2019 ANNUAL REPORT ANNUAL INTRODUCTION

p. 2 • Editorial by the President p. 4 00• The CGE and public authorities p. 6 • Key figures and Highlights

OBSERVATORY

p. 50 • Incubators’ mapping p. 52 04• 2019 Professional Integration Study p. 55 • The Conférence des Grandes Écoles p. 58 • Grandes Écoles: major stakeholders in higher education and research p. 59 • Label Evolution

The 2019 annual report covers the financial year: September st1 , 2018–August 31st, 2019

Mise en pages : Valérie Latchague Causse - 06 81 69 14 99 Crédits photos : © Christian Jacquet THEMATIC ARTICLES CGE’S ACTIVITIES ACTIVITIES OF THE CGE’S COMMITTEES p. 10 p. 21 • Apprenticeship in the • Startup creation: how to Grandes Écoles: a model to attract talent p. 30 01be kept! 02p. 22 03• Accreditation p. 12 • Lille Congress “Grandes p. 34 • Social openness: building Écoles et transformations • Upstream on successful experiences sociétales” (Grandes p. 35 and proven mechanisms Écoles and societal • Downstream p. 14 transformations) p. 36 • Ministerial Signatures of p. 24 • Management School the 2nd Disability Charter • Colloquium “Student Chapter p. 15 Initiatives” p. 38 • Publication of the 1st p. 26 • Communication disability baromete • R2D2 -ENA p. 40 p. 16 p. 27 • Sustainable Development • 4th edition of the • General Assembly and Social Responsi DuoDay p. 28 p. 42 p. 18 • Colloquium “Human and • Diversity • Scholarships’ ceremony Social Sciences in the p. 44 to promote international Grandes Écoles” • Education mobility for students p. 46 with a disability status • Research and transfers p. 47 • International relations p. 48 • Student life

THE CGE AT A GLANCE

p. 62 • CGE Organizational Chart 05p. 63 • Executive Committee p. 64 • Strategic Orientation Committee • Board p. 64 • General Delegation p. 66 • CGE member schools p. 68 • CGE member companies and organizations content ANNE-LUCIE WACK

site policies, ... Furthermore, new communication strategy particular challenges on the towards high school students, financing of apprenticeship undergraduates and their and the obtaining the families has taken the form of bachelor’s degree emerged an active presence at student this year marked by the fairs, and the development impact of the baccalaureate’s of new tools, guides and web reform on access to the products such as the pitch Grandes Écoles. “A Grande École? What’s All these are major projects this exactly?”. Disclosed in ANOTHER BUSY YEAR for the Conférence des June 2019, it explains in 180 FOR THE GRANDES Grandes Écoles which has seconds how to join a Grande ÉCOLES AND THE CGE tirelessly carried the voice École, the knowledge and and proposals of its members, prospects such a formation he 2018-2019 academic fueled by the reflections of its offers. year was just as intense bodies, committees and work Tas the two previous groups mobilized on these ones for the CGE and its 229 issues. THE PROFESSIONAL Member Grandes Écoles, as INTEGRATION OF it was punctuated by the GRADUATES OF THE numerous reforms launched THE "GRANDE ÉCOLE" GRANDES ÉCOLES by the government - Ore, LABEL SUPPORTED BY ALWAYS AT THE Lcap, Essoc, and Pacte laws, THE NEW CGE’S VISUAL HIGHEST LEVEL reforms on the baccalaureate IDENTITY and high school, reform and The results of the 2019 professionalization of the first With the integration integration survey, published cycle, ordinance on merging, d r l of 8 new members, 19 last June, are even better than national strategy “Bienvenue ongoing applications and the performances of previous en France” (“Welcome to 56 new applications for years, which were already France”), research planning training accreditation, the excellent! Hiring speed, net law, etc. attractiveness of the Grandes employmentt rate, wage level, a Those reforms impact schools Écoles and the CGE is share of permanent contracts, by changing the guidelines of confirmed. apprenticeship performance, etheir fundamentals and their The new dynamic and colorful etc. All indicators are at their o pedagogical and economic visual identity of CGE, highest level since 2010. models: international subjects, unveiled in February 2019, Another striking feature is student life, research, bears the “Grande École” labeli that 84% of young workers i territorial enrolment and in an assertive manner. The declare they are very satisfied

2 PRESIDENT OF CONFÉRENCE DES GRANDES ÉCOLES ANNE-LUCIE WACK

ALL INDICATORS ARE AT THEIR HIGHEST this year has been particularly and recruiters perceive the LEVEL SINCE 2010. prolific on the issue of the higher education system and inclusion of disabled students, the Grandes Écoles. with flagship initiatives of Following this logic of the CGE and its work group anticipation, the CGE’s on disability, which have annual congress in Lille in mobilized many partners and October 2018 focused on have been taken up at the societal transformations, highest political level. while the congress in Lyon in October 2019 focused on the question of new skills or satisfied with their jobs, MEASURING, and new professions. What an indicator that is rising as UNDERSTANDING AND are we training young people well compared to the previous ANTICIPATING... THE for nowadays? What do they year. The only problem is CHALLENGES OF THE teach us? How do we prepare the gender gap in hiring still 2019 ACADEMIC YEAR them for tomorrow’s world? persisting and disadvantaging The strength of the CGE relies women. Each year, the CGE produces on the involvement of its new indicators and surveys members and their ability to that make it possible to think and work together. At GRANDES ÉCOLES measure and improve our general meeting in June AND THE CGE IN collective performance and 2018, our bodies were partially THE FOREFRONT ON to understand the changes renewed. I warmly welcome SOCIETAL ISSUES, AND taking place in order to the commitment of the FLAGSHIP INITIATIVES anticipate them in a better directors who have reached ON DISABILITY way. d r st the end lof their term of office Thus, after the 1 edition and that of the newly elected Social responsibility and of the disability indicator st members who will continue to sustainable development, in November 2018, the 1 social openness, mapping of incubators in work together and meet the t entrepreneurship, student Decembera 2018, the 2019 challenges. engagement and initiatives, school year will be marked international questions... by the 5th indicator on gender Thank you for your renewed e oThis report deals with the equality, the 2nd edition of confidence. With kind regards. way the Grandes Écoles and the social opening indicator, their students are a source of but also the 2nd edition of the Anne-Lucie Wack, President i proposals on societal issues. iCGE-Ipsos national study on of the Conférence des Grandes As you will probably observe, how French people, companies Écoles

3 2018-2019

Key figures and highlights

STUDENTS in all CPGE’s programs in 2017-2018 (see RERS 2018 (Reciprocal Knowledge Exchange Network), chapter 6.1 “higher education enrolments: 2017-2018”), i.e. 17.8% of the 475, 520 enrolment in higher education

FROM 3OOTO 11,OOO STUDENTS PER INSTITUTION 144ENGINEERING SCHOOLS (all approved by the Commission des Titres d’Ingénieur, the a diploma requiring committee responsible for accreditation of engineering institutions, which is a condition required to apply for the CGE) TO 40.8% 5 6 MASTER GRADUATES YEARS OF POST- in France in 2016 (see RERS 2018 about the graduates 2016 and CGE BACCALAUREATE - Flow of graduates 2016) EDUCATIONC

39FRENCH MANAGEMENT SHOOLS (authorized to deliver the national master’s degree (list of the CEFDG, the 13 National Commission for the Evaluation FOREIGN of Training and Qualifications in Management)) INSTITUTIONS

8 37 COMPANIES ORGANIZATIONS with activities related to higher 33 SCHOOLS OTHER education SPECIALIZATIONS

6 2018-2019

PUBLICATIONS AND SURVEYS 2018 October 4th: 2018 Annual report THE NEW MEMBERS OF THE CGE November 19th: 1st disability indicator December 4th: Development of entrepreneurship in ESR “SCHOOLS” COLLEGE (Research and Higher Education) institutions - performance monitoring dashboard

th Board meeting of November 2018 December 4 : Mapping of the incubators of the Grandes Écoles • INSTN - Director: Eric Gadet

Board meeting of March 2019 2019 • IEP Bordeaux - Director: Yves Déloye January: Proceedings of the Lille congress “Grandes écoles et transformations • ENSA Lyon - Director: Nathalie Mezureux sociétales” (Grandes Écoles and societal transformations) January 15th: Survey “Number of students enrolled in 2018-2019 and flow of all graduates 2018” April 4th: Collection of student initiatives for the CGE 2019 conference June 11th: Guide “Zero waste on campus” June 18th: 2019 Professional Integration survey, 27th edition

HIGHLIGHTS

2018 2019

October 3rd : Meeting of the presidents February 5th: CGE General Assembly at the IESEG School of of the regional CGEs in Lille Management, with the presentation of the October 4th CGE’s new visual identity and 5th: CGE convention in Lille February 11th: “Inclusive process and international mobility of “Grandes écoles et disabled students” day at UniLaSalle Beauvais transformations sociétales” April 4th: Conference “Student Initiatives” at the École (Grandes écoles and societal Polytechnique transformations) May 7th: Launch of the CDEFI-CGE-CTI “Press certified th December 4 : “Startup creation: how data” portal to attract talent” day, in June 4th: Elective General Assembly of the CGE at partnership with the Caisse Télécom Paris, in the presence of F. Vidal, des Dépôts (Deposits and MESRI Consignments Fund) June 18th: CGE press conference “2019 Survey on the Professional Integration of Young Graduates” July 4th: Presentation of the MHA (Master’s in Healthcare Administration) scholarships for the international mobility of ESHs in the presence of Richard Ferrand and Sophie Cluzel 7 KEY FIGURES AND HIGHLIGHTS

INAR DAYS, CONVENTIONS AND SYMPOSIUMS OF THE COMMITTEES AND WORK GROUPS 2018 February 6th: Plenary Assembly of the stakeholders of the SD&RS label October 11th: WG Competencies at Audencia, (Sustainable Development and Social Paris campus Responsibility), AgroCampusOuest November 7th: Annual CGE-CPU Assembly of March 18th the committees for Sustainable and 19th: Seminar CGE-CDEFI-BNEI Development and Social “Cpas1Option” at INSA, Strasbourg Responsibility in ESR institutions, th Paris March 20 : General Assembly of the Chapter of Business Schools November 8th: 1st CGE-CPU-CDEFI-CNOUS th th seminar on the CVEC (Student Life 28 -29 March: Research WG meeting at Skema, and Campus Contribution) in Paris Nice campus th th November 29th: Joint CGE-CDEFI International May 9 -10 : WG Deans meetings at Skema, Nice Relations Commission campus th st December 3rd-4th: 1st CGE-CPU-REUNIFEDD seminar May 16 : 1 participation of the CGE in DuoDay on the FECODD (Training, May 15th-17th: 32nd Company Relations meetings, La Education for Skills contributing Rochelle BS, Excelia Group to the Sustainable Development May 21st: WG International Relations meetings Objectives), Paris May 21st-22nd: R2D2 at ENA, Strasbourg December 5th: General Assembly of the June 11th-14th: Decentralized meetings of the Management Schools Chapter Disability WG, EM Normandy June 13th-14th: Sport and business seminar, INP 2019 Grenoble th January 25th: International Relations June 18 : Launch of the Universal National Commission workshop day with Service the French Development Agency June 19th: General Assembly of the Chapter of (AFD) Business Schools 31st January June 25th: WG Gender Equality meetings (Lyon and February 1st: Seminar of the France-Benelux 3 University) Principle for Responsible June 26th: Conference “Human and social Management in Education Chapter sciences”, Arts et Métiers, ParisTech (PRME) in Amsterdam July 3rd: Seminar to launch the Tour de France Agir Ensemble (Act Together), Paris July 9th-10th: 2nd FECODD seminar in Paris

THE ACCREDITATION THE NEW PARTNERSHIPS OF THE CGE COMMITTEE MET FOR October 28th, 2018: partnership agreement with the Institut de PLENARY SESSIONS IN l’engagement (an Institute which set itself the mission of promoting the engagement of young 2018 people) and the CPU (Conference of the University Presidents) on November 7th and January 17th, 2019: “Sco-Sup” charter with the MEN and MESRI December 5th January 24th, 2019: “National Guard” charter with the Ministry for the Armed Forces, MESRI (Ministry of Higher 2019 Education, Research and Innovation), the CPU and on January 31st, February 21st, the CDEFI February 11th, 2019: 2nd disability charter with MESRI and the Secretary March 21st, March 28th, of State for Disability April 18th and June 5th for February 11th, 2019: MHA convention on the creation of SIESH stock special sessions. exchanges April 9th, 2019: founding member of the Gudin network with Handicap International 8 KEY FIGURES AND HIGHLIGHTS

01THEMATIC ARTICLES THEMATICTETIERE ARTICLES

Apprenticeship in the Grandes Écoles: a model to be kept!

APPRENTICESHIP IN HIGHER UN TAUX NET D’EMPLOI EDUCATION GIVES A BOOST TO THE À 6 MOIS DE 90,3 % ENTIRE APPRENTICESHIP CHAIN POUR LES APPRENTIS

ne of the characteristics of apprenticeship training is its strong Olink with the economic world. This observation clearly confirms the figures for the professional integration of young people in apprenticeship with an integration rate of 82% (1) from higher levels in 2018 and 1/3 of than a third (37%) of the total number of graduates hired on permanent contracts. Indeed, apprentices. Those figures have been rising for this field attracts young people who wish to several years, as confirmed by the graph below. develop operational skills and integrate quickly. Apprenticeship has been possible in higher (2) In 2018, there are 152,454 apprentices education since the Séguin reform in 1987, but in higher education, representing more really developing only in the mid-1990s. From the 2000s onwards, growth has accelerated with the opening of bachelor’s and master’s degrees

1. Source: DGEPP information note. April 2019. following the BMD reform (Bachelor, Master, 2. Source: Statistical benchmarks and references, 2018. Doctorate).

