PREPARATORY WORK

Introduction Prof. UHLANER Week 36 [1.5 hours]

Topics: Introduction to Human Resource Management

● Why HRM is important to all managers ● HRM trends ● Strategic HRM

Class readings: Dessler – Chapters 1-3

CM–1 Prof. UHLANER Week 37

Topics: Job Analysis; Personnel Planning, Forecasting & Recruitment

● Conducting a job analysis ● Writing job descriptions

[3 hours]

● Identifying job specifications ● Personnel planning and forecasting ● Recruitment

Class readings:

● Dessler – Chapter 4-5

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

17


CM–2 Prof. UHLANER Week 38 [3 hours] TD–1 Profs. BERNHARD, COISNE, UHLANER, VERKINDERE

Week 39

Topics: Selection & Interviewing

● Recruiting job candidates ● Selection process, basic testing techniques

Class readings:

● Dessler – Chapters 5-7 Application cases:

● Tutorial will be based on Save the Children, a video case to be shown in class. It is very

important that you attend the lecture and review the student instructions before attending

your tutorial.

CM–3 Prof. COISNE Week 39 [3 hours] TD-2 Profs. COISNE, PRADIES,

UHLANER, VERKINDERE

Weeks 41-42 [3 hours]

Topics: Teams and Team Diversity

● Introduction to group dynamics ● The importance of Teams ● Managing team diversity ● Managing organizational change through teams

Class readings:

● Dessler – Chapter 8 Application

cases:

● Case materials will be posted on BB. Please read PP slides and supplemental

documents in advance of the tutorial and come prepared to work in groups in class for

the TD.

CM–4 Prof. BERNARD Week 40

Topics: Motivation and Remuneration Management

● Introduction to motivation ● Financial and Nonfinancial rewards ● Setting up a proper compensation system

18


[3 hours]

Class readings:

● Dessler – Chapters 11-13

CM–5 Prof. LANGUILAIRE Week 45 [3 hours] TD–3 Profs. LANGUILAIRE, VALCOUR, VERKINDERE

Weeks 45, 47 [3 hours]

Topics: Individual and Organization Performance

● Individual Performance: Its measurement and appraisal methods ● Group Performance ● Organization performance and organization effectiveness

Required reading before class:

● Dessler – Chapter 9 ● Case materials will be posted on BB -- All material is posted on BB. Please read PP slides

and supplemental documents in advance of the tutorial and come prepared to work in

groups in class for the TD.

CM–6 Prof. BERNARD Week 47 [3 hours]

Global HRM and OB: Part I

● Select topics will be examined from the previous five lectures with respect to how they may

differ in the global context.

Class readings:

● To be announced

CM–7

Prof. PICHLER

Week 48

[3 hours] TD–4

Profs. BERNHARD, PICHLER VERKINDERE,

Weeks 48

[3 hours]

Global HRM and OB: Part II ● Select topics will be examined from the previous five lectures with respect to

how they may differ in the global context.

Class readings: ● To be announced.

Application cases: ● To be announced. All material is posted on Blackboard. Please read case,

consult Powerpoint slides and posted videos in advance. You will work in

groups during the tutorial.

Closing

Prof. Uhlaner

Week 49 – 1.5hours

Topics: Wrap-Up of Human Resource Management and OB ● Review of key topics for the final exam

19


A combination of the following teaching methods and tools will be used in this course: Lectures (“CM” or ‘Cours Magistraux’)—There will be 7 main lectures in the. Lectures will last 3 hours and will be comprised of double cohorts at each session (approx. 400). Students should come prepared with the necessary readings done in advance and arrive on time. Professors will generally make the lecture slides available to the class for each lecture. The use of laptops during class time is at the discretion of each professor. Tutorials (“TD” or ‘Travaux Dirigés’)—There will be a series of 4 tutorials during the course. These will follow the content from the lecture topics and be conducted over 3 hours. Each tutorial will consist of a cohort of approximately 80 students. Students will be asked to prepare in advance case studies and other material, then work in class within groups of 5 students. Professors will be responsible for forming the student groups. Note: Attending and participating in the tutorials is absolutely necessary to complete the course successfully. The professors will take individual attendance during each tutorial class.

Your final grade will be determined by your performance on each of the following course components:

Class Participation (tutorials)

40%

Mid-term Exam 30% Final Exam 30% TOTAL COURSE GRADE 100%

Class Participation (tutorials) (40% of grade) While attending both lectures and tutorials is essential, participating in the tutorials is an integral part of this course. Participating actively helps you to master the course material, maximize its application to the challenges you will face in your professional life, demonstrate your learning, and facilitate the shared learning of all students. Tutorial grading. Each individual student will receive a group-level grade for their participation and work product in all 4 of the tutorial sessions. Tutorials will mainly be evaluated based on group presentations. Grades are based on a possible maximum of 5 points per TD. The evaluation scale can range from: 0 (absent/disruptive), 1 (poor), 2 (fair, but needs work), 3 (good/pass), 4 (very good), 5 (excellent). The final class participation grade is determined from an aggregate of the tutorial grades, out of a possible maximum 20. Please note that if you do NOT have an excused absence for any of the tutorials, you will have a ‘0’ averaged into your grade! [Example: IF TD 1= 3; TD 2= 4; TD 3= 0 (unexcused); TD 4= 3, then grade for Class participation = 10/20] Mid-term Exam (30% of grade) October 23, 2015 In order to give students interim feedback on their individual knowledge of HRM concepts, there will be a mid-term exam. You will complete the exam individually. The use of textbooks and outside material will not be permitted. Exam format. The exam will be based on the lectures the Intro, Sessions 1-4, plus associated reading assignments and tutorial content. The exam will consist exclusively of a combination of both essay and multiple-choice questions. Final Exam (30% of grade) Your knowledge of HRM concepts acquired throughout the course will be tested with a comprehensive final exam at the end of the course. The exam will be held shortly after the last class. You will complete the exam individually. The use of textbooks and outside material will not be permitted. Exam format. The exam will be based on the content of the entire course (readings, lectures and tutorials). Generally, the exam will consist of multiple choice questions.

COMPULSARY (Tentative: Readings will be updated before the start of the term. Reading below based on 2014- 2015 syllabus). Required Textbook: Human Resource Management, 14th ed., Gary Dessler (Pearson Education Limited 2013) Some copies of the textbook are available in the EDHEC library. The textbook will also available for purchase via Pearson at a reduced rate. (consult ‘Books’ in Blackboard for details).

READINGS

ASSESSMENT METHODS


20


16_M1_LI_BM_S1_LVX_LV2_ALL_600: ALLEMAND NUMBER OF HOURS: 18 SEMESTER 1 COURSE COORDINATOR: MONIKA BOURBIGOT

Vertiefung der allgemeinen Deutschkenntnisse Verbesserung der praktischen Kommunikationsfähigkeiten Erweiterung wirtschaftsbezogenen Wortschatzes und wirtschaftsbezogener Themen

Die Aspekte einer Unternehmensgründung kompetent zu erörtern Geschäftsverhandlungen strukturiert und zielgerichtet zu führen Produkte und Leistungen wirkungsvoll präsentieren zu können In Besprechungen und Diskussionen überzeugend zu argumentieren Effizient und professionell zu kommunizieren (persönlich, telefonisch und schriftlich)

Die Studenten sollten die Grammatik und die Syntax der deutschen Sprache, sowie das im Bachelor-Kurs erlernte Vokabular beherrschen und mündlich in der Lage sein, 10 Minuten frei über ein vorgegebenes Thema zu sprechen (Mittelstufe : Niveau B2 GER).

WOCHE THEMEN

1 Firmengründern und Businessplan

2/3 Produktpräsentationen

4/5 Telefonieren

6/7 Fragebogen

8/9 Telefonmarketing

10/11 Handelskorrespondenz

12 AGB & Zählungsbedingungen

Praktische Übungen, Internetrecherchen, Hörverständnisübungen, Spiele, Simulationen, Ergänzende Lernmaterialien auf der Lernplattform Blackboard.

5 Noten pro Semester (5 x 20 %): 2 schriftliche Noten 2 mündliche Noten 1 Mitarbeitsnote.

Wirtschaftswoche (http://www.wiwo.de) Deutsche Welle (http://www.dw-world.de) Focus (http://www.focus.de) Tatsachen über Deutschland (http://www.tatsachen-ueber-deutschland.de).

Anwesenheitspflicht RULES FOR ABSENCE AND PLAGIARISM

READINGS

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

21

http://www.wiwo.de/

http://www.dw-world.de/

http://www.focus.de/


Zur Erreichung des Studienzieles wird die Anwesenheit der Studierenden in allen Lehrveranstaltungen erwartet. Bei mehr als 2 unentschuldigten Abwesenheiten, reduziert sich die Gesamtsemesternote um 1 Punkt.

22


16_M1_LI_BM_S1_LVX_LV2_ARA_606: ARABE LV2 S1 SEMESTRE 1 RESPONSABLE DU COURS : BACHIR DAHMANI

Consolider et accroitre les compétences en langue arabe, aussi bien en lecture qu’à l’écriture.

A l’issue de ce cours, l’étudiant sera capable de : - bien maîtriser certaines difficultés notamment les temps verbaux. - Analyser des textes - Tenir une conversation en arabe moderne. - De bien maitriser le lexique moderne

Prendre en compte les connaissances antérieures des élèves pour intégrer progressivement de nouvelles informations et de nouvelles compétences. Un bon niveau en langue arabe.

Semaine Sujet Contenu Travail préparatoire

1

Thème et version

Etude de la structure phrastique. Mise en parallèle d’usages lexicaux et de structures syntaxiques entre le français et l’arabe visant à éviter des calques et des interférences. Le thème à ce niveau là est le meilleur moyen d’assurer la fixation des notions grammaticales et du vocabulaire. Il a paru nécessaire d’introduire quelques mots nouveaux à chaque cours en revenant inlassablement sur le vocabulaire des cours précédents.

2 Etude de textes. Morphologie. Grammaire

De distinguer les parties du discours en arabe : substantifs, adjectifs, etc. ;

Recherche sur les thèmes du cours suivant.

3

Etude de textes

Comprendre les problèmes d’actualités arabes : politique.

Recherche sur les thèmes du cours suivant

4 Etude de textes Utilisation des prépositions


CONTENU DU COURS

PRE-REQUIS

OBJECTIFS D'APPRENTISSAGE

OBJECTIFS DU COURS

23


5

Eude de textes

Acquisition de structures complexes de la langue arabe


6

Eude de textes

Comprendre les problèmes d’actualités arabes : économique.


7

Etude de textes

Comprendre les problèmes d’actualités arabes: sociale


8

Etude de textes

Les retombées de la civilisation arabo- musulmane en Occident

Lecture

9

Introduction à la composition et au fonctionnement des sociétés arabo- musulmanes contemporaines :

Approche historique et géographique. Qatar et EAU.


10


Approche géopolitique


11 Etude de textes économique

L’économie du Monde arabe : pétrole et gaz


Les méthodes pédagogiques sont nombreuses et variées pour transmettre un savoir. Celles que nous adoptons dans notre travail sont les suivantes :

● Méthode démonstrative ; ● Méthode active ou de découverte.

EVALUATION

% DE LA NOTE GLOBALE

DÉTAILS

DURÉE

OBJECTIF D’APPRENTISSAGE ÉVALUÉ

Participation, assiduité, présence en cours

20%

Ecrit 1 20% Une demi-heure Connaissance du cours précédent

Ecrit 2 20% Une demi-heure

Oral 1 20% Pendant le cours


LECTURES

METHODES D'EVALUATION

METHODES PEDAGOGIQUES

24


● GUIDERE, M. Manuel de traduction français/arabe, arabe/français, Thème, version, rédaction, exemples, exercices, textes corrigés. 2ème éd. Paris : Ellipses, 2005.

● HAJJAR, J.-N. Traité de traduction. Beyrouth: Dar al-Mašriq, 1972. ● HECHAIME, C. La Traduction par les textes. 3ème éd. Beyrouth : Dar al-Mašriq, 2002. ● MATAR, A. La Traduction pratique. 9ème éd. Beyrouth : Dar al-Mašriq, 2003. ● MATAR, A. Exercices d’Application de la Traduction Pratique. Beyrouth: Dar al-Mašriq, 1986. ● REIG, D. La Conjugaison arabe. Paris : Maisonneuve & Larose, 1983. ● REIG, D. As-Sabil. (dictionnaire arabe-français/ français-arabe), Paris : Larousse, 1986.

Les absences qui ne sont pas justifiées = - 1 pour chaque absence. Le plagiat est strictement interdit. Travail plagié = 0. L’étudiant sera sanctionné administrativement.

REGLES D'ABSENCE ET DE PLAGIAT

25


16_M1_LI_BM_S1_LVX_LV2_CHI_610: CHINOIS SEMESTRE 1 RESPONSABLE DU COURS : ALICE ZHANG

Perfectionner les compétences écrites et orales dans une situation d'entreprise. Développer la compréhension orale et l'expression écrite des structures de vie quotidienne.

A l’issue de ce cours, l’étudiant sera capable de: Perfectionner les compétences d’écrites et orales dans une situation d’entreprise ; Développer la compréhension orale et l’expression écrite des structures de vie quotidienne ; Développer la compétence de communication.

Avoir suivi minimum 300h de cours chinois

WEEK TOPIC CONTENT PREPARATORY WORK

Week 1 et 2

Vocabulaire et grammaire

Economie de Shanghai et le développement de Pudong la vie d'entreprise

Lecture et compréhension

Week 3 et 4

Ecouter et lire

La culture des Chinois

Lecture compréhension Synthèse de documents.

