Given the very significant development of your Parisian campus in La Défense, can we say that it is still a school in Lille?
L’IESEG is a school very close to its roots in Lille, while being open to the business world and international. Since 2008-2009 we have learned to work well on a bi-campus system. We have a real closeness between the teams at our Lille and La Défense sites. Although our professors are mainly assigned to one campus, they are present at all locations to meet all students and teaching teams. Today I would say that IÉSEG has grown from a local, regional, small school to a fully international school, known and visible in France and around the world. The Paris campus has clearly helped bridge this leap in size, visibility and prestige. In this way, we are expanding our proximity to business, but also meeting the expectations of graduates and our business partners. Today 40% of our candidates come from the Ile de France. We have also found that 95% of our students from India choose the Lille campus. Conversely, our Chinese audience is more drawn to the Paris campus.
Like other large management schools, are you planning to set up an international campus?
Since 2004, IÉSEG has decided not to open any of its own locations outside of France. The goal is to develop internationalization at home so that all students can follow our programs in English. The faculty consists of 186 permanent teachers representing more than fifty nationalities.
In addition, PGE students must complete a 6-month mandatory academic exchange with one of our 336 partner universities in 76 countries. The second qualification requirement is the completion of a 6-month internship abroad within the 15 mandatory months. Before leaving, students must validate an intercultural passport to prepare them for respect, cultural diversity and open-mindedness.
How do companies perceive IÉSEG students and graduates?
In general, companies tend to give me positive feedback about our students. The first point highlighted concerns the solid academic knowledge base of our students. They also appreciate the attitude of our graduates who are down to earth, pragmatic and resourceful. When they are entrusted with a project, thanks to our teaching method, they know where to start. Third point that the companies keep: the attitude and the interesting know-how. They are willing to listen to the employer and want to learn. They know how to integrate and how to open up to others.
What are the main axes in redesigning your undergraduate program?
One of the main axes of the revision of the Bachelor International Business course is the implementation of interdisciplinary projects. We want the students to be able to apply all the knowledge they have acquired in different courses. We have also increased the number of internship months. We also offer a “Triple Bachelor” track. Our students will complete 2 years in the IÉSEG Bachelor, one year in England (Sheffield Hallam) and one in Barcelona (IQS), two partner institutions. I would like to specify that each student will complete two years at their home institution and one year in the remaining two years. The first cohort was welcomed last year.
How do you implement skill hybridization in your programs?
We prioritize the hybridization of skills within our programs. This applies in particular to the Grande Ecole program. Every semester, the students have to work on an interdisciplinary compulsory project. In teams of five, students work on real projects that are often entrusted by companies. We know that business reality is complex. They can’t just use their marketing or financial knowledge to respond to an issue. This hybridization of skills is done internally and in collaboration with companies. This allows us to work our business relationships and sometimes find internships for our students. For their part, companies are working on their employer branding. In 2th year of PGE we have a project called People Planet Profit. The students work for a company on a CSR-relevant topic. Of course, we also offer double degrees for students who wish to do so.
What actions are implemented by IÉSEG on issues related to the ecological transition?
At the IÉSEG, we founded our Center of Excellence in Accountability (ICOR) in 2013 at the request of our professors. In addition, in 2015 we decided to hire a CSR manager. We wanted a profile that is both CSR manager and academic to convey these issues. That’s why Maria Castillo joined us in 2016. Her mission was to teach CSR and Sustainable Development 50% of her time. He dedicated the rest of his working time to the environmental responsibility of the ISEG association. Today, in line with our new strategic plan, Maria has joined our Management Committee as the School’s Social and Environmental Impact Director. As such, she ensures that CSR and sustainable development issues are considered in all programs and their teaching across all disciplines of the faculty and works with me on our development strategy. At IÉSEG, our teaching of CSR, like our actions as an institution, is based on a systemic vision of sustainability: of course the ecological, social and societal dimensions, but also the economic dimension, which is inseparable from the others. For this reason, in January we will be launching a training plan for all staff, administration and teaching, on the challenges of SD, which is at the heart of our strategy.