Evolution of the number of apprentices in higher education (2006-2017)

European 180000 classification of professional 160000 Total all levels certification levels applied as of 140000 01.01.2019 120000 Level 3 (former level V) 100000 Level 4 Total Level III (former level IV) 80000 Level 5 (former level III) 60000 Level 6 40000 (former Level II) Total Level I Levels 7 and 8 (former level I) 20000 Total Level II 0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Source: Statistical benchmarks and references 2018

10 THEMATICTETIERE ARTICLES

Evolution of the number of undergraduates in CGE schools

 Engineers  Management  Others  Total  Linear (total)

12000 10000 8000 6000 4000 2000 0 APPRENTICESHIP IN 2013 2014 2015 2016 2017 2018 THE GRANDES ÉCOLES: AN EDUCATIONAL MODEL TO BE KEPT Evolution of apprenticeship enrolments in CGE schools In the Grandes Écoles, apprenticeship  Engineers  Management  Others  Total  Linear (total) is highly developed and valued. This approach is an effective way of 35000 bringing the world of education closer 30000 25000 to the world of business, which is led 20000 to take an interest in the training it 15000 wishes to develop. It is considered as a 10000 real springboard to employment with a 5000 net 6-month employment rate of 90.3% 0 2015-2016 2016-2017 2017-2018 2018-2019 of apprenticeship graduates, who find a permanent contract more quickly than Source: 2019 CGE data graduates following the traditional path. More than half of the CGE’s member schools have set up apprenticeship 35000 programs to meet the development 30000 needs of their territories and of the economic12000 world. In 2018, 15.5% of graduates 25000 from CGE10000 member schools graduated through 20000 apprenticeship.8000 The CGE’s objective is to reach 15000 25% of graduates through apprenticeship by 6000 10000 2025. 4000 5000 In the Grandes Écoles, apprenticeship is a 2000 0 lever for social openness and diversity. In 0 apprenticeship programs, there are twice as 2013 2014 2015 2016 2017 2018 many students from low-income backgrounds as in the traditional path. The apprenticeship model represents a source of innovation for schools with the diversity and richness of the profiles it attracts. The “freedom to choose one’s professional future” law makes major changes to the way apprenticeship is financed, to its governance and to the roles played by professional branches and spheres. As it is aware of the risks of this reform on the dynamics of apprenticeship in the Grandes Écoles, the Conférence des Grandes Écoles remains mobilized and acts with the MESRI and the Ministry of Labor to keep this model.

11 THEMATIC ARTICLES

Social openness: building on successful experiences and proven mechanisms

he Grandes Écoles are regularly • Diversification of access paths with 40% questioned on the issue of social of parallel admissions: reserved competitive T openness, even though this question exams admissions on title for IUTs, BTSs or actually concerns the entire sphere of higher licenses, creation of new admission channels to education, the Grandes Écoles and universities. diversify student profiles (towards technological Indeed, as highlighted by the study led by France Stratégie in 2017, the social gap in graduation baccalaureate holders, for example), persists and widens in higher education in • Establishment of new, innovative financial general. Furthermore, inequalities are created mechanisms adapted to the needs of these at a very early stage in the educational groups: the multiplication of scholarships chain—from pre-school or even before. and the considerable increase in the related Aware of those challenges, the Grandes Écoles budget; exemptions from registration fees for have long been committed to social openness. Since the 2000s, they have developed various the competitive exams and/or during schooling; mechanisms for equal opportunities and agreements with banking institutions for social diversity with many partners such as the financing of studies and student loans at foundations, associations, companies or Alumni, zero interest rates, honorary loans; student thus acting on different levers: employment, etc. • Multiplication of support programs: “les • Support of these students within schools Cordées de la réussite“, excellence paths, so that they have the same opportunities, paths excellence boarding schools, programs such as “une Grande école pourquoi pas moi” and successes as other students: coaching and (“A Grande École? Why not me?”), tutoring, mentoring, access to networks of actors and mentoring, digital solutions (Mooc, ...), professionals, social assistance...

Share of children of managers and workers

 Senior executives  Workers 80 61 % 2,9 % 51,8 % 60 43,3 % 7,2 % 1,9 % 38,3 % 36,3 % 34,1 % 26,2 % 3,8 % 40 6,9 % 29,3 % 11,7 % 19 % 27,3 % 16,6 % 24,1 % 14,8 % 16 % 20

0 General Segpa CAP Vocational Technical General BTS Universities CPGE Écoles High School (Special Needs (Professional baccalaureate 11th and 11th and (Advanced (Higher School Normales Education) Qualification) 12th grade 12th grade Technician’s Preparatory Supérieures Certificate) Classes) (French higher 12 education institutions, ‘’Institutes for Advanced Studies’’) THEMATIC ARTICLES

Access roads to the Grandes Écoles

40 % CPGE

40 % PARALLEL ADMISSIONS BTS • IUT • L2/L3 • THE GRANDES ÉCOLES HAVE international courses ALSO CONSIDERABLY DEVELOPED APPRENTICESHIP PROGRAMS, WHICH HAVE NOW TWICE AS 20 % MANY CHILDREN OF WORKERS POST-BACCALAUREATE AND EMPLOYEES AS IN THE TRADITIONAL WAY

Even if, like universities, the Grandes Écoles come to the end of the educational chain, they have a particular responsibility. Indeed, tomorrow, their graduates at Bac +5 will be in a Conférence des Grandes Écoles decided to set position of responsibility at different levels and up a national observatory on social openness in all types of companies - VSE and SMEs, ETI in the Grandes Écoles. Today, a committee and large groups, as well as in the public sector of experts on the subject is being set up, or the social and solidarity economy. In addition involving sociologists specialized in the subject, to the equity issue, promoting social diversity representatives of universities, Inspectors in curricula can therefore have a leverage General, companies and foundations working on effect on the entire sector. the subject, etc. The 2019 edition of the CGE’s social openness The CGE is also working on the 2019 edition indicator will be published at the end of the of its social openness indicator with the year. However, according to the 2015 social publication of its results at the end of the year, openness indicator, the Grandes Écoles have and which will especially take into account the an average of 30% of scholarship holders on difficulty linked to the telescoping of data social criteria (BCS)—a figure similar to that of from BCS and apprentices - some of whom universities at bac+5 level—and half of the CGE are former BCS... but no longer count as such member schools are above this ratio. because they are now employees. In 2016, on the eve of the presidential More than ever, the Grandes Écoles remain election and in its proposals, the CGE was mobilized on these two priorities—social calling for a general mobilization and a openness and learning—and on the synergies change of scale on social openness, as well as between these two dynamics. for a massive development of apprenticeship All efforts must lead towards this objective as a new pedagogical model, a new path to and it is necessary to rely on successful excellence and professional integration, a new experiences and mechanisms that have model of link to business and territories, and a proved their worth in the Grandes Écoles lever for social openness. in all territories. This is a message that the In order to evaluate the effectiveness of the Conférence des Grandes Écoles, on behalf of its programs and measure the evolution of the members, embodies and yearns to convey to all social and territorial diversity of students in stakeholders and partners in higher education French Grandes Écoles and universities, the and the educational chain. 13 THEMATIC ARTICLES

Disability: for a process ever more inclusive

Ministerial Signatures of the 2nd Disability Charter — February 11, 2019

lice, Charlotte and Joachim have reaffirms the CGE’s commitment, setting four represented with great relevance all new objectives: Astudents with disabilities attending the • improving the continuum of “secondary Member schools. education / higher education / working life” Their testimonies impressed the 250 disability • promoting student life as a major inclusive referees and representatives of schools and vehicle companies who attended this event organized by • guaranteeing access to sports, in the dynamic the CGE and UniLaSalle. launched following the designation of Paris Frédérique Vidal and Sophie Cluzel, the Secretary as the host of the 2024 Summer Olympic and of State for Disability, signed the 2nd Disability Paralympic Games Charter, “For an ever more inclusive process in • supporting international mobility. the Grandes Écoles”, with Anne-Lucie Wack, Event accredited by the National Conference on President of the CGE. Frédérique Vidal and Sophie Cluzel announced Disability Before this signature, the two ministers wished their support for the creation of the #SIESH to meet eight students in private. They were (International Status of Students with able to explain to Frédérique Vidal and Sophie Disabilities), supported by the CGE. Cluzel the difficulties they have to overcome Thanks to the commitment of the Mission each day, thus being the spokespersons for all Handicap Assurance (Insurance Disability students with a disability status. Mission) alongside the CGE, scholarships This new charter is the result of the committed have been awarded to students to offset the work of the disability referees and strongly additional discriminatory costs incurred in the context of their international mobility (p. 27).

Ministerial signatures by Sophie Cluzel, Frédérique Vidal and Anne-Lucie Wack in the presence of the disability referees of the Grandes Écoles

14 THEMATIC ARTICLES

Disability: for a process Publication of the 1st disability ever more inclusive barometer — November 2018

n the 11th of February 2005, Language and speech disorders Ministerial Signatures (including the Dys-family, apart from dyspraxia) provisions for the reception of 27,88% Psychological disorders disabled young people were O Motor disorders nd implemented by the law: “higher education (including dyspraxia) 10,76% of the 2 Disability Charter institutions shall enroll disabled students or Others disorders students with a disabling health condition in 12,12% Auditory disorders 7,37% 11,9% the framework established by the provisions February 11, 2019 6,97% regulating their access on the same basis 4,42% — 4,02% as other students. They shall ensure their Cardiovascular disorders education by making the arrangements (heart diseases, Cognitive respiratory issues…) 6,23% disorders required by their situation regarding the Multiple related 2,38% disorders organization and continuity of their studies, 5,95% and the support they get”. Eye disorders Type of disorder Auditory spectrum unknown by the disorders Today, these young people “from the 2005 referent/institution law” are entering the sphere of higher education. A very significant progress has Distribution of the disability types been made, which is shown by numbers 27,88 already available. 6,97 10,76 Increased time 11,9 7,37 6,23 4,42 2,38 4,02 Provision of rooms Provision of equipement 47,50% (computers Braille displays, It therefore seemed important to establish 5,95 learning aid, mentoring…) 9,66% a barometer to display clearly the inclusive 9,23% Exit permits policy of our schools. While the situation within our schools is Break time 5,04% Learning aid (mentoring…) diverse, students who have declared their 6,11% 3,59% 2,82% disability status represent 1.08% of the 2,57% whole population in the Grandes Écoles. 3,81% 5,04% Adapted media Others Note taking Exam secretariat 0,43% The distribution by type of disability is very

broad, as well as the various facilities put in 4,19% Exemption Interpreting None of attendance (LSF…) place. This indicator shows that disabled students Types of accommodation in place go on with their studies up to the second year of the master’s degree. Indeed, 17.05%

of them reach this level. 1st year/L1 18,13% 2nd year/L2 15,08% 3rd year/L3 26,65% Nearly 39% of disabled students reach the 4th year/M1 21,88% master’s degree. They are 23% in university. 5th year/M2 17,05% MS/MSc 0,57% Doctorate 0,64% Companies using specialized organizations are increasingly hiring young graduates with disabilities in the frame of direct employment. Level distribution of the ESH* (Students with a Disability Status, SDS) 15

Management/Commerce Autres spécialités

Répartition des ESH par type d’école THEMATIC ARTICLES

4th edition of DuoDay — May 16th, 2019

he Conférence des Grandes Écoles, which is particularly active in promoting the LOUIS, EFREI PARIS Tinclusion of students with disabilities, participated for the first time in the DuoDay “I had the opportunity to discover a world in scheme in 2019. which I was really interested but which had The objective of this national day is to enable remained unknown to me, and above all, that people with disabilities to familiarize themselves I thought was impossible for a person with with a sector of activity or a profession and to reduced mobility to integrate. I look forward to enable employers to open up to diversity by repeating this rewarding experience.” discovering the professional assets and qualities of disabled employees. During this 4th edition on May 16th, 2019, JOACHIM, CPE LYON ministers and senior officials welcomed students from CGE member schools in order to form “This DuoDay day at the Defence Innovation pairs. Some school principals welcomed in Agency of the DGA (Directorate General of disabled soldiers. Armaments) allowed me to discover the different missions and the importance of They said: innovation within the Ministry for the Armed Forces. I even had the opportunity to exchange a few words with Florence Parly.” FRÉDÉRIC MEUNIER, DIRECTOR GENERAL OF EFREI PARISS

“If there are two key words to remember from this meeting with Moussa Tambadou, the 2018 long jump bronze medalist in long jump at the Para Athletics European Championships, it is “performance” and “humility”. It is not so common for those terms to be used together. However, this young top-level sportsman embodies them perfectly. We were all very honored to welcome him at the Efrei Paris campus, but we are above all conquered by his solar presence and his modesty. I was proud to present him to my teams and students. […] Frédéric Meunier, We welcomed Moussa at the beginning of the Director General of Efrei Paris, Moussa Tambadou, executive committee, where we were impressed a top-level sportsman by the authenticity of his life story. He then and soldier injured in addressed the student entrepreneurs who combat, and Annick Fitoussi, Efrei Paris were presenting their projects that day. He THOMAS, ESSEC disability adviser immediately established contact, sharing with our students his taste for effort and his desire to “The ministry adapted to my profile to allow me create a company. […] to carry out activities and get a planning related On Duoday, Moussa was there to show that to my functions and formation background... it was even possible to succeed brilliantly and This DuoDay proved to be truly informative, fun strive for excellence.” and interactive.” 16 THEMATIC ARTICLES

4th edition of DuoDay CHARLES, NÉOMA BS ALICE, UNILASALLE “This experience has been a real opportunity for “This day allowed me to discover a student who is passionate about the the activities of a minister and May 16th, 2019 functioning of the State like me […]. Based on political leaders, I was also — this experience, I remain convinced that, beyond able to become aware of the differences, it is also the desire for commitment accessibility of this kind of and openness that must drive society in the profession despite a handicap, construction of a more inclusive world in which as Mr. de Rugy reminded me. the singularities of each individual can constitute Thanks to this DuoDay I realized a real collective force.” that politics are accessible to everyone.”