Week 6 et 7 Ecrire vocabulaire Les habitudes des Chinois et la cuisine chinoise.

Rédaction

Week 8

Vocabulaire et grammaire

Les jeux olympiques et l’ exposition universelle de Shanghai

Vocabulaire

Week 9 Contrôle oral Place de la Chine dans le monde

Week 10 et 11

Vocabulaire et lecture

Les investissements chinois à l’étranger à travers l’exemple de la France et de l’Afrique

Lecture de documents

Week 12 Examen écrit vocabulaire et grammaire Révision générale

Travaux dirigés


CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

26


ASSESSMENT % OF THE TOTAL

MARK DETAILS SCHEDULE LEARNING OUTCOME

EVALUATED Examen final

80%

Écrit 1 20% Ecrit 2 20% Oral1 20% et orle 2

20%

1h30

Atteindre les objectifs

Présence et participation

20% Participation en Cours

Revue de presse ; Businese Chinese Li li ,ding anqi( 2002) : beinjing da xue Ni shuo ba( livre utilisé en cours) Arnaud Arslanul, Claud Lamouroux, Isabelle Pillet (2012) paris :didier Business Chines 500 phrases ( liu yanhui, liu yeqing) 2008 sinolingua Bei jing.

LECTURES


27


16_M1_LI_BM_CLA_S2_LVX_LV2_ESP_3608: ESPAGNOL SEMESTER 2 COURSE COORDINATOR: ALEXANDRE CARON

Confrontar al lenguaje del mundo de la empresa y la interacción entre ésta y sus consumidores. Adquirir el vocabulario y las capacidades lingüísticas necesarias para negociar en un entorno intercultural. Aprender a conocer el IBEX 35 y cotizar en la Bolsa de Madrid. Dar los conocimientos necesarios sobre la selección, la captación y la contratación en el contexto empresarial, así como las relaciones posteriores con compañeros y superiores. Trabajar sobre la actualidad y tener una reflexión enriquecida.

Al final del curso, el estudiante será capaz de: 1. Confrontarse al mundo laboral español y latinoamericano ; 2. Negociar, organizar reuniones de trabajo en un entorno intercultural (América latina) ; 3. Debatir sobre temas diversos y expresar sus opiniones de manera muy rigurosa (nuevos métodos para debatir:

speednetworking…)

Nivel B2-C1 (CEFR).


1

Clase de vuelta.

Vuelta sobre el año 2014 + Quizz de conocimientos económicos

Preparación de los ejercicios

2

Bolsa de Madrid

Análisis / Comentario de textos + vocabulario específico (jerga financiera)

Presentación e inscripción al juego en línea «La Bolsa virtual»

3/4

Negociación Intercultural

Aprender a negociar en un entorno intercultural (estrategias + protocolos)

Lectura de textos + Visionado de vídeos

5 El sector de la Distribución 1 El caso Mango

6 Taller creativo Preparación del examen oral

7 /8 /9

Examen oral

Simulación de negociación intercultural

Lectura de textos + Preparación de los ejercicios + Visionado de vídeos

10 El sector de la Distribución 2 El caso DIA Preparación del examen escrito

11 Examen escrito Preparación de la presentación sobre la Bolsa

12

Conclusiones del juego «Bolsa Virtual»

Presentación en grupo de la cartera + estrategia de inversión

Se planteará un curso estructurado en sesiones interrelacionadas, tanto en el plano de los conocimientos económicos como en el lingüístico.


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

28


Se tratará en las clases con la misma intensidad la lengua oral y escrita, la comprensión y la expresión, la creación y la comunicación.

El planteamiento del curso deberá ser interactivo, mezclando el trabajo sobre documentos escritos y audiovisuales, individual y en grupos, los debates, las exposiciones orales...

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Escrito

40 %

dos notas (20% cada una): un escrito en clase + un trabajo escrito en grupo relacionado con la presentación oral

Duración variable

Comprensión y expresión escrita.

Oral

40 %

Dos notas (20% cada una): una presentación «Conclusión de la inversión bursátil » + una presentación sobre unos hechos de actualidad que tienen que comentar

Duración variable (de 15’ a 30’)

Comprensión y expresión oral.

Participación 20 % participación durante las clases

expresión oral.

Los estudiantes recibirán al principio del semestre un manual creado especialmente para ellos. También recibirán un acompañamiento elearning especial en Blackboard®.

A partir de la segunda ausencia sin justificación, se quitará un punto a la media del semestre. RULES FOR ABSENCE AND PLAGIARISM

READINGS

ASSESSMENT METHODS

29


16_M1_LI_BM_S1_LVX_LV2_HEB_607: HÉBREU SEMESTER 1 COURSE COORDINATOR: ILANIT BEN-DOR DERIMIAN

Deepening of the verbal structure, especially the 'weak verbs' ; Deepening of the grammatical forms : nouns with a following genitive prepositions and nouns with pronominal suffixes ; Special syntaxic forms ; Readings on texts from the press.

After having taken this course participants will be able to: Good view of the syntax allowing the comprehension of texts of a good level ; Increasing capacities for oral productions ; Good knowledge of political and cultural aspects of Israël.

Good practice in oral and written expression.

The course will be made of the following activities : Deepening of the verbal structure, especially the 'weak verbs' ; Deepening of the grammatical forms : nouns with a following genitive prepositions and nouns with pronominal suffixes ; Special syntaxic forms ; Work on texts from the press.

From different texts : Systematical approach of the vocabulary learnt in the texts ; Learning of the foundamental language structure ; Written and oral expression.

Participation : 25 % Oral assessment : 25 % Written assessment : 25 % Final written assessment : 25 %

Textbook (to be determinated). Le verbe hébreu en action – B. DONNET-GUEZ, Ed VéraPax. Grammaire de l’Hébreu – B. DONNET-GUEZ, Ed VéraPax.

READINGS

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

30


16_M1_LI_BM_CLA_S2_LVX_LV2_ITA_3609: ITALIEN SEMESTER 2 COURSE COORDINATOR: LUISIANA NASO

Situare l’Italia nel contesto internazionale: analisi dei principali settori dell’economia italiana. Che cos’è il made in Italy? Il management all’italiana. Imparare l’arte di negoziare con gli italiani

Al termine di questi corsi, gli studenti saranno in grado di: ● Sapere qual è il ruolo dell’Italia nel contesto internazionale ● Consolidare le loro conoscenze dell’economia italiana ● Negoziare con gli italiani ● Perfezionare l’espressione orale ● Essere al corrente dell’attualità italiana

Livello B2


Primo corso

Il settore primario

L’agricoltura ieri ed oggi. Testi di attualità

Studiare tutti i testi sull’agricoltura. Cercare il vocabolario e saperli presentare all’orale

Secondo corso

L’industria agroalimentare e l’esportazione

Studio di questo settore. Il made in Italy. Analisi di tabelle

Preparare testo sulla contraffazione dei prodotti alimentari italiani

Terzo corso

Il settore tessile

Studio di tabelle. Esportazione. La contraffazione. Video: Saviano sulla contraffazione

Riassunto e commento di un video sulla contraffazione (circa 250- 300 parole)

Quarto corso

Che cos’è il Made in Italy ?

Che cosa ingloba questa espressione? Nuove procedure per proteggere il marchio

Studiare il testo: Manager umanisti

Quinto corso Il management italiano Differenze tra il nord ed il sud dell’Italia

Preparare a casa il testo « Le differenze invisibili »

Sesto corso

Come negoziare con gli italiani?

Come sono visti i manager italiani all’estero. Come comportarsi durante una negoziazione

Traduzione dal francese all’italiano

Settimo corso

Esempi di manager di successo

Le scelte di Alessandro Benetton. Studio del testo. Commenti. Domande sul testo

Preparare articolo sull’occupazione delle donne e video sui giovani di oggi (i Neet)

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

31


Ottavo corso

Gioco di ruolo 1

Tema: L’occupabilità delle donne e dei giovani oggi (4 personaggi). Riunione

Preparare il tema dell’immigrazione e visionare video sull’immigrazione

Nono corso

Gioco di ruolo 2

Riunione al centro di accoglienza di Lampedusa (4 personaggi)

Preparare il tema del turismo sostenibile. Imparare il vocabolario

Decimo corso

Gioco di ruolo 3

Riunione: Come sviluppare il turismo in un piccolo paese del Sud (4 personaggi)

Preparare il tema sul bullismo

Undicesimo corso

Gioco di ruolo 4

Video sulla violenza dei giovani (you tube). Il bullismo (4 personaggi)

Prepararsi per il compito

Dodicesimo corso Compito in classe

Articoli di stampa, documenti audio e video. Minicasi, simulazioni, giochi di ruolo



EVALUATED

2 compiti scritti 40% Ogni compito 20% 1h30 Espressione scritta

2 orali

40%

Ogni orale

10-15 mn

Espressione orale/comprensione orale

Partecipazione 20% Presenza+part.orale

Compulsory: La stampa italiana : L’Espansione, L'Espresso, ItaliaOggi, La Repubblica Recommended: Lo Stato dell’Italia », Il Saggiatore, Ed. Mondadori. «L’Italia geoeconomica », Utet Libreria. «Le management à l’italienne », F. Vidal. «L’Italie », collection Guide d’affaire du CFCE. «Communiquer avec ses partenaires européens », Christian Maréchal, Nathan.

READINGS

ASSESSMENT METHODS


32


16_M1_LI_BM_CLA_S2_LVX_LV2_JAP_3613: JAPONAIS SEMESTER 2 COURSE COORDINATOR: FUMIKO SUGIE

To understand Japanese used in everyday life and in business situations

After having taken this course participants will be able to: ● Read and understand written materials with specific contents concerning everyday topics ● Grasp summary information such as an newspaper headlines ● Read slightly difficult writing encountered in everyday situations and understand the main points of the content if some

alternative phrases are available to aide one’s understanding ● Listen and comprehend coherent conversation in everyday situations, spoken et near-natural speed, and follow their

contents as well as grasp the relationships among the people involved

Basic Japanese corresponding to the JLTP (Japanese-Language Proficiency Test) N4 or CEFR (Commun European Framework of Reference for Languages) A2/B1


1

Dealing with illness, Doctor and hospital, Staying healthy, Fitness activities

Expressing reasons, Expressing actions in progress and habitual actions, Expressing hearsay, Using causatives

Indicate in class

2

Nature, Recycling, Japanese festivals

Expressing temporal relations, Expressing desires, Expressing simultaneous actions Expressing ease and difficulty

3

Television and mass media in the information age, Hi-tech, The pros and cons computers (Mid-term)

Expressing conditions, Expressing alternate actions, Expressing appearance Expressing dates

4

Part-time jobs, Writing a resume, Career choices

Expressing experiences, Expressing things that happened against one’s will, Expressing purposes, Using causative passive

5

Place to see, Gift to buy, Thanks to give, Memoires to preserve

Expressing others’ desires, Expressing convictions, Using verbs of giving and receiving, Using interrogatives

6 Final exam

Textbook “Doraemon no dokodemo nihongo” and materials given in class.


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

33


ASSESSMENT % OF THE

TOTAL MARK


Mid-term

20 (speaking)

Discussion about some topics : SEMESTER 2

Being able to

“An investment project in Japan from France”, “A investment project in France from Japan” (depending on the student’s interest and speciality)

10min understand and express relatively complex thoughts.

Mid-term 20 (writing)

Writing abstracts about topics that student have chose for the final exam

Home work Being able to use some kanji

Final exam 20 (speaking)

Presentation of topics 10min

Being able to analyse and argue about some ideas and proposals.

Final exam 20 (writing)

Presentation Home work Being able to use kanji

Participation 20

Recommended readings: Japanese newspapers for children on the web

Students are not allowed to miss more than one class session without justification.


READINGS

ASSESSMENT METHODS

34


16_M1_LI_BM_S1_LVX_LV2_POR_605: PORTUGAIS SEMESTRE 1 RESPONSABLE DU COURS : EDUARDO GARGIONI

En plein essor socio-économique, le Brésil est devenu une puissance et a pris une position de leadership sur la scène mondiale en attirant des investissements, personnes et entreprises étrangers qui y voient des nouvelles opportunités d’affaires. L’apprentissage de la langue et de la culture brésilienne est un défi à tout étranger voulant y faire des affaires ou s’y installer, ainsi que pour les étudiants souhaitant faire un échange ou stage sur place. Le cours de langue portugaise, qui est également axé sur la culture brésilienne, a comme but principal la communication avec les natifs, non seulement par la connaissance de langue mais aussi les us et coutumes du pays.

A l’issue de ce cours, l’étudiant sera capable de : Suivre une intervention sur des sujets abstraits ou complexes, même hors de son domaine ; Comprendre avec aisance une émission radiodiffusée, télévisée, un film et reconnaître l’implicite ; Faire une présentation sur un sujet complexe et parvenir à une conclusion appropriée, s’exprimer avec aisance, suivre et participer avec aisance à une discussion ; Comprendre sans difficultés des textes longs et complexes dans le domaine de la vie sociale, du travail ou universitaire avec l’utilisation éventuelle d’un dictionnaire ; Ecrire des textes bien structurés, prendre des notes détailles, résumer des textes longs ; maintenir un très bon degré de correction grammaticale.

SEMAINE

SUJET CONTENU TRAVAIL PREPARATOIRE

1-

Introduction

Introduction sur le Brésil, le présent et les perspectives pour le futur avec un court-métrage sur le pays. Discussion, échange d’idées, conclusions.