AMONG THE 16 PAIRS FORMED ON THE OCCASION © ministère des Armées OF THIS 2019 EDITION:

4 Ministers 8 senior officials ALEXANDRE, EM NORMANDY • François de Rugy, Minister of • Joël Barre, General Delegate State, Minister of Ecological and for Armaments, with Théophile, “[...] Thanks to these numerous exchanges, I Solidarity Transition, with Alice, ESCP Europe was able to realize that it was possible, for any UniLaSalle • The Human Resources person, whatever their situation, their origins, • Frédérique Vidal, Minister Department of the Ministry of etc., to see that French institutions are open to of Higher Education, Research the Armed Forces and the HR everyone and above all that they give everyone and Innovation, with Marie, EM Manager of the French Air Force a chance.” Normandy with Alexandre, EM Normandy, • Didier Guillaume, Minister and Nassim, ESSEC of Agriculture and Food, with • Deputy Director of the SOLINE, HEC Grégoire, UniLaSalle General Secretariat for • Brune Poirson, Secretary Administration with Thomas, “[...] I hope to have changed their opinion on of State for the Minister of ESSEC disability, especially on invisible disabilities, and Ecological and Solidarity • The Senior Civil Servant for to have shown them that people with disabilities Transition, with Barnabé, Respect for Rights with Mathéo, or chronic diseases can also make a significant UniLaSalle a student in CPGE, Lycée contribution to the Army.” Jacques Amyot • The Innovation mission 1 Chief of Staff of the General Delegation • François Lecointre, Chief of MARIE, EM NORMANDY for Armaments will be with Staff of the Armies, with Soline, Joachim, CPE Lyon HEC “[...] This meeting allowed me to appreciate the • The Director of the importance of the work of our ministers not only Delegation for Defense during a hearing in the Senate, but also during Information and a visit to Matignon[...]. I had the opportunity Communication with Charles, to accompany a minister from civil society who NEOMA Reims is very familiar with the problems of students • The Technical Inspector of with disabilities, as she once was the university Defense Infrastructure with director in Nice. I was therefore able to discuss Thibault, ESCP Europe with her my experience as a disabled student and now as a young employee.”

17 THEMATIC ARTICLES

International mobility of students with a disability status — July 4, 2019

owards many destinations, but also within the European Union itself, the SOON AN INTERNATIONAL STATUS? Tinternational mobility of disabled students #SIESH generates additional costs: access to treatment, transport, specific support, etc. These additional “The Conférence des Grandes Écoles, thanks to the costs represent sums that not all families are support of the Mission Handicap Assurance, has able to bear. The partnership signed on February become a major stakeholder in the international th 11 , 2019 with the CGE enabled MHA to award mobility of disabled students. Thanks to the support 13 scholarships to 13 disabled students to and scholarships it provides, it enables our students promote international mobility. to conquer the world, from Mexico to South Korea, The ceremony took place at the Hôtel de Lassay via the United States, Spain or Poland” “One of Richard Ferrand, President under the high patronage and in the presence the major interests of international exchange is to of the National Assembly of Richard Ferrand, President of the National Assembly and Sophie Cluzel, Secretary of State advance society. Access to employment for disabled for Disability. people remains insufficient in our country, foreign The CGE was represented by Yves Poilane, systems deserve to be observed» Richard Ferrand, President of the International Relations President of the National Assembly.” Richard Committee Ferrand, President of the National Assembly.

Anne-Élise Chevillard, President of Mission Handicap Assurance

18 THEMATIC ARTICLES

“For all those reasons, as you will have understood, “These issues even more significant outside International mobility I support your plea for an international status the European Union...” » Xavier Quernin, for students with disabilities on which we must UniLaSalle’s Disability Project Manager. collectively move forward... Given the expertise of the of students with a CGE to support the international mobility of disabled “Being disabled in a Grande École is not a problem... students, I suggest that it be mandated to carry out See you next year, for the second edition of this the work necessary for the implementation of this scholarship award, and then, see you for the third cooperation” Sophie Cluzel, Secretary of State and fourth year... We’re not going to stop there!” disability status for Disability. Julien Soreau, Head of the EM Normandy Equal Opportunities Unit. “The international mobility of students promotes July 4, 2019 the influence of the Grandes Écoles and French The students are unanimous that this initiative Sophie Cluzel, Secretary of — State for Disability higher education, which is a considerable asset is “great” and “necessary”. for our country. This is why it must be accessible This is why, for the past two years, the CGE to everyone, regardless of financial means or has been leading the creation of SIESH. Our logistical constraints.” Yves Poilane, Head of the #hanbition is simple: to allow each student to International Relations Committee of the CGE. freely choose their destination country, and not by default according to the nature of their “It is clear that too many students are still facing real handicap. difficulties in pursuing their studies abroad” Anne- Elise Chevillard, President of MHA.

Yves Poilane, Head of the International Relations Committee of the CGE

THEY SAID

censoring myself. Since if it’s possible in spite of Clément ESAIP Thiébault, last year, I have ignored Anna, UniLaSalle my disability.” (Spain) ESDES this barrier that I had (Poland) “You have to “I can go on with my imposed to myself “this scholarship will compensate for your student and personal to remain in France help me achieve my difficulties in finding life as confidently because of the mobility international mobility.” Louis, Efrei Paris your way around as possible and difficulties that could “Disability is mentally, unknown places, especially in complete stand in my way” physically and shops, transports... autonomy. You give economically expensive, the access to guide me the opportunity to Alice, UniLaSalle but thanks to you, dogs is not completely go abroad much more (Mexico) today, the cost is lower. international” easily.” Lucie, GEM, “this scholarship will It is through such (Spain) allow me to travel actions that we can “This scholarship back and forth to get live without the fear of recognizes my career my treatment which being told ‘no’” Loane, EM Cédric, ENS Paris path and my desire is still very difficult to Normandy Saclay to pursue a student transport.” (South Korea) “At the end of my 2nd program despite my “I would like to thank year of bachelor’s disability... I have my school principal and degree, when I realized always wanted to be Caroline, Brest my disability referee that my own ambitions like everyone else... BS (South for understanding the could correspond to my Going abroad is more Korea) challenges of living professional ambitions complicated without “I am planning to work with a disability every and my health helping us with our in South Korea after my day” requirements, I stopped disabilities.” master’s degree. I’ll see

19 TETIERE

02CGE’S ACTIVITIES TETIERE Creation a start-up: how to attract talent?

th n the 4 of December 2018, The the suggested indicators according to their Conférence des Grandes Écoles organized positioning in relation to these three levers. It Oa day on the following theme: “Creating is a structured reporting tool for PEPITE and for a start-up: how to attract talent?”. More than the incubators of the Grandes Écoles. 130 participants attended (entrepreneurial referees, incubator directors, student- entrepreneurs, representatives of ministries, TWO STAKEHOLDERS IN STUDENT companies, ESR players, etc.) this event at the ENTREPRENEURSHIP WITH Caisse des Dépôts Group premises to discuss COMPLEMENTARY APPROACHES and debate the strategies established by the innovation stakeholders to promote student The study shows that the PEPITE and incubators entrepreneurship. of the Grandes Écoles are committed to a common dynamic of student entrepreneurship The objectives of this day were: development. Their objective is similar, but • to present the results of the CGE study carried their approaches are rather complementary. out in collaboration with FNEGE and with the The PEPITE encourage the entrepreneurial support of the Caisse des Dépôts Group on spirit among students, while incubators in the dashboard on student entrepreneurship in the Grandes Écoles are more oriented towards higher education entrepreneurship. These two stakeholders • to enhance innovation and support in student entrepreneurship share the same mechanisms and structures for student challenges in terms of increasing their impact in entrepreneurship in higher education favor of economic development and innovation • to position the Grandes Écoles as a in the territories. Thus, they are stakeholders in stakeholder in innovation ecosystems in innovation networks in France. France (incubators, companies, start-ups, accelerators, PEPITE, research...).

A DASHBOARD FOR THE DEVELOPMENT OF STUDENT ENTREPRENEURSHIP IN FRANCE

The dashboard presented during this day is a performance management tool for student entrepreneurship stakeholders that complements a first study, “Incubators of higher education and research institutions and territorial dynamics”, published by the CGE in March 2017. This 2018 new study proposes 17 indicators to facilitate the monitoring and management of the activity of incubators in the Grandes Écoles and Student Centers for Innovation, Transfer and Entrepreneurship (PEPITE). It specifies three levers of action necessary for the development of entrepreneurship following the strategic objectives of PEPITE and incubators: raising awareness of entrepreneurship, promoting research and supporting business creation. Each of these two actors will be able to follow 21 CGE’STETIERE ACTIVITIES

Lille Congress “Grandes Écoles et transformations sociétales” (Grandes Écoles and societal transformations) — October 4th and 5th, 2018 he 2018 CGE congress was eventful and finally able to be there and be interviewed by marked by the presence of numerous Anne-Lucie Wack, President of the CGE before Tpolitical actors. answering the press. Jean-Michel Blanquer, former teacher at The Minister spent a total of nearly one hour Sciences Po Lille and current Minister of National with the 234 participants at this conference. Education, and who was to accompany Edouard Xavier Bertrand, President of the Hauts-de- Philippe to South Africa, was present in the form France region, who was present at the end of the of a video recorded and broadcast to open this day, spoke at the round table “Grandes Écoles congress. The official trip to South Africa having and the transformation of territories” chaired been cancelled, Frédérique Vidal, Minister of by Denis Guibard, President of the CGE’s SD&RS Higher Education, Research and Innovation, who Commission. was also to accompany the Prime Minister, was On the morning of Friday, October 6, this time

The Grandes Écoles can play a leading role Jean-Michel Blanquer

Anne-Lucie Wack President of the CGE (extracts)

This congress is very illustrative opportunities and risks associated ... Indeed, most of the speakers of the reflexivity and agility to digital technology and each mentioned four or five key that make the strength of the technology in general; competences analyzed according Grandes Écoles, the ability that • the need for another way to different prisms, but beyond we have to think together, to take of working together in a this diversity three constants a critical look at our practices, to context of transition from the emerged very clearly and came question ourselves and to try to old “pyramidal” organizational back in a loop throughout these move quickly in the right direction modes to the new “network” two days: whereas transformations are organizational models; • the place of transversal and accelerating. • the need for agility in the face behavioral skills From the beginning of the day, of very rapid transitions, even • the value of skills that are the introductory interventions revolutions. sometimes more difficult converged very clearly on three to define, such as creativity, points which then emerged It seems interesting to me to intuition, or the notion of “sphere repeatedly throughout the debates come back to the central subject of responsibility” led during those two days: of the transformation of trades • the collaboration, co-design and • the place to be given to the and skills at the end of these co-construction skills, the power human being faced with the days... of communities and networks

22 CGE’STETIERE ACTIVITIES

THEY SAID

Jean-Michel Frédéric Van Blanquer, Minister the various institutions Heems, Director of National joining forces to form General of Veolia Education and these new institutions. Eau France Youth The whole purpose of “The BCG-CGE-Ipsos “I think that in this the discussions that have study reveals very context, the Grandes taken place over the strong trends on the Écoles have a past few weeks with my expectations of a fundamental role to cabinet is to make an different management play. They articulate order as least verbose as method—collaborative— the ambition of possible and to ensure that gives meaning, excellence through that everyone feels that recreates trust, that at Yncréa Hauts-de-France’s offices, it was research, transmission comfortable. What really involves people. I was Catherine Fabre, LREM deputy and rapporteur of knowledge and the matters is the common very struck by the fact for the National Assembly’s Social Affairs ambition to contribute project and the common that they want to do Committee on the Law for “freedom to choose to the transformation ambition. They will have something that makes one’s professional future”, who answered of society as fair as to be fully harmonized.” sense. They want to be questions from Anne-Lucie Wack and the possible. This is why useful, to help. There is a audience. the links with the rest frantic quest for meaning Sensitive to the arguments presented, Catherine of higher education, in the midst of all this Fabre asked the CGE for the figures and internationalization complexity. We feel it information that show the importance and real and Europeanization Catherine Fabre, very strongly among cost of learning in higher education and more are challenges that have Member of the the young people we specifically in CGE member schools. long been taken up by 2nd district of the integrate.” the Grandes Écoles. In Gironde and the coming years, those rapporteur of the challenges will become business even more crucial.” commission social for the law Boris Sirbey, for the “freedom philosopher and to choose one’s contractor, professional MyJobCompany, Frédérique Vidal, future” Lab RH Minister of “France Compétences “What will emerge is Higher will check that the what we will decide and the ability to function in these Education, costs are homogeneous together. The Grandes new modalities, as well as the ability Research and throughout the territory, Écoles have an essential to mobilize different people around a Innovation that the funds for role to play because project. “My intention is apprenticeship are well they are the ones that A fourth constant that emerged to make the ideal distributed among the bring out the leaders of repeatedly in the debates was how to toolbox available to various skills operators... tomorrow. The question develop skills. With an answer that all institutions so that ... It is obvious that of the alliance with the has eventually become clear: learning everyone can find their the level of contract younger generations through trials. way around... The management will will be fundamental. It ... more than ever, we must remain version to be presented be discussed with all will not work if it is in mobilized and join forces so that the to the CNESER will not stakeholders. Regarding the form of reproduction Grandes Écoles and their graduates deal with common higher education, we or assimilation. It will can remain positive actors in societal law and possible know that we will not act necessarily be necessary transformations, strongly committed derogations in the at the branch level, but to imagine something to territories and companies, as they statutes. However, it will in a transversal manner. close to dialogue and co- “can play a leading role in higher simply indicate that the You will be naturally construction. ” education”—to use the words of statutes are planning the involved in these Minister Jean-Michel Blanquer... organization between discussions.”

23 CGE’STETIERE ACTIVITIES

Colloquium “Student Initiatives” — April 4th, 2019

diversity of points of view and optimize the audience’s satisfaction with convergent but different expectations. Beyond the traditional institutional interventions and round tables transcribed in the proceedings of the symposium, this resulted in: • the production of a collection of student initiatives produced for the conference and distributed the same day: nearly 140 initiatives were identified and revealed the quest for meaning that drives our students on issues such as solidarity, education and the environment • the organization of a forum for student initiatives in the main hall of the Polytechnic School • the organization of workshops to promote commitments (transforming achievements Official welcome of n a way, we owe the Ministry of Higher Gabriel Attal by into skills) for students and by national Education, Research and Innovation the Anne-Lucie Wack and student associations François Bouchet authorship of this colloquium: by ensuring the • pitches from committed students in front of at the École I recognition of student engagement by a decree, Polytechnique. HR managers the French State has positioned itself at the • a battle “for or against the recognition of forefront of the European scene and reminded student engagement» led by two student us of one of the essential elements of our DNA. rhetoric clubs There was a large audience at this conference, • “the letter to the CGE” by Michaël Hirch, th hosted by the École Polytechnique on the 4 actor, author, comedian and Alumni of of April 2019. More than 450 people attended, NEOMA. half of whom were students. They exchanged, learned and forged relationships to build skills The satisfaction survey we conducted following on one of the pillars of the Grandes Écoles’ this conference gave very encouraging feedback: model: a rich student life. with an overall satisfaction rate of 75%, the More than ever, in a context of societal qualitative objective was achieved, the collection transformations, the Grandes Écoles support of student initiatives and the student workshops these student initiatives, and they are not were particularly appreciated. The participants alone: other actors, companies, associations, also suggested actions to continue this communities and the media are involved in the conference in order to preserve the collective territories, which proves that these initiatives dynamic that has been established on this go beyond campus borders and benefit society occasion around student life: as a whole. It is therefore a collective in this 1. creating and animating a digital “student” image, led by the CGE, associating member component on the CGE website schools, AVUF for local authorities, ANDRH for 2. organizing an event for and with the students companies, Animafac, Fédéeh, Refedd, Afev, according to a rhythm to be defined BNEI, as well as the Institut de l’Engagement More broadly, and in substance, the stakeholders and Enactus for students, which piloted the of this conference took the opportunity of organization of this conference to ensure this event to characterize the place of student

24 CGE’STETIERE ACTIVITIES

Colloquium “Student Initiatives” th April 4 , 2019 life within the Grandes Écoles or to propose 3. self-awareness, trust and openness to others — scenarios of desirable changes to change scale and diversity (age, gender, culture, society, in the face of the impact of all these forms of disability, etc.) student engagement, whether they are called 4. creativity, inventiveness “associative”, “individual” or “entrepreneurial”. 5. interpersonal communication (listening, empathy, networking, positioning within the group, etc.) BASED ON THE “GRANDE ÉCOLE” 6. project management. MODEL For many stakeholders, one of the current and As François Bouchet, Director General of the future challenges for the Grandes Écoles and for École Polytechnique, pointed out: “the École the associative actors dedicated to students is to is developing a unique multidisciplinary training support the development of skills commitment model based on academic excellence but also on experiences. All students must be able to talk personal development through the practice of sport about their diverse educational experiences and and the many associative activities carried out by their commitments in terms of skills that can be students. The objective is to train future leaders of understood by a recruiter. the nation and civil society, capable of assuming high Frédéric Huglo, Deputy Director of UTC, responsibilities in the service of the general interest”. suggested the organization of a student A general interest explained by Anne-Lucie engagement day at the beginning of the Wack, President of the CGE, who recalled that academic year in order to make the positive “student engagement and initiatives are a powerful impact of the student population on the lever for societal transformations, because it is territories concrete and visible. today’s young people who are inventing the world To conclude, the Grandes Écoles must push and society in which they want to live tomorrow... their approach of integral pedagogy further, They are the raison d’être and the strength of our mixing academic and extra-academic aspects in Grandes Écoles”. order to acquire skills clearly identified as part of the diploma in question. These skills must be identified by combining the expectations of ON FUTURE DEVELOPMENTS recruiters and the general interest: citizenship and social responsibility. According to the Secretary of State to the Minister of National Education Gabriel Attal when he opened this conference, “commitment is also a path to professional integration. What is written at bottom of a CV actually becomes crucial... We must therefore recognize this commitment as an integral part of the students’ curriculum and create a competency framework that can be shared by associations and recruiters”.

Here is a non-exhaustive list of what could be the resources constituting these long-awaited skills which were extracted here and there from the interventions led throughout the symposium: 1. adaptability, diligence 2. responsibility within an ethical framework (solidarity, equity, respect for the living...)

25 CGE’S ACTIVITIES

R²D² - ENA — Strasbourg, May 21st-22nd, 2019

he “Rendez-vous des Référents du usual assessment of the efforts undertaken Développement Durable” (R2D2) is the during the year and outlined the framework for Tannual event during which, for two days in next year’s initiatives. one or several schools, the members of the CGE, represented by their Sustainable Development Regarding the organization, the team led by and Social Responsibility officers (SD&SR), come Hélène Bigot, a Project Manager, was able together to discuss and share information on the to find the right balance between moments social responsibility efforts they are conducting, of exchange, convivial and cultural activities in particular using the Plan SD&SR tools. (museum of modern art), participatory and creative workshops and debates on This year, it was the ENA’s turn to host the organizational innovations. The R2D2 2019 eleventh edition of the R2D2. R2D2 2019 made it possible to explore the achievements took the opportunity offered by the tenth related to the SD&RS reference such as the anniversary of Grenelle 1, a conference on the new PERSEES digital platform, the project in environment, to take a look at the progress relation with the Sustainable Development made by the ESR in the field of SD&RS. The Objectives reference framework or the ENA and the Conférence des Grandes Écoles evolutions of the research axis of the reference also suggested two intense days alternating framework through a collaboration with research participatory workshops on themes chosen by organizations. the referees: training and climate and resources issues, cooperation between students and The R2D2 has become an unmissable event for institutions around the ODDs, … they also the schools’ SD&SR advisers. It’s the moment planned conferences and debates on new modes they have all been waiting for to get together, of organization and management in higher talk, renew themselves and welcome the education institutions (case of the École de newcomers. It is also the best moment to take Biologie Industrielle) and on the link between part in the collective efforts supported by the quality and SD&RS approach. The Sustainable CGE and its partner networks such as CIRSES, Development committee of the CGE gave its SULITEST, the REFEDD or the REUNIFEDD.

ORGANIZATION

At CGE: Steering Committee of the Sustainable Development and Social Responsibility Commission

At ENA : • Hélène Bigot : Project Manager • Karine Kornmann : Head of the General Resources and Heritage Department

26 CGE’S ACTIVITIES

General Assembly — June 5th, 2019

n order to pay tribute to Yves Poilane who itself elected its new Bureau. is leaving the management of Télécom Anne-Lucie Wack was re-elected President I Paris and his position as Chairman of the of the CGE for a third mandate. International Relations Commission as well, the CGE has decided to organize its General Assembly in his school. This General Assembly welcomed Frédérique Vidal, Minister of Higher Education, Research and Innovation. The Minister spoke of site policies and social openness. “The subject I would like to thank the directors of equal opportunities and the members of the CGE Bureau and social diversity for their commitment to the community must also permeate all institutions, even the and to congratulate the newly elected most prestigious ones.” officials whom I welcome. The Minister discussed with the directors of Anne-Lucie Wack President the Grandes Écoles, of the Conférence des Grandes particularly on Écoles apprenticeship and the first cycle. The General Assembly then proceeded to the election of its new Board of Directors, which

THE NEWLY ELECTED DIRECTORS ON THE BOARD OF DIRECTORS OF THE CONFÉ- RENCE DES GRANDES ÉCOLES:

College “schools”: • François Bouchet, Director General of the École Polytechnique • Alice Guilhon, Director General of Skema Business THE NEWLY ELECTED OFFICERS OF THE School CGE BUREAU: • Pierre Mathiot, Director of the IEP Lille

College of “companies”: • Alice Guilhon, Vice President Schools • Chantal Legendre, from the board of the • Pierre Mathiot, Secretary Managerial Development and Talents Department of Orange • Stéphanie Martin-Blas, LVMH Young Talent Projects Manager • Jean-Michel Romann, EDF Human Resources Director • Philippe Thebaud, Director of Associations and See the complete composition of the Board of Directors 27 Communities of the Maif and Executive Committee on pages 63-64 CGE’STETIERE ACTIVITIES

Colloquium “Human and Social Sciences in the Grandes Écoles” — 26 juin 2019

hat is the place of the human and university lecturers and researchers and research social sciences (HSS) in the Grandes support staff in the HSS, which is a very large WÉcoles? Why are there more and more workforce in public research. dual degrees in engineering and management, At the beginning of the 1990s, the educational engineering and political science? What new models of engineering schools had about 10% skills are companies and recruiters looking of teaching in the sphere of human and social for? How does interdisciplinarity promote sciences. Today, most schools have a percentage innovation? How do societal challenges and of human and social sciences education between sustainable development objectives (SDOs) 20% and 30%. These rates often exceed 30% affect the evolution of engineering curricula? in the “generalist” Grandes Écoles, in agronomy Representatives of the CTI, the Alliance Athéna schools and in the institutions under the (national thematic alliance of human and supervision of the Ministry of the Armed Forces. social sciences), the ANR, the AUF, the HSS departments of the Grandes Écoles, university lecturers and researchers and members of the HYBRIDIZATION OF CURRICULA French Academy, HR managers and company representatives answered these questions. Similarly, dual degrees between engineering Organized at the initiative of the CGE’s schools and management schools / or “other “Research and Transfer” committee, this specializations” schools (IEP, ENS, …) have conference brought together about a hundred increased in recent years. participants. Technical skills, “scientific fundamentals”, are not enough. Students are no longer seeking to become experts in their field only. They also HOW MANY DIVISIONS DO THE SHS intend to strengthen the spectrum of their social, H AV E ? cultural, managerial and soft skills. The courses develop a culture of curiosity and the ability of First of all, this conference made it possible to students to deal with uncertainty. carry out a first inventory of the situation, a It is not only a question of acquiring dual skills at mapping of HSS in France, both in the Grandes the end of the process. The new trend is a form Écoles and in universities, in all levels of training: of hybridization at the level of training courses by Laurent Champaney, from the first cycle to the doctorate. For example, integrating them very early on. We are not only in Françoise Thibault and M’Hamed Drissi there are more than 28,604 researchers, a logic of professional integration, but also of the creation of new professions. Anticipating is thus necessary. These ways of thinking and acting (distance learning, long perspective, comparison, openness and multiculturalism...) are valued by many employers who see in them the opportunity to better understand technological, environmental, social, organizational and political challenges...

Find all the presentations on the CGE’s website

28 CGE’STETIERE ACTIVITIES

Colloquium “Human and Social Sciences in the Grandes Écoles” — 26 juin 2019

03COMMISSION ACTIVITIES COMMISSIONTETIERE ACTIVITIES

Accréditation — Christophe Digne, President of the Commission Year of creation of the Commission: 2007

oday, the CGE accredited more than 4% of accredited training courses. training offer includes The majority of 1st application files submitted T619 programs run by to the Accreditation Commission are of high approximately 115 member schools. quality. Less than 4% of requests receive While the Mastère Spécialisé label an unfavorable opinion compared to 76% a remains the most important with favorable or favorable opinion with conditions/ nearly 406 courses, the MSc- reservations. For this campaign, only 20% of Master of Science continues its them required another plenary session compared strong progression and reaches to the percentage of 34% from last year. 142 programs, that-is-to say its figures have doubled since the Under the impetus of the territories and 2014 2015 academic year. We can professional sectors, a large number of programs also note a new attraction for the aim to acquire skills in artificial intelligence, BADGE label with 8 deposits on digital transformation and security and massive this campaign. During the last two data management. The themes related to years, this label was rarely requested due to the environment and energy (innovation and the reform of continuing vocational training. transition) are also part of the highly sought- However, schools are drawing their interest after landscape of dual expertise, particularly for back to BADGE, regardless of their typology—its engineering schools. The international finance format answering the needs expressed directly and commerce sector, which is undergoing a by economic actors in the territories. major transformation with digitalization, is leading business schools to offer an increasingly The creation of new training courses is now specialized offer for an international audience at part of a certain stability and demonstrates the Bachelor or License level. that member schools answer in a relevant and measured way to market needs. In 2018-2019, Thus, in 2018-2019, the CGE’s MSc-Master 56 applications for 1st accreditation were of Science programs attracted more than received. 60% of international students, mainly from The MSc-Master of Science represents the Asia (54%), Europe (16%) and Africa (15%). “flagship” label of business schools, while the As for the Mastère Spécialisé’s programs, the Mastère Spécialisé label remains the favorite tendency to welcome a public from continuing label of engineering schools. professional training is confirmed and represents Schools in other specializations also come to approximately 75% of those enrolled in all look for CGE labels and now represent a little programs combined.

2018-2019 CURRENT PROGRAMS NEW REQUESTS NEW ACCREDITATIONS Campaign Other Other Other st Engineering Management Total Engineering Management Total Engineering Management Total as of July 1 , 2019 specializations specializations specializations Mastère Spécialisé 263 116 18 397 21 7 2 30 20 6 2 28 MSc - Master of 18 107 0 125 2 15 0 17 2 15 0 17 Science BADGE 23 37 4 64 4 3 1 8 4 3 1 8 CQC 2 0 0 2 1 0 0 1 1 0 0 1 Total 306 260 22 588 28 25 3 56 27 24 3 54