2-

Révision sur les temps

Révision grammaticale des temps du présent, passé e futur ainsi que les prépositions à travers la compréhension de textes écrits sur le Brésil.

3-

Présentation orale

Présentation en binôme sur un thème d’actualité au Brésil. Après chaque présentation un court débat sur le thème pour échange d’idées et conclusions.

Préparation d’un court exposé sur un thème d’actualité au Brésil

4-

Activité grammaticale sur le subjonctif

Introduction grammaticale du présent du subjonctif à travers un texte sur le monde des affaires, activité pratique sur les expressions qui demandent l’utilisation du subjonctif.

5- L’environnement et le développement

L’environnement, le développement durable : enjeu d’importance majeur dans le monde actuel. Le point de vue d’un pays émergent, ses choix économiques et

Lecture d’un texte sur le développement

durable politiques. Présentation, discussion, lecture de textes. durable

6-

Le conditionnel

Le conditionnel pour exprimer la politesse, les conseils, le désir, l’imaginaire. Activités, jeux de rôle qui incitent les étudiants à parler de leurs souhaits.

CONTENU DU COURS


OBJECTIFS DU COURS

35


7-

Le recyclage : un enjeu économique

Un court-métrage sur le recyclage, qui est aujourd’hui un enjeu économique d’une grande importance dans les pays émergents. Créateur d’emplois et en plein essor, le recyclage absorbe une grande main d’œuvre. Discussion, perspectives pour le futur.

Un texte de la presse sur le recyclage et ses enjeux économiques

8- Le subjonctif futur et passé

Le futur et le passé du subjonctif/l’hypothèse a travers des activités et textes pour exprimer le souhait.

9-

Le tourisme

Court-métrage sur le tourisme au Brésil. Son importance et les enjeux que cela représente pour le pays. Débat sur les possibilités de développement du secteur.

Activités de compréhension de différents types de discours oraux à partir de documents authentiques vidéo et audio, Activités d’expression orale en différents contextes : exposés, débats, entretiens d’embauche… Lecture et réflexion sur des thèmes variés : société, affaires, marketing, politique, environnement… Production de documents, résumés, analyse et synthèse de textes.

EVALUATION

% DE LA NOTE FINALE

DETAILS

DUREE

OBJECTIF D’APPRENTISSAGE EVALUE

Oral 1

20%

Présentation orale sur un thème ayant rapport avec le Brésil

Environ 10/15 minutes par étudiant

1 à 4

Oral 2

20%

Présentation orale sur un thème économique


1 à 7

Ecrit 1

20%

Une recherche en forme de dossier en rapport au Brésil, ses régions, les particularités de chaque région.

1à 4

Ecrit 2

20%

Présentation Ecrite sur un thème économique :le développement durable, le recyclage, le tourisme.

1 à 7

Participation

20%

Ici est évaluée la participation de chaque étudiant à toutes les activités proposées au cours du semestre

1 à 9

Obligatoires : Harumi de Ponce, Maria. Andrade Burin, Silvia. Florissi, Susanna. 2012. Bem-Vindo – A língua Portuguesa no Mundo da Comunicação. Editora SBS Péret Dell’Isola, Regina Lucia. Apparecida de Almeida, Maria José. 2008. Terra Brasil – Curso de Língua e Cultura. Editora UFMG. De Ponce, Arumi. Burim, Silvia. Florissi, Susanna. 2006. Panorama Brasil – Ensino do Português do Mundo dos Négocios. Editora Galpão.

LECTURES



36


16_M1_LI_BM_S1_LVX_LV2_RUS_601: RUSSE SEMESTRE 1 RESPONSABLE DU COURS : TATIANA TRANKVILLLITSKAIA

Approfondir les connaissances du russe ; Développer les aptitudes à la communication ; Compréhension de la Russie contemporaine économique et sociétale.

Les étudiants doivent savoir : faire un exposé écrit en Russe /2 pages/ ; réciter les textes portant sur l’économie, les finances, le mode de l’entreprise être capable de présenter un exposé oral de 15 minutes à partir des sujets étudiés.

La maîtrise du russe des affaires (niveau B1/B2 ou plus) Notion de la géopolitique et du monde industriel russe contemporain. Il convient pour suivre avec profit le cours de Master de connaître le lexique commercial du niveau Bachelor et maîtriser les principaux codes de la géopolitique et du monde industriel russe contemporain.


S1 1-12

Langue des affaires, CV

Textes (presse, manuels), exercices, exposés

Vocabulaire à apprendre, traduction, recherche sur internet

Analyse des textes (écrite et orale) Travail en groupe pour les exercices oraux (questions-réponses, discussions) Travail sur Internet en cyrillique Travaux dirigés sous forme d’exercices écrits et oraux

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Participation 20 %

Évaluation Orale 40 % 2 évaluations à 20 % chacune

Évaluation Ecrite 40 % 2 évaluations à 20 % chacune

Articles de presse en russe et en français sur la Russie L. Klobukova (réd.), Russkij jazyk dlja èkonomistov, Moscou, Russkij Jasyk, Kursy, 2012, 160 p. (extraits) S. Derjagina (réd.), V gazetah pišut, Moscou, Russkij Jasyk, Kursy, 2012, 280 p. (extraits) Sites Internet en russe sur les actualités en Russie

LECTURES



CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

37


16_M1_LI_BM_S1_CCO_MGT_641: BUSINESS GAME CAPSTONE GLOBAL BUSINESS SIMULATION NUMBER OF HOURS: 36 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: CHRISTINE COISNE

CAPSTONE is a three-day business simulation aimed at the following objectives: To incorporate the challenges of business development into cross-functional decisions To assess the relative importance of finance, marketing, R&D and management capabilities To monitor team dynamics and reflect on one’s learning process and contribution

After having taken this course participants will be able to: Devise a competitive strategy and implement it Identify drivers of managerial success Optimize financial, marketing, R&D and management tools Make ethical decisions Report on team building and strategic capabilities

Accounting, corporate finance, marketing and strategy fundamentals

DAY TOPIC CONTENT PREPARATORY WORK

1 Define a strategy Strategic analysis Pre-work

2 Implement it Finance, marketing, business ethics

Strategic report

3 Reflect on implementation Performance analysis Learning report and team effectiveness

Computer-based simulation Learning by doing



EVALUATED

Pre-work (individual)

30%

Completion of rehearsal tutorial and situation analysis

3 weeks before

LO1 LO2

Simulation (groups of 6 to 8 students)

50%

6 multiple decision rounds

During simulation

LO3 LO4

Final exam (individual)

20%

18 questions

On completion of simulation

LO1 LO3

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

38


Learning report Minus when not completed

1 page Word doc On completion of simulation

LO5

Compulsory: CAPSTONE TEAM MEMBER GUIDE

ASSESSMENT METHODS

39


16_M1_LI_BLM_S1_CCO_4407: PITCH ACADEMY SEMESTER 1 INTERNATIONAL PROGRAMME - 1 ECTS

Due to increasingly varied communication channels and extending networks, students might easily get the opportunity to briefly present themselves and/or ongoing academic work to various stakeholders. The ability to promote oneself in a concise, but yet impressing and specific way is of paramount importance to business students who need more than ever to stand out from the crowd. In other words, pitching is a key competency that every student should discover, develop and hone following his or her own pace and in harmony with his or her personality.

Exercise pitching skills through 4 e-learning modules Benchmark pitching skills within a small cohort of peers during evaluation session in order to apply pitching skills to real-world business challenges

TOEIC: 815

WEEK TOPIC CONTENT PREPARATORY

WORK

1 Module 1

Critical analysis

General aspects of critical thinking" Critical thinking and creativity Critical thinking in pitching

None

2 Module 2

Verbal communication

Definition of pitch and component parts Rhetorical Tradition and Rhetorical Triangle Audience Role and Power of Language

Module 1

3 Module 3

Non-verbal communication

Mehrabian’s equation The power of nonverbal communication Leakage hierarchy Para-verbal : voice pitch, pace and volume

Module 2

4 Module 4 Salesmanship Understanding who your audience is

Module 3

Adjusting to your audience The power of asking: Reaching your objective

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

40


Self-paced video lectures created by EDHEC faculty Individual assessments and related feedback Collaborative feedback

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Completion of E- learning modules

50%

Pass mark in each of the quizzes

Before evaluation session

Acquisition of rhetorical concepts and techniques

Oral evaluation

50%

3-minute pitch evaluated by 2 assessors

In November- December

Proficiency in pitching

Web pages with videos and texts References will be provided within the e-learning modules

READINGS

ASSESSMENT METHODS


41


16_BM_LI_BM_S1_CCO_CCS_4499: SPECIAL TOPICS ON FRANCE FOR INTERNATIONAL STUDENTS NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 7 ECTS

To become familiar with the specifics of the French economy and business history. To study French businesses with a focus on governance. To study the long term development of French businesses with a focus on leadership, management styles and practices. To compare and contrast various French companies in the context of the strategic development of the French economy To reflect on the impact of Americanization and the European integration on French business practices

After having taken this course participants will be able to: identify and speak knowledgeably about the business history of France understand the complexity of the evolving environment of French corporations, the role of institutions and individuals. understand the origins and the evolution of management practices and tools and the national differences develop an understanding of the role of entrepreneurs in the globalization phenomenon apprehend the stakes of governance and succession issues faced by French companies recognize and describe corporate cultures and leadership styles in French contemporary business

Three years of general business courses or Bac + 3 Business Administration.

The long view: 19th and 20th century major trends in the economic development of France State and Industry: a long and complex relationship: education, regulation and industrial policy Managerial practices: the adoption and hybridization of foreign examples Foreign Direct Investment and the internationalization of French companies from the 1880s to the 21st century French entrepreneurs and enduring family capitalism with a focus on sectors: Aerospace, Retail, Beauty Business and Luxury.

Lectures, student study cohorts, Socratic dialogue, reading

Participation and continuous assessment: 50% Participation and continuous assessment include speed talks (20%) and final project (30%) Final Exam 50% Speed talks Students will be asked to prepare a short talk (2-3 minutes/student) during the course, comparing one or more business themes for their own country vs. France. Students will be teamed together with others. First speed talk due Oct. 1 and explained in first class. Final project Students will form teams of 5 students (maximum) and do an in depth comparison of two French businesses which should be similar in size and from the same sector, at least broadly speaking (e.g. manufacturing, retail, construction) but differ in family ownership/governance (e.g. large publicly-held family vs. nonfamily firm, where a family firm is defined as a block holder with

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

42


at least 10% of the total common shares, and has significant influence over company decisions). Two different groups may not study the same firm.

Possible issues to consider in examining the firms include: Corporate culture (e.g. artifacts, values, underlying assumptions, entrepreneurial dimensions such as risk taking; competitiveness vs. collaboration) Leadership/decision-making style (e.g. authoritarian vs. democratic, professionalization, decision-making process, organizational design) Succession issues : How it is/has been managed, past experience and current dilemmas Corporate governance: How are shareholders’ interests protected Corporate social responsibility Family business characteristics in evidence in governance, ownership and management Internationalization/globalization strategy Entrepreneurial orientation

Barjot, D., J. Gillingham and T. Hara. (2002) Catching up with America: productivity missions and the diffusion of American economic and technological influence after the Second World War. Paris, Presses de l'Université de Paris- Sorbonne. Bensadon, D. (2010) The introduction of group accounts in French large firm during the sixties: some insight into the real motivations, 35 th Economic & Business Historical Society (EBHS), Annual Conference, Braga, Portugal. <halshs- 00640548> Bonin H., F. de Goey (2008) American Firms in Europe (1880-1980), Genève: Librairie Droz, 704 pages. Cailluet, L. (1997). "Accounting and accountants as essential elements in the development of central administration during the inter-war period: management ideology and technology at Alais, Froges et Camargue (AFC-Pechiney)." Accounting, Business & Financial History 7(3), pp. 295-314. Cailluet, L. (2014). The Challenge of fruitful long-term cooperation: a Japanese-French joint-venture in the cosmetics industry. An Analysis of Japanese Management Styles, Business and Accounting for Business Researchers,Tokyo: Maruzen Planet, pp. 34-50. Caron, F. (2012) An Economic History of Modern France (Routledge Revivals), London: Routledge. Berland, N. and T. Boyns (2002). "The Development of Budgetary Control in France and Britain from the 1920s to the 1960s: A Comparison." The European Accounting Review 11(2): 329-356. Casper, C., A.K. Dlas and H. Elstrodt (2010) “The Five Attributes of Enduring Family Businesses, McKinsey Quarterly, 1: 1-10. Desvaux, G. and B. Regout (2010) « Older, Smarter, More Value Conscious : The French Consumer Transformation”, McKinsey Quarterly, June: 1-5. DORGAN, S.J., J.J. DOWDY and T.M. RIPPIN (2006) “Who Should-and Shoudn’t Run the Family Business, McKinsey Quarterly, 3: 13-15. Hancke, B. (2001) “Revisiting the French Model: Coordination and Restructuring in French Industry,” in P.A. Hall and D. Soskice (eds.) Varieties of Capitalism, Oxford, Oxford University Press. Jones G. & L. Gálvez-Muñoz (2002) Foreign multinationals in the United States : management and performance, London: Routledge. Kuisel, R. F. (1993). Seducing the French, the Dilemna of Americanization. Berkeley, University of California Press. Landes, D. (2006). Dynasties. New York, NY: Viking Adult (Penguin). Especially Chapter 2: The Rothschilds: Persistance, Tenacity and Continuity (pp. 37-74).