30 COMMISSIONTETIERE ACTIVITIES

New accredited programmes

MASTERE MSC – MASTER SPECIALISE OF SCIENCE IMT Lille Douai Engineering • Circular Economy Engineering schools (20) Engineering schools (2) BADGE LABEL Chimie ParisTech ISAE-SUPAERO EPITA • Engineering of Projects • Artificial Intelligence & • Artificial Intelligence Engineering and Business in the analysis Business Transformation Systems schools (4) and diagnosis field • Management of MINES Saint-Etienne – EPITA ECAM Strasbourg-ECAM Innovative Projects & emlyon business school • Design and Development Lyon-Fondation ECAM Entrepreneurship • Health Management & in IT and Communication • Specialised in Operational MINES ParisTech Data Intelligence (CDTIC) Digital Transition • HPC-AI: High ESTIA École Centrale de Performance Computing Management • Agile Manager Marseille and Artificial Intelligence schools (15) • IT Business Manager for Industry • Marine Engineering AUDENCIA Business and Offshore Wind Power MINES ParisTech – School MINES ParisTech (IMEO) TELECOM Paris • Food and Agribusiness • Management of École Centrale de Nantes • Business and Public Management Innovation and • RARE - Risk, Actuarial Administration • International entrepreneurship (MIE) Management Science & Company MINES Saint-Etienne • Management and Profitability • Project Manager Management Entrepreneurship in the Contaminated Sites and schools (3) École des Ponts ParisTech creative economy Grounds - (SSP) • Management of Energy EM Normandie emlyon business school Projects – Designing and TELECOM Paris – • Profit centre Manager – • Finance implementing innovative ENSTA ParisTech RECREA • High-end Brand value propositions for • Artificial Intelligence • Branch Director - Crédit energy projects Management Mutuel Normandie EISTI Management ESCP Europe HEC Paris • Smart Systems & IoT schools (6) • Digital Transformation • Leadership & Management and Entrepreneuriat ENAC AUDENCIA Business Leadership • Airline Management School • Stakeholder for the HEC Paris Schools wither other ENGEES Energy Transition • Accounting and Financial specialisations (1) • Management of • Management in the Music Management École du Val-de-Grâce Catchment Areas (GeBAC) Industry HEC Paris – École • Ground Forces Medicine ESB (École Supérieure du Groupe ESC Clermont Polytechnique Diploma (BMFT) Bois) - École de Design • Innovate and take action • X-HEC Entrepreneurs de Nantes Atlantique in sports • Biogenous materials: ICD - International Innovation and Eco-design KEDGE Business School Business School • Performance Audit and • Digital Business and ESITC Caen Steering Marketing CQC- French • Specialised in Smart certificate for • Digital and Data ISC Paris Construction: Connected Marketing qualification and skills Buildings and Territories • International Business RENNES School of ISG Paris Engineering ESTACA Business • Finance, Audit & Contrôle schools (1) • Motorsport Engineering • Business Negotiation and and performance Conflict Resolution KEDGE Business School ESPRIT ESTIA – SIGMA Clermont • Innovation, • CAP – Start-ups: • Future Methods and Schools with other Transformation, Coaching and support for Entrepreneurship start-up projects Automation specialisations (2) • Strategic Design Thinking IMT Atlantique Bretagne ENSA Paris Belleville Pays de Loire • Architecture and Set NEOMA Business School • Digital platforms, mobility Design • Finance & Big Data and business engineering SKEMA Business School (IPNuMA) ENSASE - ENISE • BIM Manager - ESIEA • Artificial Intelligence for Business Transformation 31 COMMISSIONTETIERE ACTIVITIES

in situ Audit

15 CERTIFIED PROGRAMMES AUDITED INTERNATIONALISATION OF STUDENTS This year again, the Accreditation committee linked in situ audits to requests for accreditation Looking at this year’s audits, the Mastère extensions for both the Mastère Spécialisé Spécialisé and MSc-Masters of Science proved and the MSc-Master of Science labels. With once again to be attractive for both French and over 70 programme accreditations expiring in foreign students. Six audited programmes are August 2019, the committee chose to divide the entirely taught in English and the others include accreditation extensions between 11 MS and 4 classes in English. All the students are very MSc, according to student numbers (the smallest pleased with this enriching experience at every or the biggest groups) and longevity (the oldest level, whether students from diverse groups and programmes that obtained an accreditation). countries who came to “experiment the higher The sample group turned out to be very typical: education training courses in France” or French 7 accreditations were for engineering schools, students wishing to go abroad. 6 for management schools and 2 for other specialisations, with durations from 4 to 26 years! IMPORTANCE OF GRADUATE The audits took place between December FOLLOW-UP 2018 and May 2019 and involved 18 auditors (Education and Business experts from the Among the quality assessment criteria, auditors Accreditation committee) with a general focused on the measures to be implemented by delegation representative. Half of the audits the schools for a clearer view of the graduates’ were undertaken in the provinces and one professional integration. They put the emphasis of them dealt with an Asian programme, on the conducting of an annual survey with the the interviews being partly conducted via graduates. This survey is meant to provide the videoconferences. programmes’ supervisors with feedback and indicators – position, salary, contract – on the training course quality and helps the schools to A PERFECT ADJUSTMENT TO communicate about their MS or MSc. It is also BUSINESS SECTORS helpful for the RNCP registration form and the national analysis undertaken by the CGE, to The auditors noticed the teams’ strong show the added value of these two specialised involvement and their good responsiveness and higher education diplomas. to meet the new students’ expectations. They also noticed an increasing number of academic and business partnerships. Regarding this subject, auditors payed attention to both the project management by the relevant schools, and the companies’ involvement in the continuous development of the programmes. Those programmes – even the oldest ones – correspond perfectly to the careers targeted in diverse sectors, such as transportation, data analytics, supply chains or health.

32 COMMISSIONTETIERE ACTIVITIES

FIRST ACCREDITATION STEP A LABEL OF DIGITAL LITERACY

Launched at the end of 2016, the CGE digital The main purpose of the 4DIGITAL label remains institution label was based - for 2017-2018 and to guarantee that the certified school has 2018-2019 sessions - on a first set of reference mastered a global strategy and a sustainable documents (regulations and application files). system for offering training courses mainly Several schools submitted their application files or totally remotely. To serve this purpose, the to the CGE from the beginning of 2018. The applicant school’s information leaflet must examination and in situ audits processes have specify: been taking place for one year from Spring 2018 1. its e-learning courses integration and the to Spring 2019. strategy used: long term global strategy of the After this first period, ENSG-Géomatique and institution and quantifiable objectives TBS were granted the 4DIGITAL – Digital 2. its knowledge of the set of regulations, Grande Ecole label (digital institution label). techniques and careers related to the online Both stood out for their capacity to define training course: control and management, a global strategy for their e-learning and to human resources, educational and legal implement coherent measures to meet the strategies, tangible and intangible resources, needs of this system. financial resources 3. its organisation of the digital teaching methods: learning methods, assessment THE CHN’S ACTIONS conditions, education management 4. its general management related to Members of the Digital Accreditation committee e-learning: communication plan, quality control (CHN) oversaw the files examination, the and continuous improvement measures, digital communication with the schools’ supervising management. teams, and the in situ audit. This committee is made of experts - members or not of Grandes Naturally, the CHN sensed that it was necessary écoles - specialised in various digital-related to guide the applicant schools beforehand and fields. The CHN was created in June 2018 in will work on suggesting practical conditions for order to relay the audits to the Accreditation the next session. committee. Simultaneously, the CHN has carried out a mission of continuous improvement, comparing its own reference documents and procedures to the accreditation concrete practice. That resulted in the creation of a new set of reference documents (1). The CHN proved that regularly updating the label evaluation grid was necessary, by including all the new tools and customs.

1. Regulation of the 05.02.2019 and application files, available on the CGE’s website.

Awarding of the 1st 4DIGITAL Label to Nicolas Paparoditis, Director of ENSG

33 COMMISSIONTETIERE ACTIVITIES

Amont Laurent Champaney, president of the Upstream committee– Director General of Arts et Métiers — ParisTech Delphine Manceau, vice-president of the Upstream committee – Director General of NEOMA BS Year of creation of the Commission: 2007

he committee closely follows also currently creating presentation videos to the progress of reforms be shown during the exhibitions for the general Timpacting the previous public, students and their families about the programmes and educational purpose of a Grande école or a preparatory measures of the Grandes écoles. class for instance. • Takes part in the continuous training of CPGE The committee: teachers. • Writes an annual assessment • Works on the improvement of the competitive of the admissions into Grandes examination schedules. écoles (engineering and management schools, agronomic and arts courses). OVERVIEW • Takes part in the Consultation and monitoring committee for Parcoursup CPGEs: fosters the dialogue with • Participation to the MESRI bimonthly meetings the Ministry for the benefit of with the technical team: passing on of the students, families and teachers. requests of Grandes écoles and competitive • Follows the progress of the Parcoursup platform, examinations banks. during dialogue meetings with the Ministry • Support to schools asking for an exemption to of Higher Education, Research and Innovation join Parcoursup in 2020. (MESRI) and the General Board for Research • All schools who asked for exemptions obtained and Innovation (DGESIP), twice a month, and them. relays the Grandes écoles’ proposals for a • collaboration with the MESRI on the foreign better working of the process. The committee students’ admission process (possibility to also conveys the difficulties encountered by manage the process without Parcoursup when competitive examination banks, which are they have no French diploma). involved in the committee’s discussions. • Assesses and shares experiences on High school and High school certificate technological courses and thinks about such reform courses’ future. • Meeting with Jean-Michel Blanquer, on 11 • Strengthens the attractiveness of science and September 2018: discussion about the impacts trade courses: thinks about the Grandes écoles’ on the CPGE and Grandes écoles. presence in the exhibitions. The committee is • Contribution to the “Horizon 2021” website tests and to the writing of the “Sco-Sup” charter, signed on 17 January 2019 by J-M. WORKING GROUP FACILITATORS Blanquer and F. Vidal. • Contribution to the discussion about changes in • Improving of the competitive examination schedules: Jean-Philippe Rey the CPGE’s programmes: ministerial meetings (CentraleSupélec) • Assessing the Chatel reform: Jean-Michel Dumas (ENSEA) on 12, 15 and 17 April 2019. • LIESSE: Patrick Boucher (CentraleSupélec) and Maurice Charbit (TélécomParis) • Technological programmes: Marc Bonnet (ENSCM) and Pierre Mauborgne Committee’s prospects (UPSTI) • Building a common view about the high school • Parcoursup: Thomas Lagathu (Concours Sésame) and high school certificate reform. • High school and High school reform: Jean Bastianelli (APLCPGE) • Suggesting evolutions for Parcoursup. The Upstream committee includes: • Continuing to work on the evolution of CPGE’s • Grandes écoles representatives (heads of studies and admissions, etc.), programmes (related to the reform in the • competitive examinations banks managers, secondary education). • associations of CPGE teachers, • Setting up promotional videos and support • principals, about the purposes of a Grande école, a CPGE 34 • national inspectors for state education, • ministries representatives. and promoting them to the general public. COMMISSIONTETIERE ACTIVITIES

Aval Peter Todd, president of the Downstream committee - Director General of HEC Paris — Julie Joly, vice-president of the Downstream committee – Director of CFJ Year of creation of the Commission: 2001

he committee gathers COMMITTEE’S PROSPECTS the professional insertion Tmanagers of the Grande • Carrying on the MS-MSc professional école’s programmes and the heads insertion survey: after a trial stage (2017- of the CGE’s Mastère Spécialisé and 2018), 1st ongoing campaign, from October MSc-Master of Science courses. It 2018 to May 2019, 103 schools surveyed on steers the CGE Professional insertion 455 programmes; national analysis released at survey. Conducted since 1993, it is the end of 2019. the oldest survey among the three • Conducting the Bachelor professional insertion conferences. It makes sure to have survey (ongoing data collection). a high rate of answers and usable • Empowering the schools with other questionnaires. It holds an annual specialisations (architecture, political studies press conference for this survey’s institutes [IEP], journalism, design, etc.). publication. • Focusing on dual degrees between engineering and management schools, universities (especially business administration institutes COMMITTEE’S ASSIGNEMENTS [IAE]), schools with other specialisations.

It adjusts the questionnaire to conduct the CGE annual professional insertion survey, to take into account the national institutional obligations (ministries, CTI, etc.), the local or regional needs of the institutions, the highlighted societal requests, the press needs and the technological changes, etc. This survey is now available on tablets and smartphones. WORKING GROUP FACILITATOR • Alumni: ongoing appointment process for the group leader

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Management Schools Chapter Alice Guilhon, president of the Management Schools Chapter - Director General of SKEMA Business School — François Bonvalet, Vice-president of the Management Schools Chapter, until 30 September 2019 Year of creation of the Commission: 1986

rd n the 23 of May 2018, Alice While actions in these sectors remain important, Guilhon, Director General the Management Schools Chapter is also in Oof SKEMA BS was elected charge of the dialogues related to: president of the CGE Management • the high school certificate reform, including the Schools Chapter. CPGE-GE continuum as well as the resulting The priority projects of this first changes for competitive examinations. While mandate were the following ones: few management schools used Parcoursup to admit post-high school students, they will all have to use the platform at the start of the 2020 academic year • the obtaining of the bachelor’s degree - according to a bill of specifications to be Diploma defined - was an important discussion subject acknowledgement with the CEFDG and the MESRI • the apprenticeship that - according to the latest CGE professional insertion survey - produces an employment rate of 90.3 %, 6 months after graduation. It also fosters the social diversity of people studying in the Internationalisation Funding member schools • the vocational training, major stake for management schools in the coming years.

We still have to actively participate in the public Defence of the schools’ interests debate to obtain a lasting work environment in the public debate that guarantees the competitiveness and the influence of our schools and of higher education in general around the world. The Management Schools Chapter definitely aims at showing a strong, clear and credible position in front of the students, their families and the various government and market structuring bodies. WORKING GROUP FACILITATORS It also fosters the sharing of good practice • Upstream - Competitive Examination: Delphine Manceau (NEOMA BS) between its members through 9 workshops. • Rankings: Corinne Faure (TBS) and Renata Morneau (ESCP Europe) • Skills: Julie Perrin-Halot (GEM) • Deans: Valérie Fernandes (ESC La Rochelle) • Innovations for Education: Nathalie Hector (emlyon business school) UPSTREAM AND COMPETITIVE • Quality - Accreditations: Isabelle Fagnot (Kedge BS) EXAMINATION WORKING GROUP • Research: Pascale Bueno-Merino (EM Normandie) and Sandrine Chauvet (ESCP Europe) • launch of a marketing campaign in the press • Corporate relations: Paul Lauriac (TBS) and Olivier Baudin (ISG) and on social media aiming at empowering • International relations: Alain Ouvrieu (EMLV) and Graciela Padoani (IMT BS) the management schools that are members of the committee. • signature of a CGE-APHEC-L’Étudiant

36 COMMISSIONTETIERE ACTIVITIES

COMMUNIQUÉ

À l’heure où vous devez faire des choix pour votre avenir

Concilier excellence et responsabilité sociétale, penser ensemble les défis économiques, géopolitiques, numériques et environnementaux, tels sont les enjeux de l’enseignement supérieur aujourd’hui. C’est depuis toujours la mission des Grandes Écoles de management, membres de la Conférence des grandes écoles : celle de dispenser un enseignement à la hauteur de ces enjeux et de préparer nos étudiants, quels que soient leurs parcours, au monde de demain. Une mission inspirante, passionnée et reconnue par nos accréditations et classements internationaux.

À celles et ceux qui veulent donner libre cours à leur curiosité intellectuelle grâce à un corps professoral de haut niveau, nous affirmons notre engagement pour que s’aiguise leur sens critique au sein de programmes en lien constant avec les besoins du marché : doubles diplômes, parcours internationaux, pédagogies innovantes. Rejoindre nos Grandes Écoles, c’est faire le choix de l’excellence. À celles et ceux qui aspirent à construire leur parcours selon leurs désirs, nous ouvrons la voie pour évoluer librement dans le monde professionnel dans toute sa diversité : grandes ou petites entreprises, monde associatif et start-ups. Écoles, c’est s’assurer une employabilité choisie et durable. Rejoindre nos Grandes framework agreement to gather the À celles et ceux qui croient à la force de la communauté, nous offrons un réseau international qui se construit et s’enrichit au fil des rencontres entre étudiants, professeurs, diplômés, entreprises : il ouvre les portes, facilite les projets et les fait rayonner au-delà des frontières. management schools that are members of communauté vivante. Rejoindre nos Grandes Écoles, c’est découvrir une À celles et ceux qui font le choix d’un avenir the committee and the APHEC, in the same épanouissant, ambitieux et engagé, nous souhaitons la bienvenue.

exhibition area (exhibitions of L’Étudiant and LES GRANDES ÉCOLES DE MANAGEMENT MEMBRES DU CHAPITRE DE LA CONFÉRENCE DES GRANDES ÉCOLES

Audencia Business School • BREST BUSINESS SCHOOL • BURGUNDY SCHOOL OF BUSINESS • EBS PARIS • EDC PARIS BUSINESS SCHOOL • EDHEC BUSINESS SCHOOL • EM Normandie • Studyrama). EM Strasbourg Business School • EMLV • emlyon business school • Groupe ESC Clermont • ESC PAU BUSINESS SCHOOL • ESCE • ESCP Europe • ESDES • ESSCA • ESSEC Business School • Grenoble Ecole de Management • HEC Liège • HEC Montréal • HEC Paris • ICD International Business School • ICN Business School • IÉSEG School of Management • INSEAD • INSEEC School of Business & Economics • Institut Mines-Télécom Business School • IPAG Business School • ISC Paris • ISG • KEDGE BS • La Rochelle BUSINESS SCHOOL • Montpellier Business School • NEOMA Business School • Novancia • PSB Paris School of Business • Rennes School of Business • SCBS-South Champagne Business School • SKEMA Business School • TBS

– RCS Paris 437 814 858 www.cge.asso.fr RANKINGS WORKING GROUP

• meetings with the French ranking journalists to collaborate and define criteria reflecting the

schools’ quality and diversity, as well as work methods to foster the proper functioning of QUALITY- ACCREDITATIONS stakeholders. WORKING GROUP • survey on the schools’ opinion about rankings Main topic for 2018/2019: Management • benchmark on the ranking teams’ organisation responsibilities Q&A in the schools. Subgroup working on: Programme quality and AOL, commitment, CSR, innovation, impact,

data management/business intelligence, faculty SKILLS WORKING GROUP management – temporary and permanent workers, creating a quality culture. • work on developing skills for tomorrow’s careers: are we ready? RESEARCH WORKING GROUP

DEANS WORKING GROUP Two workshops to think about open science and the implementation of ethical committees. Developing training sessions to help and reinforce the deans’ skills when they take up their position through 3 units: CORPORATE RELATIONS • general assignments of a head of department WORKING GROUP • organisations, steering tools, procedures and budget management Meeting topic: Do you practice corporate social • one self’s and others’ management. responsibility? 34 schools took part in these sessions made of round¬-table discussions, companies’

experiences, joint and interactive workshops, INNOVATIONS FOR EDUCATION news update. WORKING GROUP

Continuing the work started in the white paper INTERNATIONAL RELATIONS to assess how far we have come in 3 years. WORKING GROUP Writing a collective work “from the business school to the learning eco-system” in order to Topics: foreign risk management - prevent and encourage the business schools’ stakeholders act and manage formalities to come to France and the certification institutions to disrupt and live in the country (non-EU students). our organisational templates and our market Objectives: write an English-French bilingual mindset in front of the several ruptures and file that includes a protocol and a set of good developments of the competitive systems. practice to be sent to all the schools.

37 COMMISSIONTETIERE ACTIVITIES

Communication — Sophie Commereuc, president of the Communication committee – Director of SIGMA Clermont Year of creation of the Commission: 1987

A NEW AND CLOSER CORPORATE WHAT IS A "GRANDE ÉCOLE" IDENTITY TO TARGET ALL TYPES EXACTLY? OF AUDIENCE Meeting the request of its members and an The CGE has been spreading its increasing need, the CGE increases the scope of thoughts, actions, publications et its marketing actions and the decoding by the representations for many years general public of the French higher education among the institutions, the press and the “Grande école” model. and its members. For several years, it has made the strategic choice to be open to a wider audience by directly communicating with students and their families. Keeping in mind this scope and Corresponding to this new in order to catch the general positioning and in order to raise a public’s attention, especially the better awareness among all types of students and their parents, the audience, the CGE changed its overall corporate CGE asked the Sydo agency to identity at the beginning of 2019. make a dynamic and recreational Revealed on Tuesday 5th of February 2019, 3-minute video. during a general meeting, this new identity is The “What is a Grande école more colourful, modern and distinctive. The new exactly?” video is of course graphic charter and logo provide the CGE with a available on the CGE’s website stronger and more expressive visibility. (5 000 views in 3 days). It is mainly made for the member schools and more generally for the preparatory classes and associations that represent them.

11, rue Carrier-Belleuse • 75015 Paris tél : 01 46 34 08 42 [email protected] @ConferenceDesGE www.cge.asso.fr

www.cge.asso.fr

38 COMMISSIONTETIERE ACTIVITIES

Committee’s prospects OBJECTIVES • Organising events for 2020. • Strengthening CGE’s presence at student fairs. Committee’s assignments • Adjusting the website to the new information • Promoting the CGE and the “Grande école” system. model. • Creating new educational videos with • Supporting positions taken on its strategic drawings about the Grandes écoles and higher challenges. education. • Broadly communicating CGE’s content - • Developing mainstream communication. surveys, reports, fact sheets and other inputs • Strengthening CGE’s social media presence. - and its members’ content while ensuring their distribution. • Maintaining a close and direct relationship with the communication departments from member schools.

Committee’s activity • Organising the annual conference. • Supporting the committees’ main events. • Being present at student fairs. FIGURES • Editing GrandAngle, the monthly newsletter. • Editing and publishing of status reports, acts and studies. • Overhaul of the graphic charter and communication media. 445media impacts, highlighting • Coordinating and conducting press the CGE and the main conferences and interviews. topics it publishes in the • Publishing press releases. general, economic and student press

90interviews of the CGE president and representatives

CONGRÈS DE LILLE GRANDES ÉCOLES ET Twitter followers TRANSFORMATIONS 6 665 SOCIÉTALES 4-5 OCTOBRE 2018

Conférence des grandes écoles 11, rue Carrier-Belleuse  75015 Paris tél : 01 46 34 08 42 [email protected]  www.cge.asso.fr @ConferenceDesGE

39 COMMISSIONTETIERE ACTIVITIES

Sustainable development and social responsibility Denis Guibard, president of the Sustainable Development and Social Responsibility committee – — Director of Institut Mines-Télécom Business School Year of creation of the Commission: 2010

he Sustainable Development • promote and encourage practical plans for and Social Responsibility the research and innovation responsibility, by T(SD&SR) committee continues developing an ethical framework consistent to undertake influence actions with with the SD&SR strategy - while respecting the CPU towards public authorities, the scientific integrity and setting the initial UN bodies within international opening of knowledge and data. networks, or towards accreditation agencies, in order to improve the environment of the CGE’s member OBJECTIVES schools. The SD&SR committee – along student and academic • Guide the CGE’s member schools in their associations - commits to bring SD&SR approach by developing tools accepted resources (reference documents, by their main stakeholders (universities, label, guides, competitive students, ministries, accreditation bodies). examinations, experiences sharing, workshops) • Develop a friendly national and international for the SD&SR project managers. The committee environment (influence) for the integration of aims to help the institutions to gain new skills SD&SR on campuses, in training courses and in order to meet the Sustainable Development research. Goals in light of their responsibility scope: • Promote the improvement of SD&SR skills training of decision-makers and entrepreneurs, among leaders of the SD&SR processes. knowledge and innovation fostering. The last stage of this strategy was to define research and innovation sustainability with universities and research institutions. These works led to three strategic guiding principles for research institutions or schools/universities: • include the sustainable development and social responsibility in the research and innovation strategy of institutions with a working management of this strategy, by working on the university lecturers and researchers’ careers and recognition, by analysing the SD&SR effects related to research and the laboratory impacts, and by matching the research projects with the social stakes at a territorial, national and international level (SDG) • develop science-societies relations with training courses and education, with the socioeconomic world (entrepreneurship), with the general public, with other countries and public policies

40 COMMISSIONTETIERE ACTIVITIES

SUPPORT WORKING GROUP RESEARCH AND INNOVATION WORKING GROUP • Organising R²D² and writing a welcome leaflet.l • Working on the definition of sustainable Prospects: 2020 R²D² and welcome leaflet. research and innovation. Prospects: participating in the multi-year plan for research organisation. GROUPE DE TRAVAIL COMPÉTENCES DD&RS CGE/CPU INTERNATIONAL MISSION • Formulating questions for the Sulitest.org. Prospects: FECODD seminar. • Participating in international conferences (UNO, G7, etc.) and influence. • Building networks: PRME chapter, global CGE/CPU REFERENCE FRAME alliance, HESI. WORKING GROUP

• Developing SD&SR reference documents about the SDG. • Developing the research approach from the research and innovation working group’s achievements. • Compiling and presenting the results of the national survey. WORKING GROUPS FACILITATORS • Support: Benoît Grossiord (Bordeaux Sciences Agro) • Research and innovation (shared CGE/CPU/research organisations) • Skills (shared CGE/CPU): Emeric Fortin (École des Ponts ParisTech) • Reference frame (shared CGE/CPU): for the CGE: Franck Chauvin (ISA Lille) • International mission (shared CGE/CPU): for the CGE: Jean- Christophe Carteron (KEDGE BS)

41 COMMISSIONTETIERE ACTIVITIES

Diversité — Vincenzo Esposito Vinzi, president of the Diversity committee - Director General of ESSEC Year of creation of the Commission: 2007

s Vincenzo Esposito Vinzi Prospects: th highlights, the diversity • 5 Gender equality indicator. rd Aissue goes beyond the • 3 Stereotype Busters Contest for students on sole Grandes écoles and higher the topic of equal pay. education. It is also a corporate and • Completion and publishing of the white paper public life stake, that encompasses and an in-depth study of its different themes society as a whole. by the working group. On Autumn 2019, the Diversity • Strengthening relations and common actions committee will organise a with the other associations (CPED, AFMD, symposium on common topics etc.). for its three working groups with

the following theme: “Courses Baromètre Égalités and Diversity: our students have femmes-hommes changed, what about us?” 2018

L’ÉGALITÉ FEMMES-HOMMES EN FORMATION INITIALE Mixité des formations Mixité des formations bachelor et master… des formations ont des Ecoles de management 32,7 % eff ectifs femmes-hommes Ecoles d’ingénieurs 26,8 % en 2017 se situant entre 40 et 60 %... 100 % 14,8 % 100 % en 2017 5,2 % en 2017 Taux moyen de féminisation GENDER EQUALITY WORKING GROUP Ecoles de management Ecoles d’ingénieurs Autres 49 % 33 % 49,2 % en 2017 40 % 33 % en 2017 58 % en 2017 Ecoles de Ecoles management d’ingénieurs Autres � Taux de féminisation moyen Salaire des jeunes diplômés Main actions: 49 % Managers 50 % en 2017 33 % 33 % en 2017 40 % 58 % en 2017 th � Taux de féminisation minimum 39,4 K 41,8 K 38,9 K en 2017 • 4 Gender equality indicator: it provides 45 % 40,3 K 41 % en 2017 13 % en 2017 11 % en 2017 21 % 22 % en 2017 � Taux de féminisation maximum Ingénieurs 56 % 69 % comparative data on gender equality and a 57 % en 2017 62 % 79 % en 2017 88 % en 2017 36,2 K 39,3 K Les écoles d’ingénieurs ont le taux moyen de 36,0 K en 2017 39,3 K féminisation le plus faible, et c’est dans ce type en 2017 d’établissement que ce taux est le plus variable Rémunération brute annuelle incluant primes et avantages general overview of students and institutional Sources : enquête d’insertion CGE, 2017 & 2018. staff (headcount, breakdown, remuneration, LES INSTANCES DE DIRECTION 34 % - 66 % 29 % - 71 % en 2017 47 ans 43 en 2017 51 ans 50 en 2017 42 % - 58 % 49 ans Conseil d’administration 35 % - 65 % en 2017 46 en 2017 50 ans 42 % - 58 % 50 en 2017 37 % - 63 % en 2017 48 ans 46 en 2017 Comité de direction etc.), as well as information about the 47 ans 47 en 2017 32 % - 68 % 49 ans Comité pédagogique 52 ans 37 % - 63 % 45 ans Comité scientifi que interne 49 ans 39 % - 61 % 33 % - 67 % en 2017 47 ans 41 en 2017 Comité scientifi que externe composition of governing bodies and student 51 ans 46 en 2017 Comité exécutif � Les femmes restent minoritaires dans l’ensemble des instances de direction malgré un taux associations. This indicator also draws up a list de féminisation en augmentation. of actions implemented in the institutions. • Writing of a white paper to review the progress made by schools complying with the DISABILITY WORKING GROUP 2013 Gender Equality Charter. • Participation in the MESRI works. Main actions: • Publication of the first disability indicator in November 2018. • Signature of the 2nd Disability charter with Frédérique Vidal, minister for Higher education, Research and Innovation and Sophie Cluzel, Secretary of State for Disabled Persons. • Signature of an agreement with the “Mission WORKING GROUP FACILITATORS Handicap Assurance” (MHA) training centre to • Gender equality: Pascale Borel (ESC Clermont Group) and Susan allow for the payment of support scholarships Nallet (GEM) for disabled students willing to go abroad. • Disability: Xavier Quernin (UniLaSalle) and Julien Soreau (EM • Examination at the inquiry committee for Normandie) • Social diversity working group (GOS): Chantal Dardelet (ESSEC)