READINGS

43


McCahery, J.A. P. Moerland, T. Raaijmakers and L. Renneboog, (eds.) (2002). Corporate Governance Regimes: Convergence and Diversity. Oxford: Oxford University Press. Miller, M. M. (1994) The Bon Marche. Bourgeois Culture and the Department store, Princeton University Press Smith, M. S. (2005) The Emergence of Modern Business Enterprise in France, 1800-1930 . Cambridge, MA: Harvard University Press, 575 pp. Zdatny, S. M. (1990). The politics of survival: artisans in twentieth-century France. New York, Oxford University Press.

44


16_M1_LI_BM_S1_CCO_FLE_1651: ERASMUS FLE NB HEURES : 36 SEMESTRE 1 PROGRAMME INTERNATIONAL - 5 ECTS RESPONSABLE DU COURS : LUCIE BENAGROUBA

Acquérir un niveau intermédiaire à expérimenté en langue française tels que définis par le CECRL. Pouvoir faire face aux situations quotidiennes de la vie académique, sociale ou professionnelle.

Interagir dans la vie quotidienne, dans des situations de la vie académique ou professionnelle Comprendre des documents audio-visuels (informatifs ou fictionnels) en relation avec la vie courante ou l’actualité. Comprendre des documents écrits de la vie courante ou des articles de presse. Exprimer des points de vue personnels sur des thèmes ayant trait aux études ou à des aspects sociaux et culturels. Réaliser une présentation orale claire et structurée sur un sujet familier, académique ou professionnel. Présenter un projet et élaborer des hypothèses, faire un compte-rendu. Produire un texte narratif, informatif ou argumenté.

Niveau A1 à B2 du CECRL : le contenu des cours est décliné en différents groupes de niveaux.

SEMAINE SUJET CONTENU TRAVAIL PREPARATOIRE

La vie en France : aspects pratiques

- vocabulaire, - situations de communication de la vie quotidienne

Parler de son environnement, de son parcours

- le parcours scolaire et professionnel - les activités de loisirs

Parler de ses projets

-présenter un projet professionnel - parler de l’avenir

Actualités et médias - exprimer un point de vue sur un thème d’actualité - débattre, argumenter

Connaissance de la vie culturelle française :

● culture régionale, chansons, films, ou

événements culturels

Communication orale - présentations du pays d’origine

- comparaisons avec la France - récit des expériences

● Pédagogie de la tâche, telle que définie par le CECRL. METHODES PEDAGOGIQUES

CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

45


Documents authentiques extraits d’articles, chansons, documents audiovisuels d’actualité ou de fiction. Activités issues des méthodes Rond-Point (éd. maison des langues), Tout va Bien (Clé International) et Echo (Clé International). Sites web. Documents multimédias disponibles sur la plateforme Blackboard. Approche inductive de la grammaire (exemples en situation puis identification et théorisation par l’apprenant). Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions. Alternance de travail individuel et travail en groupe.

EVALUATION

% DE LA NOTE FINALE

DETAILS

DUREE

OBJECTIFS D’APPRENTISSAGE EVALUE

Examen partiel

40%

Ecrit Présentation orale

Grammaire et compétences de communication

Examen final 40% Ecrit et oral Lecture, écriture, oral

Participation en classe

20% Présence et participation

http://www.tv5.org/cms/chaine-francophone/lf/p-26292-Langue-francaise.htm

LECTURES


46



16_M1_LI_BM_CLA_S2_CCO_LAW_642: GOVERNANCE AND RESPONSIBILITY OF BUSINESS ENTERPRISE NUMBER OF HOURS: 18 SEMESTER 2 INTERNATIONAL PROGRAMME - 2.5 ECTS COURSE COORDINATOR: BJORN FASTERLING

This course provides a solid introduction to corporate governance and corporate responsibility from a management perspective taking an international and comparative approach. The first part deals with how business enterprises are organized, directed and controlled. A focus is placed on governance measures that address shareholder, employee and other interests of key stakeholders. In a second part, this course addresses the role business enterprises play in society, and more particularly, how business managers deal with societal and environmental impacts of business activity.

After having taken this course participants will be able to: build on a sound theoretical basis of current corporate governance and CSR debates make a well-founded and critical appraisal of business practices with regard to corporate governance and the social and environmental impacts of business activity.

None


1

Introduction to the governance of business enterprise

● Business enterprise and corporations – is there a difference?

● Organizational structures and forms of business enterprise

● The objectives of governance

Online quiz

2

Academic theories related to governance and responsibility

● Overview over agency, stakeholder, stewardship, enlightened value maximization, transaction cost, and political theories of the firm

● How to critically assess academic governance theories

Read Mallin, C. (2012), "Corporate Governance", 4 ed 2012, OUP, p. 15-25 Read Ghoshal, S. (2005), "Bad Management Theories Are Destroying Good Management Practices", Academy of Management Learning & Education, 2005, Vol. 4, No. 1, 75–91

3

Board models, shareholders and employees

● Comparative overview over board models (one tier, dual, separation of chairman/CEO or not, employee participation)

● Dissociation of capital investment, risk exposure and influence

● Role of institutional shareholders

Online quiz

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

47


4

Famous corporate governance scandals

● Governance issues are illustrated by focusing on governance failures: Enron, Parmalat, and other cases are discussed

Preparation of cases through online quiz

5

Family business and SME governance

● What is a family business ● Family governance practices ● Long-term models (Miller and Bretton) ● Governance issues specific to SMEs

Online quiz

6

Introduction to Business responsibilities

● The emergency and emergence of the subject

● Examples of negative and positive impacts of business on society and the environment

● Ex-course on disclosure

Online quiz

7

Explaining business responsibilities

● CSR, instrumental theories such as shareholder value, creating shared value, instrumental stakeholder perspectives and alternative approaches to explaining business responsibilities

Online quiz

8 Tutorial case studies on governance

● Volkswagen-Porsche ● Rogers Communications

Case preparation

9 Tutorial case studies on governance

● Tyco ● Google

Case preparation

10 Tutorial case studies On responsibilities

● L’Oréal / Unilever ● BP

Case preparation

Lectures In-class debates In-class case studies Online quizzes

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Mid-term exam 20% Theoretical basis

Final exam 40% All

Case study participation

40% Critical assessment of practices and

Books Crane et al. (2009), "The Oxford Handbook of Corporate Social Responsibility", OUP Mallin, C. (2012), "Corporate Governance", 4 ed 2012, OUP Journal articles

READINGS

ASSESSMENT METHODS


48


Crane, A., Palazzo, G., Spence, L.J. and D. Matten (2014), Contesting the Value of the Shared Value Concept California Management Review, vol 56/2 Donaldson and Preston (1995), "The stakeholder theory of the corporation: concepts, evidence, and implications", Academy of Management Review 20, 65-91 Edlin, A.S. and Stiglitz, J.(1995), “Discouraging Rivals: Managerial Rent-Seeking and Economic Inefficiencies”, American Economic Review 1995, pp. 1301-1312 Fama, E.F. and Jensen, M. (1983), "Separation of Ownership and Control", Journal of Law and Economics 26 Fasterling, B. and G. Demuijnck (2013), Human Rights in the Void? Due Diligence in the UN Guiding Principles on Business and Human Rights, Journal of Business Ethics 116 (4), 799-814. Freeman, R. Edward, and William Evan, (1990), "Corporate Governance: A Stakeholder Interpretation." The Journal of Behavioral Economics 19 (4): 337-359 Ghoshal, S. (2005), "Bad Management Theories Are Destroying Good Management Practices", Academy of Management Learning & Education, 2005, Vol. 4, No. 1, 75–91 Hess (2007), "Social Reporting and New Governance Regulation: The Prospects of Achieving Corporate Accountability Through Transparency", Business Ethics Quarterly 17, 453-476 Jensen, M. (2001), "Value Maximization, Stakeholder Theory, and the Corporate Objective Function", Journal of Applied Corporate Finance 14/3 Jensen, M. and Meckling, W. (1976), “Theory of the Firm: Managerial Behaviour, Agency Costs and Ownership Structure”, 3 Journal of Financial Economics 305 La Porta, R., F. Lopez-de-Silanes and A. Shleifer (1999), "Corporate Ownership Around the World", Journal of Finance 54, 471-517 Matten, D. and J. Moon (2008), “Implicit and explicit CSR: A Conceptual Framework for a Comparative Understanding of Corporate Social Responsibility", Academy of Management Review 2008, Vol. 33, No. 2, 404–424 Porter, M. E. et Kramer, M.R. (2006) "Strategy and Society: The Link Between Competitive Advantage and Corporate Social Responsibility". Harvard Business Review 84, 12, 78 – 92

Attendance at case study sessions is mandatory. Any unjustified absence will automatically lead to a penalty of 20% of the final grade.


49


16_M1_LI_BM_S2_CCO_FIN_4520: FINANCIAL ANLYSIS NUMBER OF HOURS: 24 SEMESTER 2 INTERNATIONAL PROGRAMME - 3.5 ECTS

Financial analysis encompasses strategy analysis, financial statement analysis and security valuation. The course focuses on financial statement analysis and is credit-analysis-oriented; it does not describe financial planning nor equity valuation. The use of financial statements is predominant for investing in businesses and highly relevant to the decisions of individuals including managers, investors, creditors, consultants, auditors, analysts and regulators. The course is designed to equip students with a conceptual framework that helps them understand how businesses work, how they generate value and how this value is captured in financial statements. After completing the course, students should be able to measure wealth creation, the level of investments either in working capital or capital expenditure, company financing, leverage and profitability through a study of what ratios can and cannot provide. The course demonstrates how financial statements analysis can reduce uncertainty and increase confidence in business decisions.

After completion of the course, participants should be able to analyse in a comprehensive manner the financial statements of a company; they should be able to:

● Discuss the relevance of accounting information and financial statements to business analysis; ● Analyse measures of revenues and expenses of operating activities in evaluating net income; ● Evaluate the implications of operating and financing liabilities for risk analysis as well as the ones of current assets, PPE

and intangibles on performance and financing requirements; ● Interpret cash flow measures; ● Analyse profitability of a company by disaggregating its major components; ● Explain liquidity and solvency of a business.

Basic knowledge in financial accounting is an imperative prerequisite to this course, which encompasses an understanding of accounting methods and financial statements. Students are expected to have maximized their learning experience of the Harvard online course in September.

Eight sessions of three hours: two cohort-sessions and six half-cohort sessions.

SESSION TOPIC CONTENT PREPARATORY WORK

S1

Analysis overview Overview of business analysis Financial stat. reflect business activities Institutional framework

Reading + quiz/exercises

S2

Income statement analysis

Analysing operating activities (income measurement, profit margins) Revenue recognition, deferred charges


S3

Balance sheet analysis Analysing financing activities Analysing investing activities: current and non-current assets (including valuation and depreciation) Working capital and Cash


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

50


S4

Cash flow analysis Cash flow statement - direct and indirect method Analysis of cash flows – company and economic conditions - Free cash flow


S5

Return on Invested Capital and Profitability analysis

Analysing RNOA (profit margin - DuPont model-asset turnover) Analysing ROCE (financial leverage, equity growth)


S6 Liquidity analysis Short term and Long-tern liquidity, Liquidity and working capital, Operating activity, Ratios


S7 Capital structure and Solvency analysis

Capital structure-Financial leverage Earnings coverage


S8 Applying financial statement analysis

Comprehensive case Review previous lessons

A typical class combines theory and practice. Whatever its format (cohort or half-cohort), it involves discussing the new concepts and solving the required homework, where the teacher expects students’ on-going commitment. Students are asked to do some work before attending the course. Half-cohort sessions involve teamwork. Students are expected to attempt the remaining suggested exercises after the class. Complete solution to quizzes, exercises and cases will be provided on the Blackboard website. It is students’ responsibility to go over the solutions to problems and ask for assistance if needed. All internet class communication will occur within the Blackboard communication tools including the Forum which is a great place to post a question and get help. The course deserves 90 to 100 hours of work.