42 COMMISSIONTETIERE ACTIVITIES

the integration of disabled students in French schools and universities. SOCIAL DIVERSITY WORKING GROUP • First participation in the DuoDay. (GOS) • Awarding with the MHA of the support scholarships for disabled students willing to Mains actions: go abroad at the National Assembly in the 6 GOS work sessions in 2018-2019. Emphasis on presence of Richard Ferrand and Sophie Cluzel. the following topics: • What is the best way to involve the families Prospects: of beneficiaries from the French programme • Publish the second disability indicator in for student mentoring “Les Cordées de la November 2019. réussite”. • Implement • 3 sessions allotted for a review of the partnerships “Cordées de la réussite” based on student with parents’ mentoring: er La Conférence 1 baromètre - skills developed by the mentors, adequation des grandesassociations écoles to with the academic curriculum, Créée en 1973, la Conférence des grandes écoles (CGE) regroupe 226* établissementssend d’enseignement supérieurworking et de Recherche handicap français et étrangers, représentant tout le spectre des formations supérieures en Grandes écoles de niveau master et au-delà. ) handicapdans les - territorial partnerships of the institutions, Assurant une formation de masse (40 % des masters délivrés chaque année engroup’s France) et une recherche intensive (50 % des thèses dans les disciplines couvertes par les Grandes écoles), établissements celles-ci mettent en cohérence le projet pédagogique de l’étudiant et les débouchés professionnels. d’enseignement mutual contribution, Véritable label de“ambassadors” qualité, la CGE s’assure du respect par l’ensemble de ses membres de ses principes fondamentaux (excellence, insertion professionnelle, ouverture internationale, accréditation des formations…). supérieur* - skills developed by the students who have Les 226 Grandes écoles membres permettent à la France de proposer une offreto de formation present et de recherche à déclinaisons the novembre 2018 multiples et de répondre ainsi aux besoins très variés des entreprises. mentors, target audience.

er Grandes écoles’ Forte du nombre grandissant d’étudiants en situation de handicap inscrits et *au 1 novembre 2018 accompagnés dans ses écoles membres depuis plusieurs années, la Conférence des grandes écoles a décidé de créer son 1er baromètre du handicap dans les établissements d’enseignement supérieur. • Seminar in Valenciennes about the digital inclusive dynamics. S’inspirant de celle du ministère de l’Enseignement supérieur, de la Recherche et de l’Innovation - a n que les données puissent être corrélées - cette enquête a permis pour la première fois de collecter les données de 116 Grandes écoles, publiques et privées, de tutelles ministérielles différentes. role regarding equal opportunities, Ces premières données issues du baromètre de l’inclusion traduisent la qualité • Start to think with des actions déployées dans les Grandes écoles. Elles permettent également d’établir un constat important : en situation de handicap ou non, les jeunes sont proportionnellement autant à poursuivre des parcours d’études sélectives. especially to reach isolated territories Aujourd’hui, les jeunes en situation de handicap ont pleinement le choix de leurs Conférence des thegrandes écoles ministries to parcours d’études. Certes, les dé s à relever sont encore nombreux. Mais le 11, rue Carrier-Belleuse - 75015 Paris développement de leurs talents et de leurs projets professionnels sont l’essence tél : 01 46 34 08 42 de l’engagement des établissements membres de la CGE. [email protected] - www.cge.asso.fr @ConferenceDesGEenable a lasting 99 © 123FreeVectors.com 14 69 81 Latchague Causse 06 V. des grandes écoles de la Conférence *membres Notre #Hanbition : faire réussir TOUTE la jeunesse ! • Creation of a working group to define and financing of the update the publication “Social diversity schools’ disability projects. indicator in Grandes écoles” • Simplify the access to exams and competitive • Input in the thinking process about the “Plan examinations adjustments for disabled for neighbourhoods” and in the “Educative students by creating an access by derogation cities” project. with the relevant bodies. Prospects: To sum up: • Launch the second “Social diversity indicator • Companies look for disabled graduates from in Grandes écoles” project (publication planned for the end of 2019). Ministerial signatures the Grandes écoles, they represent future of the 2nd disability careers (LCAP law). • Create an observatory of the social diversity in charter by Sophie Cluzel, Grandes écoles. Frédérique Vidal and • The disabled student rate in our schools is Anne-Lucie Wack. very close to the one in universities. • The public authorities listen more and more to the CGE and ask more and more their opinion on disability.

43 COMMISSIONTETIERE ACTIVITIES

Training courses — Frank Bournois, president of the Training courses committee – Director of ESCP Europe Year of creation of the Commission: 2001

OBJECTIVES APPRENTICESHIP WORKING GROUP

Create an expert department and a • Conducted a survey on the apprenticeship think tank focused on training topics costs in Grandes écoles. in the higher education (vocational • Monitors and studies the impacts of the law training, apprenticeship, teaching “Freedom to choose one’s professional future” methods, innovation, Bachelors’ and its decrees on the organisation and evolution and digital) related to the financing of apprenticeship in Grandes écoles. needs of the economic world. It has two main assignments: • provide the CGE with arguments ENTREPRENEURSHIP AND through the studies conducted, INNOVATION WORKING GROUP • act with the relevant ministries to make suggestions and defend the Grandes écoles’ • Promotes the Grandes écoles’ incubator cause on its expertise themes in front of methods in terms of support for the creation public authorities. of startups. • Studies the different economic models of the Grandes écoles’ incubators. PHYSICAL ACTIVITIES AND SPORTS (APS) WORKING GROUP VOCATIONAL TRAINING WORKING • Studies the specific benefits of sport in terms GROUP of soft skills, in the light of companies’ expectations. • Studies the stakes of the “Freedom to • Fights against a sedentary lifestyle and choose one’s professional future” law for the prepares our students - future managers - to vocational training economic model (RNCP, face professional “risks”. skill sets, etc.). • Contributes to the COPIL’s “SHN skills leaflet” • Encourages the discussion on the economic with the Ministry of Youth Affairs and Sports: model and evolution of vocational training. implementation of a common charter to host • Conducts a survey on the organisation and the SHN linked to the INSEP. financing of the vocational training. • Creates a new challenge for the sport associations, only for Grandes écoles, and improves the Schools French Championship LANGUAGES AND CULTURES (CFE) by creating 2 levels for some sports. WORKING GROUP • Thinks about the implementation of the “student and campus life contribution” (CVEC) The group gathered twice: and the financial investments in sport. • 8th and 9th of November 2018 at the international symposium “Linguistic governance of the universities and higher education institutions”. Organised by the

44 COMMISSIONTETIERE ACTIVITIES

European Observatory for Plurilingualism (EOP), this symposium took place under the DIGITAL STRATEGIES AND DISTANCE patronage of the French president at the LEARNING WORKING GROUP École polytechnique and the Université Paris Diderot. • Supports Grandes écoles in their digital • 21 st of March 2019 at the École des transformation. Ponts ParisTech on the topic “The • Conducts a survey on the state of distance internationalisation of training courses learning in CGE schools. in engineering and management schools: what are the new challenges in the plurilingual, intercultural and management "LOOKING AHEAD: EDUCATION IN skills fields?”: 80 delegates attended 2030" WORKING GROUP the workshops and followed round-table discussions in the presence of Marie-Jo • Works on the teaching models for 2030. Goedert, international and administrative • Studies the main trends of teaching methods manager of CTI, and Alice Guilhon, president in higher education. of the CGE Management Schools Chapter and Director General of SKEMA Business School.

TRANSFORMING AND PROMOTING EDUCATION WORKING GROUP

• Encourages the discussion on good practices of teaching innovation. • Works on the implementation of a teaching innovation prize in Grandes écoles. WORKING GROUP FACILITATORS • Physical activities and sports: Richard Nemeth (ENS Lyon) INTERNSHIP WORKING GROUP • Apprenticeship: Hélène Victor-Pujebet (Université Paris-Dauphine) and Mohamed Chaouch (ECE Paris) • Organises three annual sessions to exchange • Entrepreneurship and innovation: Anne Lichtenberger (IMT Mines d’Alès) and create best internship management • Languages and cultures: Jörg Eschenauer (École nationale des practices in Grandes écoles (crisis ponts ParisTech) management, internships abroad, internship • Internships: Sonia Journaud (Audencia BS) assessments, etc.). • Digital strategies and distance learning: Amandine Duffoux (EIGSI) • Deals with the evolutions in regulation • Continuous vocational training: Thomas Jeanjean (ESSEC) and Thibault Bremaud (Isae-Supaero) regarding internships (gap year, social • Transforming and promoting education: Jean-François Fiorina security, etc). (GEM) • 2030 Looking ahead: Francis Bécard (SCBS du Groupe YSchools) and Jean-Yves Plantec (INSA Toulouse)

45 COMMISSIONTETIERE ACTIVITIES

Research and transfers — M’Hamed Drissi, president of the Research and transfers committee – Director of INSA Rennes Year of creation of the Commission: 1980

COMMITTEE’S COMMITTEE’S RESULTS ASSIGNEMENTS • Pursuit of the negotiations with the science The committee organises: publishers who made the subscription prices • thinking and discussion sessions more affordable. and relays information among its • Signature of a partnership with the Agence members in terms of research, Universitaire de la Francophonie. and the analyses the difficulties of • Carrying out of a study about “Human Grandes écoles, and social sciences in Grandes écoles”, • an ongoing monitoring of reforms presented on the 26th of June 2019 at the regarding: Joint Research Units HSS symposium organised by the CGE. The (UMR) and their administrative committee had previously taken part in a supervision, the bill on research workshop organised by the annual conference planning over several years of the GE in Lille in October 2018, on the (LPPR), the examination of same theme. The aim of the survey is to the LPPR, the PLF, the steering show the benefits of HSS research in Grandes committee for open science, the écoles, more especially its benefit for the skills BPI (public investment bank) favoured by companies (for example dual financing, the end of the EA degrees, interdisciplinary skills developed, certifying, PhDs, etc., innovation benefits, etc.) • interactions with research alliances, including • Agreement extension with Athéna in 2019. the Athéna in human and social sciences • Publication of a survey on the “UMR-CNRS (HSS), administrative supervision and on-site • a monitoring of the documentation stakes policies” in view of the meeting between the (BSN, Couperin, etc.), and takes part in the CGE and Antoine Petit, president of the CNRS, negotiations with Elsevier, on the 19th of September 2018 and then on • an analysis of the trends in research, the first semester of 2019. innovation, transfer, • Examination of the LPPR in June 2019 and • the promotion of research and innovation issuing of several proposals in this context. actions of Grandes écoles and PhDs, through the survey on the Research in Grandes écoles, • the invitation of the key stakeholders in COMMITTEE’S PROSPECTS research. The committee continues: • to rally around the consideration of research in private institutions, • to conduct the Research 2019 survey on the WORKING GROUP FACILITATORS UMR administrative supervision, • to promote the conclusions of the “Human • Information and documentation: Marie-Pierre Redon (Enise) and Monique Joly (INSA Lyon) and social sciences in Grandes écoles” symposium, (publication of deeds, promotion of the studies in the press, etc.).

46 COMMISSIONTETIERE ACTIVITIES

International relations Yves Poilane, president of the International relations committee until 31 August 2019 – Director of — Télécom Paris Year of creation of the Commission: 1980

scholarships related to diplomatic positions. COMMITTEE’S • Supporting the applicant schools for the ASSIGNEMENTS MESRI’s “Welcome in France” project. • Participating in the European interdisciplinary • Represents and promotes group of the MESRI. schools in front of international • Discussing with the European Committee stakeholders. and the French Erasmus+ agency regarding • Works with the national bodies the future European Framework Programme for a better recognition of the and the new Erasmus + programme (26th of Grandes écoles’ role in the September, 5-7th of December 2018, 29th of international attractiveness of the May 2019). French ESR. • Participating in the steering committee for the • Conducts surveys on the “Studying in France” platform. incoming and outward mobility • Supporting the applicant schools for the of students in Grandes écoles, on “Support for the Development of Higher their agreements with foreign Education in Africa” (ADEFSA) project. universities and on training • Hosting foreign delegations (United courses taught in English. Kingdom, Belgium, Taiwan, Japan, Germany, Colombia, Iraq, Canada, Israel, Islamic Bank of Development). COMMITTEE’S ACTIVITIES • Contributing to the negotiations between ministries about the project for the • Organising an International relations administrative agreement on the mutual committee meeting common for the CGE / CDEFI (29 November 2018). acknowledgement of diplomas between France • Follow-up on the “Welcome in France” plan and China. and award of a CGE contribution to the MESRI upon examination by the expert group on the national strategy. COMMITTEE’S PROSPECTS • Providing support to the MESRI in the writing of decrees and the order establishing the • Monitor the “Welcome in France” national “Welcome in France” national strategy. strategy’s implementation for 2019 and 2020. • Submitting to the MESRI, the MEAE and the • Develop common activities with the French Home Office a survey to the CGE about the Erasmus+ agency. administrative difficulties encountered by • Advocate against the capping of French state schools and their foreign students. scholarships. • Advocating for the removal of non-EU PhDs • Facilitate the acquisition of residence permits from the group targeted by the registration for foreign students and graduates from fees increase. Grandes écoles. • Writing a guide with the DGESIP on the • Organise an international relations meeting implementation of the new exemption with both the CGE and CDEFI.

47 COMMISSIONTETIERE ACTIVITIES

Student life — François Bouchet, president of the Student life committee - Director General of École polytechnique Year of creation of the Commission: 2016

he Student life committee student life supervisor, question new sports is divided into groups who habits, etc. Twork on long term stakes and gathers in plenary session to: • share politic news about COMMUNITY LIFE WORKING GROUP student life: the ORE law, the implementation of the CVEC, the • Description of the skills expected and of the “Welcome in France” hosting plan role of a community project/student life for foreign students, results of supervisor. the decree on the recognition of Prospects: student commitment, etc., Implementing a training for the student life • discuss with external stakeholders to supervisor. potentially make partnerships of common interest for schools: associations dedicated to students (Cheer Up, IxESN, institut de LUCA WORKING GROUP l’engagement, BNEI, Animafac, REFEDD, FFE, etc), French state’s services or authorities • Fight against risky behaviours, induction (DGESIP, road safety, CNOUS, Agence du weekend charter. service civique), • Students’ well-being. • (co)steer the organisation of “student” events: Prospects: CGE symposium on students’ initiatives in “Cpas1Option” (Not1Option) annual seminar, April 2019 and CVEC seminar in November challenge contest for road safety innovation, 2018, sharing of the SOIREE platform. • foresee the emerging student issues - via the working groups or not - to add a constructive opinion to the national debate or enable the skills development of the committee: initiate STUDENT HOSTING WORKING GROUP an assessment of psychological support • Survey about student accommodation. measures in schools, define the skills of the emerging position of community project/ Prospects: Communication during a national regarding student accommodation, at the end of the year.