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Mid-term 25% Individual MCQ Mid-term exam session

Learning outcomes covered in the first 4 sessions

Work in Tutorials 25% Teamwork Throughout the class Putting theory into practice

Final Exam 50% Individual Final exam session All learning outcomes

K.R. Subramanyam – Financial Statement Analysis – McGraw Hill (11th ed. 2014) Elliott and B. Elliott, Financial Accounting and Reporting, Pearson (e-book) P.Vernimmen - Corporate Finance (Theory and practice) – 3rd edition – Wiley (e-book)

EDHEC Programme rules are applicable. Attendance will be checked. Late students will not be accepted

READINGS

ASSESSMENT METHODS



51


16_M1_LI_BM_CLA_S2_CCO_MGT_651: INFORMATION SYSTEMS NUMBER OF HOURS: 18 SEMESTER 2 INTERNATIONAL PROGRAMME - 2.5 ECTS COURSE COORDINATOR: ANTOINE HARFOUCHE

In today’s globalised economy, organisations operate internationally, which increases the complexity and importance of accurate information for decision-making. Information systems herein play an important role as business enabler: technology-driven management systems have become vital to effective management. However, managers are confronted with challenging opportunities: rapidly changing developments in information technology and intensifying competitive pressures for productivity and quality emphasises the importance of a thorough understanding of information systems. This course therefore introduces students to some of the main information systems (IS) issues faced by organisations in today’s global business environment such as business intelligence, e- commerce, ethical IT challenges, systems integration, competitive advantage, mobile business…

The Management Information Systems course aims to explain the strategic role of information systems and information technology as a business enabler. It identifies and explains the impact of information systems applications and emerging technologies on business models and managerial decision making in an exciting and interactive manner. The course also evaluates the fit between the organization’s strategy and structure, and the information systems architecture and applications. It interprets the interaction between technologies, employees, managers, customers, processes, data, infrastructure, suppliers, business partners, and environment in a specific organization. Finally, this course seeks to understand the ethical, security, and privacy challenges of information systems. COURSE CONTENT

WEEK TOPIC CONTENT PREPARATORY WORK Introduction (1h30 Plenary session

Information System does Matter

This course introduces information systems by answering these questions: what is an information System? How does it matter for organizations? It also describes how organizations and Information systems work together, or sometimes against each other. Therefore, during this first session, we’ll look at the nature of organizations and how they relate to information systems

Websites: www.technologyreview.com www.cxo.eu.com Articles Carr, N.G (2003): It doesn’t Matter” Harvard Business, Review. 3566,pp.41-49 Letters to the Editor (2003). Does IT Matter? An HBR debate. Harvard Business Review. Web exclusive: www.johnseelybrown.com/Web_Letters.pdf

Lecture 1 Foundations of Business

Informations is becoming an important business resource as money, content and people. Even though a company compiles millions of pieces of data doesn’t mean it can produce information that its employees, suppliers and customes can use. Businesses are realizing the competitive advantage they can gain by compiling useful information, not

Websites: www/cio.com http://tech.fortune.cnn.com/tag/europe Article: McAfee A. (2006): mastering the three worlds of Information Technology, Harvard Business Review, Vol 84 Issue 11,p 141-149

LEARNING OUTCOMES

COURSE OBJECTIVES

52

http://www.technologyreview.com/

http://www.technologyreview.com/

http://www.cxo.eu.com/

http://tech.fortune.cnn.com/tag/europe

http://tech.fortune.cnn.com/tag/europe


just data. Therefore they need to use the data they’ve collected to find and stamp out waste across operations. Sifting through corporate data can make executives more efficient

Lecture 2 (1h30) Cohort

IT Infrastructure emerging Technologies and key Systems applications for the Digital Age

Ovder the last decade businesses have come to realize how important it is to totally integrate business processes across the enterprise; tHe fourth session introduces the systems implemented for managing the company’s interactions with its staholders such as suppliers, customers and employees. The aim of these systels is to attract new customers and retain company’s old clients. We cill also look at how knowledge is becoming an important corporate resource that must be captured, protected, preserved and grown.

Websites: www.scientificamerican.com www.eweek.com Article: Gulati,R.Oldroyd,J (2005): the quest for customer Focus. Havard Business review Vol 83 issue 4,p92-101

Tutorial1 (3h00) 1/2 Cohort

1st Case study session Case A Case B

The purpose of these two cases is to present some solutions for architectural problems. The aim is also to clarify architectural issues and discuss a number of important topics in this context such as: What are IS architectures? Aspects of IS architectures, types of IS Architectures, and designing IS. Case study A (1,5 h): How FedEx Works: Enterprise Systems VS UPS competes globally with Information Technology. Case study B (1,5 h): Sinosteel Strengthens Business Management with ERP Applications

Related to Lecture 1 and Lecture 2

Tutorial2 (3h00) 1/2 Cohort

Session for practice using the computer What is an ERP? How to use an ERP?

This tutorial session is dedicated to test an Enterprise resource planning (ERP). Students will see in practice the ERP integrates internal and external management information across an entire organisation, how these systems automate this activity with an integrated software application.


53

http://www.scientificamerican.com/

http://www.scientificamerican.com/

http://www.eweek.com/


Lecture3 (1h 30) Cohort

E-Commerce and M- Commerce

24/24 7/7 the mantra of the Internet. Whether it’s buying, selling, gathering information, managing, or communicating, the driving force behind the evolutionary and revolutionary business is the Internet and its technological advances.

Lecture4 (1h 30) Cohort

IS Challenges: Ethical, Social, security & globalization Issues

Even though the World Wide Web is close to 20 years old, our society is just beginning to address the ethical, social, and security dilemmas rose by these technological advances. There is also the globalization that is becoming a necessity in this small world. No company can afford today to ignore foreign markets. Managers have to adapt to the changing faces, literally, of their competition and devise a plan to bring their organization into its view. Governments are just beginning to pass laws against cybercrimes but it’s difficult to stay one step ahead of the cybercriminals. Therefore, firms must put forth a better effort in making their systems less vulnerable and more reliable. The systems must also be more secure when processing transactions and maintaining data.

Websites: www.pcmag.com www.zdnet.co.uk/news/ Articles: Feeny DF, Willcocks LP (1998). Core IS capabilities for exploiting information technology, Sloan management review, 39(3), 9-21. Zolper, K D Beimborn, T Weitzel (2014) The effect of social network structures at the business/IT interface on IT application change effectiveness, Journal of Information Technology, http://www.palgrave- journals.com/jit/journal/vaop/ncurrent/abs/jit2 0146a.html

Tutorial3 (3h) 1/2 Cohort

2d Case study session Case C Case D

Case study C (1,5 h): FreshDirect uses Business Intelligence to manage its Online grocery Case Case study D (1h30’): NBA competing on global delivery


54

http://www.pcmag.com/


Conclusion (1h 30) Plenary session

IS Strategic Alignment

Alignment of information systems (IS) strategy with business strategy is a top concern of the top management of organizations. This final lecture is dedicated to explain antecedents and the relationship between IT governance, IS strategic alignment, and organizational performance.

* Wu, S. P.-J., Straub, D. W., and Liang, T.- P. 2014. “How information technology governance mechanisms and strategic alignment influence organizational performance: Insights from a matched survey of business and IT managers,” MIS Quarterly Preston, D. S., and Karahanna, E. 2009. “Antecedents of IS Strategic Alignment: A Nomological Network,” Information Systems Research (20:2), pp. 159–179 Henderson, J.C. and N. Venkatraman (1993). "Strategic Alignment-Leveraging Information Technology For Transforming Organizations." Ibm Systems Journal ; 32(1): 4-16.

AHRHKRYUKYnd

55


The course includes various pedagogical tools: lectures, videos, business reports and articles, books, business case studies and teamwork.



EVALUATED

Continuous assessment (Class participation) + Teamwork on cases

30%

Teamwork and team grade + Individual participation during case studies + Case assignments

4 cases in total: -For the 1st tutorial session, students have to prepare cases A and B (5% of the final grade for each case). - For the ERP practical session, students have to work on a team project (10% of the final grade). - For the second case study session, they have to prepare cases C and D) (5% of the final grade for each case).

The six case studies present what happened recently in IS business. It chronicles the events that managers had to deal with. First, cases provide the student, with experience of organizational problems. In a relatively short period of time, they will have to appreciate and analyze the problems faced by many different companies and to understand how managers tried to deal with them. Second, these six cases illustrate what they have learned. In theoretical sessions.

Mid-term exam (Individual exam)

20%

MCQ

During feb (the exact date will be communicated)


Final exam 50% Exam based on At the end of the The final exam will include

(Individual exam)

a case study

semester 2

questions on: theoretical classes (of course not only the slides but also the oral speeches), case studies

Compulsory

Carr, N.G. (2003). “ IT Doesn’t Matter”. Harvard Business, Review. 3566, pp. 41–49.

READINGS

ASSESSMENT METHODS

56


Letters to the Editor (2003). “Does IT Matter? An HBR debate”. Harvard Business Review. Web exclusive: www.johnseelybrown.com/Web_Letters.pdf Laudon, K. & Laudon, J. (2012). Management Information Systems: The Global Edition, 12th ed., Pearson Education. Recommended McAfee A. (2006). Mastering the Three Worlds of Information Technology, Harvard Business Review, Vol. 84, Issue 11, p141-149. DF Feeny, LP Willcocks (1998). Core IS capabilities for exploiting information technology, Sloan management review, 39(3), 9-21.

K Zolper, D Beimborn, T Weitzel (2014) The effect of social network structures at the business/IT interface on IT application change effectiveness, Journal of Information Technology, http://www.palgrave- journals.com/jit/journal/vaop/ncurrent/abs/jit20146a.html Gulati, R. Oldroyd, J. (2005). The Quest for Customer Focus. Harvard Business Review, Vol. 83 Issue 4, p92-101.

Attendance at case study sessions is mandatory. Students are asked to form groups of four or five by the end of the second theoretical session. It is up to the students to decide about their groups’ composition. For obvious logistic and administrative reasons, once formed, these groups cannot be changed under whatever circumstances. Any unjustified absence will automatically lead to a penalty of 20% of the final grade.


57

http://www.johnseelybrown.com/Web_Letters.pdf

http://www.palgrave-journals.com/jit/journal/vaop/ncurrent/abs/jit20146a.html

http://www.palgrave-journals.com/jit/journal/vaop/ncurrent/abs/jit20146a.html


16_M1_LI_BM_S2_CCO_MGT_4530: OPERATIONS MANAGEMENT NUMBER OF HOURS: 18 SEMESTER 2 INTERNATIONAL PROGRAMME - 2.5 ECTS

This course covers operations management as the activity of managing the resources, which are devoted to the production and delivery of products and services. All organizations really do have an operations function therefore, operations management is relevant to every organization. All managers are operations managers because all managers manage processes to produce outputs. In this course, the different aspects of operations management will be covered, from the design over the planning and control till the improvement and quality management. Operations management provides both a strategic perspective, striving to improve quality, customer service and competitive success, and a practical perspective, examining the practical issues which organizations face on a day-to-day basis.

After having taken this course participants will be able to : Understand the dynamics of operations strategy and management Be aware of the various manufacturing technologies and their purposes Manage processes and operations and decide which approach is appropriate in what situation Apply basic quantitative and qualitative problem-solving techniques in operations

None

WEEK TOPIC CONTENT

1

Introduction

● What is operations management? ● Operations management is

important in all types of

organization ● The input–transformation–output

process

Chapter 1 and 3

2

Operations strategy

● The ‘top-down’ and ‘bottom-up’ perspectives

● The market requirements and

operations resources perspectives ● The process of operations strategy

Chapter 2

3 Process and product design ● The design of products and Chapter 4,5

services ● Layout and flow ● Process technology

4 Managing the operation (1) ● Inventory Management ● Capacity management

Chapter 8 and 9

5 Managing the operation (2) ● Supply chain management ● Planning and control

Chapter 7 and 10

6 Improving the operation ● Total quality management ● Lean management

Chapter 11 and 12

7 Operations management at the core ● Overview of the course

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

58


Lecturers, exercises and assignments combined with problem based case discussions.

ASSESSMENT % OF THE

TOTAL MARK


Case study preparation and class debate/presentations

30%

Individual participation during class + case assignments

Throughout the semester

Preparation involves not just thorough analysis, but also developing a personal position on the questions raised for the assignment

Mid-term exam

20%

Mid Term Exam (MCQ)

Will be communicated


Individual exam

50%

Individual

At the end of the semester

Closed-book exam – understanding and application of tools and concepts presented in class

Textbook Essentials of Operations Management Authors: Nigel Slack, Warwick Business School, Warwick University, Alistair Brandon-Jones, University of Bath and Robert Johnston, Warwick Business School, Warwick University Publisher: Prentice Hall Copyright: 2011

The book can also be found online on http://lol.univ-catholille.fr/fr/re2?ress=eBooks

READINGS

ASSESSMENT METHODS


59

https://wlille.edhec.edu/owa/redir.aspx?C=ipetuzu8HUiJgbONydBPcioGjD_1BNIIksMCfBuGsr0w-UvaddBMVdQeIgmrDhc_KbcOca3BpfE.&amp%3BURL=http%3a%2f%2flol.univ-catholille.fr%2ffr%2fre2%3fress%3deBooks


16_M1_LI_BM_CLA_S2_CCO_LAW_647: LEGAL ENVIRONMENT & BUSINESS DECISION MAKING NUMBER OF HOURS: 36 SEMESTER 2 INTERNATIONAL PROGRAMME - 5 ECTS COURSE COORDINATOR: CHRISTOPHE ROQUILLY

The students will learn how the legal environment impacts managerial decision-making. This course is not based on a technical approach of legal issues, but favours both institutional and organisational visions of how law matters for business strategy and operations.

After having taken this course participants will be able to understand and integrate into managerial practice The influence of legal environments on various key-issues for companies ; The reasons why companies might choose a specific national legal environment in a multi-national and competitive globalised environment ; The limits of this “legal shopping” ; The way companies can create different kind of value through an enhanced “legal intelligence” ; The way companies can destroy value because of illegal decisions or poor legal management ; Managerial duties, liability (criminal and civil), leadership ethics.

Ability to read French language ; Fundamental notions in law ; Good understanding of the global economy issues ; Basic notions in organisational studies.

Multi-national legal environments and business opportunities From competition between national legal environments to legal shopping Limits of legal shopping Value creation and value destruction because of (lack of) legal intelligence How to create value through legal intelligence How to destroy value through illegal decisions Compliance management as value creation Managerial responsibility: duties and responsibilities Managerial duty and liability (civil and criminal) From legal liabilities to ethical responsibilities of managers Conclusion: round-table with General Counsels.

The course is based on two types of sessions: lectures and workshops. Numerous case studies will be used; students will have to prepare these cases, through information research and analysis.

Oral participation (50 %) and final exam (case study) (50 %)

Christophe Collard et Christophe Roquilly, La performance juridique : pour une vision stratégique du droit dans l’entreprise, Paris, LGDJ, collection Droit des affaires, 2010. Constance Bagley, Winning legally, Harvard Business Press, 2005. Numerous references of articles will be given during the course.

READINGS

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

60


16_M1_LI_BM_CLA_S2_CCO_MGT_639: BUSINESS DEVELOPMENT & INNOVATION NUMBER OF HOURS: 18 SEMESTER 2 INTERNATIONAL PROGRAMME - 2.5 ECTS COURSE COORDINATOR: SÉBASTIEN ORIFICI

The course addresses the following questions: what is the importance and what are the barriers to innovation? How to generate an idea and implement it in order to capture the value created? As a manager -whatever the context, how to manage innovation in the long run? How can we take an active role and benefit from the amazing current opportunities (new technologies from the digital and the real world, mass collaboration …)? Successful innovation is not about inventing products … it is about bringing new solutions, services, processes, business models to customers who will value and pay for it ! In this course, we will use many real business situations from various industries and settings in order to develop your innovative senses and capabilities! In particular, you will participate in a challenge during which you will work in teams to solve real business cases provided by operational managers from 20+ companies (ex: Decathlon, Groupe SEB, Carrefour, Casino, Dassault Systemes, Ubisoft, L’Oreal, ...)

After having taken this course participants will: Understand the value of innovation at society, company and personal levels Be familiar with the process and the main steps of an innovation initiative (and the most common mistakes to avoid…) Have started to develop the capabilities to innovate and the ability to manage innovation Appreciate the opportunities ahead and be more ready to grasp them (key sectors, challenges, levers, innovation trends, …) Know how to analyse a business model and how to face a disruption (innovation strategy) Have practiced on a real case during the “EDHEC Open innovation challenge” (Analyze a “Marketing brief”, prepare a “Commercial proposal”, build “Recommendations”, Present them in the form of an “Elevator pitch”) Be familiar with present key innovation topics such as : Design thinking, Lean startup, Open innovation, Crowdsourcing, big data, …

Course on “Strategic Management”.

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

61



Session 1

Introduction

Innovation purpose and difficulties (plenary) Experimentation (workshop)

Watch video of Pranav Mistry (6th sense) on ted.com http://www.ted.com/talks/lang/eng/pranav _mistry_the_thrilling_potential_of_sixthse nse_technology.html

Session 2

Observation

Innovation Process and Design thinking (plenary) Challenge : Preparation of observation phase (workshop)

Watch video of Tim Brown on ted.com http://www.ted.com/talks/lang/eng/tim_bro wn_urges_designers_to_think_big.html

Company / case selection and team constitution

Session 3

Ideation

Challenge (Workshop) : Synthesis + Creativity methods + preparation of first presentation to manager

Observations / insights collection based on Brief (Challenge)

Session 4

Validation

Challenge (Workshop) : Lean Startup + Customer validation interviews + Business Model + Pitch

Presentation of preliminary results to managers

Session 5

EDHEC Open Innovation Challenge

Challenge (Workshop with managers) : recommendations finalization + Pitch competition

Customer validation interviews

Session 6 Netflix case Business model ; Innovation strategy

Assignment to submit by group (answers to 3 questions on the case)

Session 7

Innovation Management

How to manage innovation successfully at a company level (culture, organization, …) ? (plenary) What are the main levers and opportunities ahead ? (Workshop)

Watch video of Chris Anderson (Crowd accelerated innovation) http://www.ted.com/talks/lang/eng/chris_a nderson_how_web_video_powers_global _innovation.html

Final Challenge Final Challenge final (only for 40 qualified students) Improve recommendations

The course includes various pedagogical tools: lectures, videos, business articles, books, business case studies, an innovation challenge based on real cases,… The approach is centred on “Learning by doing”.

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


EDHEC Open 25% Group and Individual From Feb to April Interactions with

ASSESSMENT METHODS


62

http://www.ted.com/talks/lang/eng/pranav

http://www.ted.com/talks/lang/eng/tim_bro

http://www.ted.com/talks/lang/eng/chris_a


Innovation challenge

performance throughout the Challenge

managers on a real business case

Group project (team of 6 students)

25%

Assignment on Netflix case

April (deadline TBC)

Capability to analyse and build recommendations on a business case

Final Exam (individual)

50%

Case extracted from the course book + questions

May (date TBC)

All course content

Compulsory (course book) : Bragg, Andrew and Mary. 2005, Developing new business Ideas – A step-by-step guide to creating new business ideas worth backing, Financial Times Press

Recommended : Tapscott, Don and Williams, Anthony D.. 2010, Wikinomics: How Mass Collaboration Changes Everything, Portfolio Trade Surowiecki, James. 2005. The Wisdom of Crowds, Anchor

READINGS

63


16_M1_LI_BM_CLA_S2_CCO_MGT_652: PROJECT MANAGEMENT NUMBER OF HOURS: 18 SEMESTER 2 INTERNATIONAL PROGRAMME - 2.5 ECTS COURSE COORDINATOR: PATRICE BIROT

It has become vital to know the basics of project management today because organizations, business units, sales and marketing departments, are more often than not organized in project mode, and therefore students will use project management skills whatever their job will be in the future (e.g. product manager, team leader, etc…). This course offers a pragmatic approach on project management in various contexts and areas rather than a theoretical approach. It provides students with an opportunity to apply some of the core techniques and tools to the management of a real project. The course also offers an opportunity to acquire a deeper knowledge of the attitudes and behaviors required from team members during the course of a project

After having taken this course participants will be able to: Understand the stakes of project management; Become familiar with the main concepts related to project management; Apply the main techniques and tools of project management; Develop appropriate attitudes and behaviours as project leader and/or team member.

NONE

WEEK TOPIC CONTENT PREPARATORY

WORK

1 (3 hrs)

Module 1

● Objectives, program introduction, ground rules, grading procedure.

● Emerging trends in organizational structures. ● Introduction to a real project management case

Preparation of next module

3 (3 hrs)

Module 2 (TD1)

PROJECT PLANNING PRACTICE

● Development of team project content & organization ● Simulation project planning (Practice session) ● Working with a new team – discovering project

management practices ● Feedback and best practices


5 (3 hrs) Module 3 (TD2) TEAM PROJECT SET-UP Preparation of

● Introduction, selection & discussion of team projects

for this course ● Team work, objectives, scope ● Financial assessment, risks & opportunity

next module

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

64


7 (3 hrs)

Module 4 (TD3)

WHAT WORKs IN PROJECT AND WHAT DOES NOT WORK:

● Testing your knowledge (Quiz) ● Decision making process and Key Success Factors

(KSF) ● Process and best practice approaches. ● Project actors, roles and responsibilities


9 (3 hrs)

Module 5 (TD4)

PROJECT AUDITING ● First draft project proposal review ● Each project team audited by another team ● Project auditing, project control, team work, risk

assessment ● Roles and responsibilities


12 (3 hrs)

Module 6 (TD5)

DRAGONS’ DEN

● Final project proposal delivery ● Selection of the best offers (in terms of best team,

best strategy, lowest cost, ..) for each request for

proposal (RFP) ● Project closure ● Course debriefing ● Open questions – Exam briefing

Preparation for final Exam

Lectures, case studies, developing a proposal, simulations



EVALUATED

Continuous

10%

Presence, interaction, group work

All sessions

LO1 LO2 LO3 LO4

MCQ

10%

15 Questions to assess basic knowledge

Module 4 (TD3)

LO1

Project proposal build up

30%

Team project proposal

Between Module 3 and Module 6

LO2 LO3 LO4.

Final Exam 50% Basic definitions Study case

Exam session LO1 LO2

Buttrick, R. “The Project Workout”, 4th Edition, Prentice Hall. READINGS

ASSESSMENT METHODS


65


16_M1_LI_BM_CLA_S2_LVX_LV2_ALL_3606: ALLEMAND NUMBER OF HOURS: 18 SEMESTER 2 COURSE COORDINATOR: MONIKA BOURBIGOT

Vertiefung der allgemeinen Deutschkenntnisse Verbesserung der praktischen Kommunikationsfähigkeiten Erweiterung wirtschaftsbezogenen Wortschatzes und wirtschaftsbezogener Themen

Werbungen und Werbestrategien verschiedenster Art zu analysieren und zu interpretieren Eine Werbekampagne auszuarbeiten Vor- und Nachteile des Sponsoring beschreiben zu können Die deutsche Messewirtschaft und deren gesamtwirtschaftliche Bedeutung zu verstehen Die vielfältigen Zielsetzungen für eine Messebeteiligung von Ausstellern und Besuchern zu verstehen

Die Studenten sollten die Grammatik und die Syntax der deutschen Sprache, sowie das im Bachelor-Kurs erlernte Vokabular beherrschen und mündlich in der Lage sein, 10 Minuten frei über ein vorgegebenes Thema zu sprechen (Mittelstufe : Niveau B2 GER).

WOCHE THEMEN

1 - 4 Marketing – Produktpolitik; Marketingkonzeptionen (Ziele und Strategien)

5 - 8

Werbung und Werbestrategien deutscher Unternehmen; Kommunikationspolitik und Rolle der Werbung; Werbemittel und Werbeträger; Werbeagentur und Werbebildanalyse

9 - 12 Eventmarketing und Messen in Deutschland

Praktische Übungen, Internetrecherchen, Hörverständnisübungen, Spiele, Simulationen, Ergänzende Lernmaterialien auf der Lernplattform Blackboard

5 Noten pro Semester (5 x 20 %): 2 schriftliche Noten 2 mündliche Noten 1 Mitarbeitsnote

Wirtschaftswoche (http://www.wiwo.de) Deutsche Welle (http://www.dw-world.de) Focus (http://www.focus.de) Tatsachen über Deutschland (http://www.tatsachen-ueber-deutschland.de)

Anwesenheitspflicht Zur Erreichung des Studienzieles wird die Anwesenheit der Studierenden in allen Lehrveranstaltungen erwartet. Bei mehr als 2 unentschuldigten Abwesenheiten, reduziert sich die Gesamtsemesternote um 1 Punkt


READINGS

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

66

http://www.wiwo.de/

http://www.dw-world.de/

http://www.focus.de/


16_M1_LI_BM_CLA_S2_LVX_LV2_ARA_3611: ARABE SEMESTRE 2 RESPONSABLE DU COURS : BACHIR DAHMANI

L’objectif de ce cours est de faire acquérir à l’étudiant une solide connaissance de la langue arabe. Il s’agit de faire découvrir, à travers les textes, certains aspects socioculturels, politiques et économiques du Monde arabe avec sa multiplicité, ses problématiques et ses rapports au monde, à "l’autre".

A l’issue de ce cours, l’étudiant sera capable de: Repérer la progression thématique ; Mettre en évidence l’implicite par la connaissance du contexte ; Etablir des relations entre les informations pour faire des déductions, des prédictions.

Prendre en compte les connaissances antérieures des élèves pour intégrer progressivement de nouvelles informations et de nouvelles compétences.


1

Thème et version

Etude de la structure phrastique. Mise en parallèle d’usages lexicaux et de structures syntaxiques entre le français et l’arabe visant à éviter des calques et des interférences. Le thème à ce niveau là est le meilleur moyen d’assurer la fixation des notions grammaticales et du vocabulaire. Il a paru nécessaire d’introduire quelques mots nouveaux à chaque cours en revenant inlassablement sur le vocabulaire des cours précédents.

2 Etude de textes. Morphologie. Grammaire

De distinguer les parties du discours en arabe (la suite de première année)


(Suite)

3

Etude de textes

Comprendre les problèmes d’actualités arabes : politique.


CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

67


4

Etude de textes

Utilisation des prépositions (suite de première année)


5

Eude de textes

Acquisition de structures complexes de la langue arabe (suite de la première année)


6

Eude de textes

Comprendre les problèmes d’actualités arabes : économique.


7

Etude de textes

Comprendre les problèmes d’actualités arabes: sociale (suite)


8

Etude de textes

Comprendre l’apport de la civilisation arabo- musulmane en occident

lecture

9


Approche historique et géographique de l’UMA


10


Approche géopolitique


11 Etude de textes économique

L’économie du Monde arabe : Pétrole et gaz


Les méthodes pédagogiques sont nombreuses et variées pour transmettre un savoir. Celles que nous adoptons dans notre travail sont les suivantes : Méthode démonstrative ; Méthode active ou de découverte.

EVALUATION

% DE LA NOTE GLOBALE

DETAILS

DUREE


Participation, assiduité, présence en cours

20%

Ecrit 1 20% Une demi-heure Connaissance du cours précédent



68


Ecrit 2 20% Une demi-heure



GUIDERE, M. Manuel de traduction français/arabe, arabe/français, Thème, version, rédaction, exemples, exercices, textes corrigés. 2ème éd. Paris : Ellipses, 2005. HAJJAR, J.-N. Traité de traduction. Beyrouth: Dar al-Mašriq, 1972. HECHAIME, C. La Traduction par les textes. 3ème éd. Beyrouth: Dar al-Mašriq, 2002. MATAR, A. La Traduction pratique. 9ème éd. Beyrouth: Dar al-Mašriq, 2003. MATAR, A. Exercices d’Application de la Traduction Pratique. Beyrouth: Dar al-Mašriq, 1986. REIG, D. La Conjugaison arabe. Paris : Maisonneuve & Larose, 1983. REIG, D. As-Sabil. (dictionnaire arabe-français/ français-arabe), Paris : Larousse, 1986.

Les absences qui ne sont pas justifiées = - 1 pour chaque absence. Le plagiat est strictement interdit. Travail plagié = 0. L’étudiant sera sanctionné administrativement.

REGLES D'ABSENCE ET DE PLAGIAT

LECTURES

69


16_M1_LI_BM_CLA_S2_LVX_LV2_CHI_3614: CHINOIS

Perfectionner les compétences écrites et orales dans une situation d'entreprise. Développer la compréhension orale et l'expression écrite des structures de vie quotidienne.

A l’issue de ce cours, l’étudiant sera capable de: Perfectionner les compétences d’écrites et orales dans une situation d’entreprise ; Développer la compréhension orale et l’expression écrite des structures de vie quotidienne ; Développer la compétence de communication.

Ayant suivi au minimum 300h de cours chinois Cours de B3


Week 1 et 2 leçon 9

Histoire de Taiwan et de Singapour

Comprendre une discussion sur la Chine, Taiwan et Singapour.


Week 3 et 4 leçon 10

Hong Kong et Macao

Faire une présentation sur Hong Kong et Macao

Préparer présentation.

Week 5 Présentation .Sur Taiwan, Singapour, Hong Kong, Macao

Week 6et7 leçon 11 Histoire de la Chine Histoire impériale Lecture

Week 8 Contrôle oral Débats

Histoire de la Chine Préparer le débat.

Week 9 Vocabulaire et lecture Dictée vocabulaire vocabulaire

Week 10 et 11 La médecine chinoise La médecine Chinoise et ses liens avec la santé


Week 12 Examen final Tous les cours révision

Travaux dirigés



EVALUATED

Examen final

80%

Écrit 1 20% Ecrit 2 20% Oral1 20% et orle 2

20%

1h30

Atteindre les objectifs



CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

70


Présence et participation

20% Participation en Cours

Revue de presse ; Businese Chinese Li li ,ding anqi( 2002) : beinjing da xue Ni shuo ba( livre utilisé en cours) Arnaud Arslanul, Claud Lamouroux, Isabelle Pillet (2012) paris :didier Business Chines 500 phrases ( liu yanhui, liu yeqing) 2008 sinolingua Bei jing.

LECTURES

71


16_M1_LI_BM_CLA_S2_LVX_LV2_ESP_3608: ESPAGNOL SEMESTER 2 COURSE COORDINATOR: ALEXANDRE CARON

Confrontar al lenguaje del mundo de la empresa y la interacción entre ésta y sus consumidores. Adquirir el vocabulario y las capacidades lingüísticas necesarias para negociar en un entorno intercultural. Aprender a conocer el IBEX 35 y cotizar en la Bolsa de Madrid. Dar los conocimientos necesarios sobre la selección, la captación y la contratación en el contexto empresarial, así como las relaciones posteriores con compañeros y superiores. Trabajar sobre la actualidad y tener una reflexión enriquecida.

Al final del curso, el estudiante será capaz de: 1. Confrontarse al mundo laboral español y latinoamericano ;

2. Negociar, organizar reuniones de trabajo en un entorno intercultural (América latina) ;

3. Debatir sobre temas diversos y expresar sus opiniones de manera muy rigurosa (nuevos métodos para debatir:

speednetworking…)

Nivel B2-C1 (CEFR).


1

Clase de vuelta.

Vuelta sobre el año 2014 + Quizz de conocimientos económicos

Preparación de los ejercicios

2

Bolsa de Madrid

Análisis / Comentario de textos + vocabulario específico (jerga financiera)

Presentación e inscripción al juego en línea «La Bolsa virtual»

3/4

Negociación Intercultural

Aprender a negociar en un entorno intercultural (estrategias + protocolos)

Lectura de textos + Visionado de vídeos

5 El sector de la Distribución 1 El caso Mango

6 Taller creativo Preparación del examen oral

7 /8 /9

Examen oral Simulación de negociación

intercultural

Lectura de textos + Preparación de los ejercicios + Visionado de vídeos

10 El sector de la Distribución 2 El caso DIA Preparación del examen escrito

11 Examen escrito Preparación de la presentación sobre la Bolsa

12 Conclusiones del juego

«Bolsa Virtual»

Presentación en grupo de la cartera + estrategia de inversión

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

72


Se planteará un curso estructurado en sesiones interrelacionadas, tanto en el plano de los conocimientos económicos como en el lingüístico.

Se tratará en las clases con la misma intensidad la lengua oral y escrita, la comprensión y la expresión, la creación y la comunicación.

El planteamiento del curso deberá ser interactivo, mezclando el trabajo sobre documentos escritos y audiovisuales, individual y en grupos, los debates, las exposiciones orales...

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Escrito

40 %

dos notas (20% cada una): un escrito en clase + un trabajo escrito en grupo relacionado con la presentación oral

Duración variable

Comprensión y expresión escrita.

Oral

40 %

Dos notas (20% cada una): una presentación «Conclusión de la inversión bursátil » + una presentación sobre unos hechos de actualidad que tienen que comentar

Duración variable (de 15’ a 30’)

Comprensión y expresión oral.

Participación 20 % participación durante las clases

expresión oral.

Los estudiantes recibirán al principio del semestre un manual creado especialmente para ellos.

También recibirán un acompañamiento elearning especial en Blackboard®.

A partir de la segunda ausencia sin justificación, se quitará un punto a la media del semestre. RULES FOR ABSENCE AND PLAGIARISM

READINGS

ASSESSMENT METHODS


73


16_M1_LI_BM_CLA_S2_LVX_LV2_HEB_3612: HÉBREU SEMESTER 2 COURSE COORDINATOR: ILANIT BEN-DOR DERIMIAN

Deepening of the verbal structure, especially the 'weak verbs' ; Deepening of the grammatical forms : nouns with a following genitive prepositions and nouns with pronominal suffixes ; Special syntaxic forms ; Readings on texts from the press.

After having taken this course participants will be able to: Good view of the syntax allowing the comprehension of texts of a good level ; Increasing capacities for oral productions ; Good knowledge of political and cultural aspects of Israël.

Good practice in oral and written expression.

The course will be made of the following activities : Deepening of the verbal structure, especially the 'weak verbs' ; Deepening of the grammatical forms : nouns with a following genitive prepositions and nouns with pronominal suffixes ; Special syntaxic forms ; Work on texts from the press.

From different texts : Systematical approach of the vocabulary learnt in the texts ; Learning of the foundamental language structure ; Written and oral expression.

Participation : 25 % Oral assessment : 25 % Written assessment : 25 % Final written assessment : 25 %

Textbook (to be determinated). Le verbe hébreu en action – B. DONNET-GUEZ, Ed VéraPax.

Grammaire de l’Hébreu – B. DONNET-GUEZ, Ed VéraPax.

READINGS

ASSESSMENT METHODS


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

74


16_M1_LI_BM_CLA_S2_LVX_LV2_ITA_3609: ITALIEN SEMESTER 2 COURSE COORDINATOR: LUISIANA NASO

Situare l’Italia nel contesto internazionale: analisi dei principali settori dell’economia italiana. Che cos’è il made in Italy? Il management all’italiana. Imparare l’arte di negoziare con gli italiani

Al termine di questi corsi, gli studenti saranno in grado di: 1. Sapere qual è il ruolo dell’Italia nel contesto internazionale

2. Consolidare le loro conoscenze dell’economia italiana

3. Negoziare con gli italiani

4. Perfezionare l’espressione orale

5. Essere al corrente dell’attualità italiana

Livello B2


Primo corso

Il settore primario

L’agricoltura ieri ed oggi. Testi di attualità

Studiare tutti i testi sull’agricoltura. Cercare il vocabolario e saperli presentare all’orale

Secondo corso L’industria agroalimentare

e l’esportazione

Studio di questo settore. Il made in Italy. Analisi di tabelle

Preparare testo sulla contraffazione dei prodotti alimentari italiani

Terzo corso

Il settore tessile

Studio di tabelle. Esportazione. La contraffazione. Video: Saviano sulla contraffazione

Riassunto e commento di un video sulla contraffazione (circa 250- 300 parole)

Quarto corso

Che cos’è il Made in Italy ?

Che cosa ingloba questa espressione? Nuove procedure per proteggere il marchio

Studiare il testo: Manager umanisti

Quinto corso Il management italiano Differenze tra il nord ed il sud dell’Italia

Preparare a casa il testo « Le differenze invisibili »

Sesto corso

Come negoziare con gli italiani?

Come sono visti i manager italiani all’estero. Come comportarsi durante una negoziazione

Traduzione dal francese all’italiano

Settimo corso

Esempi di manager di successo

Le scelte di Alessandro Benetton. Studio del testo. Commenti. Domande sul testo

Preparare articolo sull’occupazione delle donne e video sui giovani di oggi (i Neet)

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

75


Ottavo corso

Gioco di ruolo 1

Tema: L’occupabilità delle donne e dei giovani oggi (4 personaggi). Riunione

Preparare il tema dell’immigrazione e visionare video sull’immigrazione

Nono corso

Gioco di ruolo 2

Riunione al centro di accoglienza di Lampedusa (4 personaggi)

Preparare il tema del turismo sostenibile. Imparare il vocabolario

Decimo corso

Gioco di ruolo 3

Riunione: Come sviluppare il turismo in un piccolo paese del Sud (4 personaggi)

Preparare il tema sul bullismo

Undicesimo corso

Gioco di ruolo 4

Video sulla violenza dei giovani (you tube). Il bullismo (4 personaggi)

Prepararsi per il compito

Dodicesimo corso Compito in classe

Articoli di stampa, documenti audio e video. Minicasi, simulazioni, giochi di ruolo



EVALUATED 2 compiti scritti 40% Ogni compito 20% 1h30 Espressione scritta

2 orali

40%

Ogni orale

10-15 mn

Espressione orale/comprensione orale

Partecipazione 20% Presenza+part.orale

Compulsory: La stampa italiana : L’Espansione, L'Espresso, ItaliaOggi, La Repubblica Recommended: Lo Stato dell’Italia », Il Saggiatore, Ed. Mondadori. «L’Italia geoeconomica », Utet Libreria. «Le management à l’italienne », F. Vidal. «L’Italie », collection Guide d’affaire du CFCE. «Communiquer avec ses partenaires européens », Christian Maréchal, Nathan.

READINGS

ASSESSMENT METHODS


76


16_M1_LI_BM_CLA_S2_LVX_LV2_JAP_3613:: JAPONAIS SEMESTER 2 COURSE COORDINATOR: FUMIKO SUGIE

To understand Japanese used in everyday life and in business situations

After having taken this course participants will be able to: Read and understand written materials with specific contents concerning everyday topics Grasp summary information such as an newspaper headlines Read slightly difficult writing encountered in everyday situations and understand the main points of the content if some alternative phrases are available to aide one’s understanding Listen and comprehend coherent conversation in everyday situations, spoken et near-natural speed, and follow their contents as well as grasp the relationships among the people involved

Basic Japanese corresponding to the JLTP (Japanese-Language Proficiency Test) N4 or CEFR (Commun European Framework of Reference for Languages) A2/B1


1

Dealing with illness, Doctor and hospital, Staying healthy, Fitness activities

Expressing reasons, Expressing actions in progress and habitual actions, Expressing hearsay, Using causatives

Indicate in class

2

Nature, Recycling, Japanese festivals

Expressing temporal relations, Expressing desires, Expressing simultaneous actions

Expressing ease and difficulty

3

Television and mass media in the information age, Hi-tech, The pros and cons computers (Mid-term)

Expressing conditions, Expressing alternate actions, Expressing appearance Expressing dates

4

Part-time jobs, Writing a resume, Career choices

Expressing experiences, Expressing things that happened against one’s will, Expressing purposes, Using causative passive

5 Place to see, Gift to buy, Thanks to

give, Memoires to preserve

Expressing others’ desires, Expressing convictions, Using verbs of giving and receiving, Using interrogatives

6 Final exam

Textbook “Doraemon no dokodemo nihongo” and materials given in class.


COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

77


ASSESSMENT % OF THE TOTAL MARK


Mid-term

20 (speaking)

Discussion about some topics : SEMESTER 2

Being able to “An investment project in Japan from France”, “A investment project in France from Japan” (depending on the student’s interest and speciality)

10min understand and express relatively complex thoughts.

Mid-term 20 (writing)

Writing abstracts about topics that student have chose for the final exam Home work Being able to use some kanji

Final exam 20 (speaking)

Presentation of topics 10min

Being able to analyse and argue about some ideas and proposals.

Final exam 20 (writing)

Presentation Home work Being able to use kanji

Participation 20

Recommended readings: Japanese newspapers for children on the web

Students are not allowed to miss more than one class session without justification. RULES FOR ABSENCE AND PLAGIARISM

READINGS

ASSESSMENT METHODS

78


16_M1_LI_BM_CLA_S2_LVX_LV2_POR_3610: PORTUGAIS SEMESTRE 2 RESPONSABLE DU COURS : EDUARDO GARGIONI

En plein essor socio-économique, le Brésil est devenu une puissance et a pris une position de leadership sur la scène mondiale en attirant des investissements, personnes et entreprises étrangers qui y voient des nouvelles opportunités d’affaires. L’apprentissage de la langue et de la culture brésilienne est un défi à tout étranger voulant y faire des affaires ou s’y installer, ainsi que pour les étudiants souhaitant faire un échange ou stage sur place. Le cours de langue portugaise, qui est également axé sur la culture brésilienne, a comme but principal la communication avec les natifs, non seulement par la connaissance de langue mais aussi les us et coutumes du pays.

A l’issue de ce cours, l’étudiant sera capable de: Suivre une intervention longue sur des sujets abstraits ou complexes, même hors de son domaine ; Comprendre avec aisance et finesse une émission radiodiffusée, télévisée, un film et reconnaître l’implicite ; Faire une présentation sur un sujet complexe et parvenir à une conclusion appropriée ; s’exprimer avec aisance et sans effort ; suivre et participer avec aisance à une discussion ; Comprendre dans le détail des textes longs et complexes dans le domaine de la vie sociale, du travail ou universitaire avec l’utilisation éventuelle d’un dictionnaire ; Ecrire des textes bien structurés, prendre des notes détailles, résumer des textes longs et difficiles ; maintenir un excellent degré de correction grammaticale.

SEMAINE

SUJET CONTENU TRAVAIL PREPARATOIRE

1-

L’interculturel

Le fait de parler une langue n’est souvent pas assez pour se faire comprendre, pour négocier. Un survol sur les clichés, la pensée, la manière d’être et la culture des affaires au Brésil.

2-

La négociation 1

La négociation international : introduction, la globalisation, les différents points de vue, l’importance de l’interculturel. Exposé PowerPoint, vidéos illustratifs.

Texte sur interculturel

3-

La négociation 2

Comment mener à bien une négociation internationale : du conflit à la coopération, en passant par l’éthique et l’observation des règles locales. Les contrats internationaux. Présentation, débat, conclusions. Etude de cas pratiques de négociations internationales avec le Brésil, présentation, jeux de rôles.

Texte sur un cas pratique de négociation internationale

4-

Entreprises

Textes économiques : présentation des grandes et moyennes entreprises brésiliennes. Introduction des temps composés.

5- Marketing 1 Introduction au Marketing. Points de vue, le marché brésilien. Spécificités locales et régionales.

Texte sur le marketing

6-

Marketing 2

Le consommateur, étude de cas pratiques. Exemples sur quelques entreprises et leurs stratégies et choix sur le marché.

7- Le marché de

travail au Brésil

Présentation Powerpoint complétée par vidéos de ressources humaines. Le marché du travail au Brésil, les opportunités, les grandes entreprises qui recrutent.

CONTENU DU COURS


OBJECTIFS DU COURS

79


8- Le CV et la lettre

de motivation

Comment faire un CV, une Lettre de Motivation. Présentation, modèles, ce qu’il faut et ce qu’il ne faut pas faire.

9- L’entretien

d’embauche

Vidéos sur l’entretien d’embauche : ce qu’il faut savoir. L’après entretien, ce qu’il faut faire. La négociation du salaire

Apporter une lettre de motivation et un CV

Activités de compréhension de différents types de discours oraux à partir de documents authentiques vidéo et audio, Activités d’expression orale en différents contextes : exposés, débats, entretiens d’embauche… Lecture et réflexion sur des thèmes variés : société, affaires, marketing, politique, environnement… Production de documents, résumés, analyse et synthèse de textes.

EVALUATION

% DE LA NOTE FINALE

DETAILS

DUREE


Oral 1

20% Présentation orale sur un cas

pratique de négociation


1 à 4

Oral 2

20%

Présentation orale : en binôme, simulation d’un entretien d’embauche.

Environ 10/15 minutes par binôme

1 à 9

Ecrit 1

20%

Présentation écrite, en forme de dossier sur une entreprise brésilienne.

1à 4

Ecrit 2

20%

Etude d’un cas de marketing : fondements, stratégies, spécificités locales, public cible.

1 à 6

Participation

20%

Ici est évaluée la participation de chaque étudiant à toutes les activités proposées au cours du semestre

1 à 9

Obligatoires : 1-Harumi de Ponce, Maria. Andrade Burin, Silvia. Florissi, Susanna. 2012. Bem-Vindo – A língua Portuguesa no Mundo da Comunicação. Editora SBS

2-Péret Dell’Isola, Regina Lucia. Apparecida de Almeida, Maria José. 2008. Terra Brasil – Curso de Língua e Cultura. Editora UFMG.

3-De Ponce, Arumi. Burim, Silvia. Florissi, Susanna. 2006. Panorama Brasil – Ensino do Português do Mundo dos Négocios. Editora Galpão

LECTURES



80


16_M1_LI_BM_CLA_S2_LVX_LV2_RUS_3607: RUSSE SEMESTRE 2 RESPONSABLE DU COURS : TATIANA TRANKVILLITSKAIA

Approfondir les connaissances du russe ; Développer les aptitudes à la communication ; Compréhension de la Russie contemporaine économique et sociétale.

Les étudiants doivent savoir : faire un exposé écrit en Russe /2 pages/ ; réciter les textes portant sur l’économie, les finances, le mode de l’entreprise être capable de présenter un exposé oral de 15 minutes à partir des sujets étudiés.

La maîtrise du russe des affaires (niveau B1/B2 ou plus) Notion de la géopolitique et du monde industriel russe contemporain.


S2 1-12

Langue des affaires

Textes (presse, manuels), exercices, exposés

Vocabulaire à apprendre, traduction, recherche sur internet

Analyse des textes (écrite et orale) Travail en groupe pour les exercices oraux (questions-réponses, discussions) Travail sur Internet en cyrillique Travaux dirigés sous forme d’exercices écrits et oraux

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE


Participation 20 %

Évaluation Orale 40 % 2 évaluations à 20 % chacune

Évaluation Ecrite 40 % 2 évaluations à 20 % chacune

Articles de presse en russe et en français sur la Russie L. Klobukova (réd.), Russkij jazyk dlja èkonomistov, Moscou, Russkij Jasyk, Kursy, 2012, 160 p. (extraits) S. Derjagina (réd.), V gazetah pišut, Moscou, Russkij Jasyk, Kursy, 2012, 280 p. (extraits) Sites Internet en russe sur les actualités en Russie

LECTURES



CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

81


16_BM_LI_BM_S2_CCO_CCS_1333: FAMILY BUSINESS NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 8 ECTS COURSE COORDINATOR: FABIEN BERNHARD

To familiarize students with the notion of a family business, as well as provide more specific exposure to family firms in France and in each student’s native country.

After having taken this course participants will be able to: Have the notion of family business and how such businesses contribute to national economies in the European Union; Become more familiar with a select group of multigenerational family firms in France and other countries in Europe with (both publicly traded and privately owned), which span a range of key industries in retailing, manufacturing and service sectors; Become familiar with family and corporate governance practices which distinguish well-run from poorly run family firms, and more importantly increase their chances of survival and growth; Understand some other aspects of family firms, including the unique challenges facing such firms in contrast to firms more generally. Be able to apply key concepts learned in the course to analyse their own selected case.

Three years of general business courses or Bac + 3 Business Administration.


1

Introduction to the topic of Family Business

Definition, Role of family business in the economy

Well known French firms,

Successful attributes

Neubauer & Lank. 1998. Casper, Dias and

Elstrodt. 2010. Case assignment

2

Governance and Management of the Family Firm

Values/Philosophy Best practices in governance

Gersick, & al, 1997 Poza, 2010a Case assignment

Optional: Dorgan, et al, 2006

3 Succession in the Family Firm Family strategy, introduction

Challenges of succession Typologies The succession process Using family for competitive advantage

Poza, 2010b Miller&LeBreton Miller, 2005 Case

assignment

COURSE CONTENT

PREREQUISITES

LEARNING OUTCOMES

COURSE OBJECTIVES

82


4

Family strategy, continued

The Entrepreneuring family

GROUP PRESENTATIONS- Part 1

Case applications

Case assignment

Final presentations as assigned

5

WRAP UP GROUP PRESENTATIONS- Part 2

Final presentations as assigned.

Lectures, student study cohorts, Socratic dialogue, reading, case-based discussion.

ASSESSMENT % OF THE

TOTAL MARK


Continuous assessment

35%

class participation, group work (mandatory make up work if absent).

Throughout the term.

LO1 to LO5

Group presentations

30%

Each group will present once as main presenter, and once as devil’s advocate.

Each group will present twice during the term,

LO1 to LO5

Final group projects

35%

Comprehensive case study of one European family business, based on structure provided in class.

Due after the end of the course. Due date to be announced.

LO1 to LO5

PLEASE NOTE: Self-peer evaluation forms will be compulsory to receive a final grade. Group project grade may be adjusted upwards or downwards depending upon individual contribution to the project.

COMPULSORY AND RECOMMANDED READINGS: Casper, C., Dlas, A.K. and Elstrodt, H. 2010. The Five Attributes of Enduring Family Businesses. McKinsey Quarterly, 1: 1-10. DORGAN, S.J., DOWDY, J.J. and RIPPIN, T.M. 2006. Who Should-and Shouldn’t Run the Family Business. McKinsey Quarterly, 3: 13-15. Gersick, K.E., Davis, J.A., Hampton, M.M., & Lansberg, I. 1997. Generation to Generation: Life Cycles of the Family Business. Excerpts including Figure 1-3 (p. 17) and Chapter 1: The Ownership Developmental Dimension. Boston, MA: Harvard Business School Press, pp. 17; 29-56. LANDES, D. 2006. Dynasties, Chapter 6: Peugeot, Renault, and Citroën: French Car Dynasties (pp. 168-193). New York, NY: Viking Adult (Penguin). Miller, D. & Le Breton-Miller, I. 2005. Managing the Long Run: Lessons in Competitive Advantage from Great Family Businesses. Exerpts including Table 1-2 (p. 17) and Chapter 2: Potent Priorities at the Great Family-Controlled Businesses: The Four C’s (p. 31-52). Boston, MA: Harvard Business School Press. Neubauer, F. & Lank, A.G. 1998. The Family Business: Its Governance for Sustainability, Chapter 1: Nature and Significance of Family Business. London, UK: Macmillan Press, pp. 3-25.

Poza, Ernesto J. 2010a. Family Business, Chapter 2: Great Families in Business: Building Trust and Commitment,. Third ed. South-Western, CENGAGE learning. pp. 27-46.

READINGS

ASSESSMENT METHODS


83


Poza, Ernesto J. 2010b. Family Business, Chapter 5: Succession and the Transfer of Power. Third ed., South-Western, CENGAGE learning. pp. 107-118. ADDITIONNAL READINGS: Aronoff, C.E., Astrachan, J.H. &Ward, J.L. 1998. Developing Family Business Policies: Your Guide to the Future. Marietta, GA: Family Enterprise Publishers. Carlock, R.S. &Ward, J.L. 2001. Strategic Planning for the Family business: Parallel Planning to Unify the Family and Business. New York, NY: Palgrave. ELSTRODT, H. 2003. Keeping the Family in Business. McKinsey Quarterly, 4: 94-103. Gersick, K.E., Davis, J.A., Hampton, M.M., & Lansberg, I. 1997. Generation to Generation: Life Cycles of the Family Business. Boston, MA: Harvard Business School Press. Landes, D. 2006. Dynasties. New York, NY: Viking Adult (Penguin). Especially Chapter 2: The Rothschilds: Persistance, Tenacity and Continuity (pp. 37-74) and Chapter 6: Peugeot, Renault, and Citroën: French Car Dynasties (pp. 168-193). Miller, D. & Le Breton-Miller, I. 2005. Managing the Long Run: Lessons in Competitive Advantage from Great Family Businesses. Boston, MA: Harvard Business School Press. Neubauer, F. & Lank, A.G. 1998. The Family Business: Its Governance for Sustainability. London, UK: Macmillan Press.

84


16_M1_LI_BM_S2_CCO_FLE_1651: ERASMUS FLE NB HEURES : 36 SEMESTRE 2 PROGRAMME INTERNATIONAL - 5 ECTS RESPONSABLE DU COURS : LUCIE BENAGROUBA

Acquérir un niveau intermédiaire à expérimenté en langue française tels que définis par le CECRL. Pouvoir faire face aux situations quotidiennes de la vie académique, sociale ou professionnelle.

Interagir dans la vie quotidienne, dans des situations de la vie académique ou professionnelle Comprendre des documents audio-visuels (informatifs ou fictionnels) en relation avec la vie courante ou l’actualité. Comprendre des documents écrits de la vie courante ou des articles de presse. Exprimer des points de vue personnels sur des thèmes ayant trait aux études ou à des aspects sociaux et culturels. Réaliser une présentation orale claire et structurée sur un sujet familier, académique ou professionnel. Présenter un projet et élaborer des hypothèses, faire un compte-rendu. Produire un texte narratif, informatif ou argumenté.

Niveau A1 à B2 du CECRL : le contenu des cours est décliné en différents groupes de niveaux.


La vie en France : aspects pratiques

- vocabulaire, - situations de communication de la vie quotidienne

Parler de son environnement, de son parcours

- le parcours scolaire et professionnel - les activités de loisirs

Parler de ses projets

-présenter un projet professionnel - parler de l’avenir

Actualités et médias - exprimer un point de vue sur un thème d’actualité - débattre, argumenter

Connaissance de la vie culturelle française :

● culture régionale, chansons, films, ou

événements culturels

Communication orale - présentations du pays d’origine

- comparaisons avec la France - récit des expériences


CONTENU DU COURS

PRE-REQUIS


OBJECTIFS DU COURS

85


Pédagogie de la tâche, telle que définie par le CECRL. Documents authentiques extraits d’articles, chansons, documents audiovisuels d’actualité ou de fiction. Activités issues des méthodes Rond-Point (éd. maison des langues), Tout va Bien (Clé International) et Echo (Clé International). Sites web. Documents multimédias disponibles sur la plateforme Blackboard. Approche inductive de la grammaire (exemples en situation puis identification et théorisation par l’apprenant). Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions. Alternance de travail individuel et travail en groupe.

EVALUATION

% DE LA NOTE FINALE

DETAILS

DUREE

OBJECTIFS D’APPRENTISSAGE EVALUE

Examen partiel

40%

Ecrit Présentation orale

Grammaire et compétences de communication

Examen final 40% Ecrit et oral Lecture, écriture, oral

Participation en classe 20% Présence et

participation


LECTURES


86