PHYSICAL ACTIVITIES AND SPORTS WORKING GROUP FACILITATORS WORKING GROUP • Actions against addictive behaviour (LUCA): Patricia Fournier • Double affiliation to the Student life and (CentraleSupélec) • Community life: Christelle Egreteau (Sup de Co La Rochelle), Muriel Training courses committees – see the Husson (EPF) and Jodie Delfour-Barsac (Animafac) Training Courses committee page. • Student hosting: Thierry Rousseau (ESSEC) • Physical activities and sports: Richard Nemeth (ENS de Lyon)

48 COMMISSIONTETIERE ACTIVITIES

04THE OBSERVATORY THE OBSERVATORYTETIERE

Incubators carthography On the 4th of December 2018, the CGE published a survey conducted in partnership — with the Caisse des Dépôts for 210 member Grandes écoles.

PRESENCE OF INCUBATORS IN GRANDES ÉCOLES 56 % 79 % of CGE member schools (2) of management schools de la CGE have at least 1 incubator (that is to say 117 Grandes écoles) have at least 1 incubator Propre 53 % Partagé 57 % of engineering schools 43 % (2) including schools with other have at least 1 incubator specialisations.

INCUBATORS TYPES The incubators in Grandes écoles (4) 37 % are either non-specialised or Thematic 0 20 40 60 80 100 thematic (aeronautics, agriculture, incubators health, etc.). 63 % non-specialised (4) engineering, management, other specialisations incubators

PartagéINCUBATORS AVAILABILITY

43 % 0 20 40 60 80 100 52 % Undefined Open of the incubators are OPEN 4 % to everyone. 52 % Réservés aux étudiants et/ou diplômés de l’école 43 % Booked 36 % of the incubators are BOOKED 43 % Au moins 1 étudiant et/ou diplômé de l'école for students and/or the 50 school’s graduates. 7 % Généraliste 63 %

65 % 26 % 9 % d’écoles d’ingénieur d’écoles de management d’écoles d’autres formations

4 % 52 % 43 % Non défini Tout le monde Fermé THE OBSERVATORYTETIERE

DISTRIBUTION OF THE INCUBATORS Lille’s French Tech IN FRENCH TECH CERTIFIED CITIES * 8 %

Normandy French Tech 84 % 4 % French Tech Brest+ Paris - IDF of the incubators 46 % LORnTech are established in French 4 % (3) 2 % Tech certified cities French Tech Rennes St-Malo including: 3 % Nantes Tech 54 % 4 % in other Lyon French Tech regions French Tech in the Alps 8 % 3 % Bordeaux French Tech 4 % 46 % French Tech Montpellier French Tech Côte d’Azur 3 % in Ile-de-France 4 % French Tech Toulouse 1 % Aix Marseille Frech Tech 3 %

(3) French Tech certified cities are considered by the French government to be the most noteworthy French startups ecosystems, thanks to their growth dynamic.

DISTRIBUTION OF THE INCUBATORS PER REGION:

61 % Ile-de-France of the incubators Hauts- 39 % are located in the other de-France regions 7 % 4 % Normandie Grand-Est 39 % Bretagne 4 % 6 % of the incubators Pays-de-Loire Centre are located in Val-de-Loire 5 % Bourgogne-Franche-Comté Ile-de-France 3 % 3 %

The incubators can be either exclusive Nouvelle Aquitaine or shared (with other higher education 8 % Auvergne-Rhône-Alpes institutions and private or public 11 % structures).

Occitanie Provence-Alpes-Côte d’Azur Propre Partagé 4 % 57 % 43 % 43 % 7 % 57 % of the incubators of the incubators are shared are exclusive to schools 51

0 20 40 60 80 100

0 20 40 60 80 100 THE OBSERVATORYTETIERE

2019 Professional insertion survey — Net employment rates and salary increases: about 90 % (1) of recent graduates from Grandes écoles are hired within the 6 following months

n the 18th of June 2019, the CGE revealed Nonetheless, in 2019, the final year internship the results of its 27st survey about the remains the first gateway to companies. It Oprofessional insertion of the member enables 29.4 % of the graduates to enter the schools’ recent graduates. labour market compared to 28.5 % in 2018. “We have 9 out of 10 students who find a job less than 6 months after their graduation, and 8 out of 10 within less than 2 months, representing AN INCREASING NUMBER OF the highest indicators since 2010” highlighted PERMANENT CONTRACT HIRING Anne-Lucie Wack, president of the CGE. “Recent graduates benefit from a booming labour n the continuity of previous surveys, the portion market. After two years of great increasing, of permanent contracts is still increasing: this the professional insertion reached very high year, 82.2% of recent graduates directly sign percentages”, added Peter Todd, president of the a permanent contract. It represents an increase CGE Upstream committee and Director General of two percentage points compared to last year. of HEC Paris. This rate is significantly higher than the average Please note that, this year, the survey section in the country, since 68% of young people with about the gender pay gap has been detailed with a master’s degree get a permanent contract 12 new information. months after graduation in France (2).

THE RECENT GRADUATES’ APPRENTICESHIP, EXCELLENCE PROFESSIONAL INSERTION IS SET CAREER PATH AND EMPLOYMENT FAIR AND INCREDIBLY FAST ACCELERATOR The net employment rate 6 months after “The 2019 survey corroborates the idea that graduation remains stable and very high for all graduates: 89.5% instead of 89.4 % in apprenticeship in Grandes écoles is an excellence 2018. We can observe a significant increase of career path and a significant employment the graduates being hired after an engineering accelerator”, emphasised Anne-Lucie Wack. school: the net employment rate six months For 15.5% of the graduates who did an after graduation exceeds 90 %. apprenticeship, the net employment rate Another prominent and new trend to keep in 6 months after graduation is 90.3 %. This mind: 65.2% of Grandes écoles’ students rate is higher by 0.8 percentage points than found a job even before their graduation, that the overall rate of graduates from the Grandes is to say 3 percentage points higher than last écoles (89.5%). 36.1% of apprentices are hired year. in their host companies. “About 2/3 of the graduates from Grandes écoles 1. Source: Apec – 2019 are literally seized by the companies even before Another noteworthy figure: 84.4% of Barometer – young 2017 graduates their graduation”, pointed out Anne-Lucie Wack. apprentices get a permanent contract, which 2. 90% of graduates, Regarding the access to the labour market, represents a rate higher by 2.2 percentage except those studying, points compared to the overall rate of graduates doing a thesis or professional social networks have obviously deliberately unemployed gained 2 percentage points since last year. from Grandes écoles (82.2%).

52 LES TPE/PME PREMIER EMPLOYEUR DES DIPLÔMÉS 38,9 % BAROMÈTREEnquête DES DIPLÔMÉS 2018 Talents : ce qu’ils attendent DES GRANDES ÉCOLES 1 PME : petites et moyennes entreprises de 10 à 249 salariés : 31,8 L’insertion professionnelle travaillent dans THE OBSERVATORYTETIERE 2 GE : grandes entreprises de 5 de leur emploi une TPE / PME de 000 salariés et plus : 31,2 % 3 ETI : entreprises de taille intermédiaires de 250 à 4 des diplômés des moins de 250 salariés % 4 TPE : très petites entreprises de moins de 10 salariés999 : 7,1 salariés : 29,8 % Grandes écoles LES SECTEURS D’ACTIVITÉ DES DIPLÔMÉS % 2019

Ingénieurs • Sociétés de conseil 20,4 M L’INSERTION PROFESSIONNELLE AU PLUS HAUT NIVEAU % anagers • Industrie des transports 11,9 • Société de conseil 21 • TIC Services 10,9 % % % • Banque Assurance 17,6 TAUX NET D’EMPLOI % • Commerce 9,5 % à 6 mois 89,5 LES SERVICES / DÉPARTEMENTS DES DIPLÔMÉS % Part des CDI Enquête 2018 : 89,4 Ingénieurs % Écoles d’ingénieurs 82,2 % Recherche et développement Managers Enquête 2018 : 81,1 1 % 2 Etudes – conseil & expertise 1 Commercial (dont ingénieur d’affaire) 91,2 % Écoles d’ingénieurs Écoles de management 3 Production – exploitation 2 Etudes – conseil et expertise Écoles de management 3 Administration, gestion, finance, comptabilité 83,2 % 87,9 % 84,4 % Écoles d’autres spécialités Écoles d’autres spécialités ENTREPRENEURIAT 81,6 % 53,6 % LES PRINCIPALES VOIES D’ACCÈS À L’EMPLOI

TAUX NET D’EMPLOI 3,1 % 1 Stage de fin d’études : 29,4 à 18 mois SONT CRÉATEURS % - en 2018 : 28,5 95,6 2 Site internet spécialisé dans l’emploi : 10, % % OU REPRENEURS 3 Réseaux sociaux professionnels : 9 7% - en 2018 : 12 Enquête 2018 : 94,5 D’ENTREPRISE % % 3,3 % de l’enquête % - en 2018 : 7 4 Relations personnelles : 7,9 % 65,2 précédente % - en 2018 : 9 % Enquête 2018 : 62 5 Apprentissage : 7,2 % TAUX NET D’EMPLOI % % - en 2018 : 6,9 des étudiants des Grandes écoles INCREASES IN THE AVERAGEIngénieurs % 2,2 6 Site internet d’entreprises : 6,7 à 30 mois embauchés % 97,2 avant l’obtention Managers 4,9 % - en 2018 : 7,2 % % % de leur diplôme. SALARIES Enquête 2018 : 96,9 %

ÉVOLUTION DU TAUX NET D’EMPLOI À 6 MOIS ET DES SALAIRES 83,7 DES DIPLÔMÉS % «TRÈS In 2019, the gross average salary per OU «yearSATISFAITS SATISFAITS» Les diplômés étaient interrogés selon les critères suivants» DE: les LEUR conditions EMPLOI de travail, les relations Salaire brut annuel moyen hors primes (France) avec leurs collègues, le niveau de rémunération, le niveau d’autonomie et de responsabilité, 100 % Dernière promotion - Enquêtes 2010 à 2019 offered to recent graduatesla localisation géographique. as they start 95 %

90 % Salaire - lieu de travail en France 36 000 € working has significantly increased. In France, 85 % 35 000 € 80 % 34 000 €  Retrouvez l’intégralité de l’enquête Insertion 2019 sur www.cge.asso.fr 75 % 33 000 € it reaches €34,920 (excludingContact bonuses) : , Conférence des grandes écoles : 11, rue Carrier-Belleuse – 75015 Paris 70 % Taux net d'emploi dernière promotion 01 46 34 08 42 – [email protected] – www.cge.asso.fr 32 000 € 2010 2011 31 000 € versus €34,122 last year, representing a 2.2% 2012 2013 2014 2015 30 000 € 2016 2017 increase for engineers and 2.6% for managers. 2018 2019 Abroad (across all countries), the average salaries after the hiring are also increasing, with €35,948 (excluding bonuses) instead of €34,918 in 2018. But the gender pay gap persists. Net employment rate, permanent contracts, FRANCE ATTRACTS YOUNG TALENTS executive status, salaries, all these indicators are less favourable towards women, with gaps Even if going abroad is still attractive - 1 out similar to the previous years’ gaps: “What is of 8 graduates chooses to work abroad after the most striking is that - even under the current graduation - the Grandes écoles’ graduates circumstances where companies fight to hire our favour France: 87% of recent graduates graduates - the gender pay gap persists, to the choose to work in France; a constant rate since detriment of women! Every year we make this last year. “The improvement of the economic alarming observation and we work on analysing situation in France since the 2–3 previous years and fighting the causes of these inequalities”, - that led to a stimulation of the employment commented Anne-Lucie Wack. market - explains that recent graduates want to work in France again. They do not show the same need to go abroad as some years ago” pointed out DIPLOMAS PROTECT Peter Todd. Among recent graduates who go abroad, the FROM INEQUALITIES choices mainly point to the UK, Switzerland, Germany, Luxembourg and China. Regarding the salaries in details, the gender pay gap after recruitment reaches 6.08%. “The 2019 survey shows that the executive status is one of the main determining factors of this gap: 1.56 point of this disparity is due to a lower percentage of women hired as executives”, commented Peter Todd. In addition, the lower number of recent graduates who obtained a permanent contract In a time when recent graduates increased the gap by 0.62 percentage point. “This disparity is also due to the fact that women are more than ever in search for meaning choose less profitable positions and sectors more in their work, it is a great pleasure for the CGE’s often” explained Anne-Lucie Wack. They are underrepresented in some activity sectors such members to know that more than 8 out of 10 as IT and the transport industry, where salaries graduates are in tune with their job. are generally higher. Anne-Lucie Wack

53 THE OBSERVATORYTETIERE

2019 Professional insertion survey

3.1% of the recent graduates chose to create THE VSB/SMB ARE STILL THE FIRST or take over a company (versus 3.3 % in 2018). EMPLOYER OF GRANDES ÉCOLES’ This figure is higher for management schools’ GRADUATES graduates where it reaches 4.9%.

In 2019, 38.9% of the Grandes écoles’ graduates opted for a company of less than YOUNG ACTIVE PROFESSIONNALS 250 employees. This figure is almost similar ARE SATISFIED WITH THEIR JOB to last year’s (39.3%) and shows the students’ interest for human-scale companies. “The 83.7% of recent graduates say they are Grandes écoles’ graduates work in all types of “very satisfied” or “satisfied” with their companies in the country, 40% in the VSB and job. This is an excellent figure, that increased SMB, 30% in intermediary businesses and 30 % in compared to last year (82.8%)! The graduates multinational businesses”, highlighted Anne- were questioned about their working conditions, Lucie Wack. relationships with their colleagues, salary The entrepreneurship, that had significantly levels, autonomy and responsibility levels, and increased in 2018, remains constant. In 2019, geographic location.

Gross average salary per year, excluding bonuses (France) according to gender and school type Last graduated class – 2005-2019 Surveys 36 000 €

35 000 € Managers (F + H) 34 000 €

33 000 €

32 000 €

31 000 € Tous All Engineers

30 000 €

29 000 € 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

54 THE OBSERVATORYTETIERE

The Conférence Écoles membres de la CGE au 30 juin 2018

Autres écoles de hautes des Grandes écolesspécialités françaises Écoles d’ingénieur françaises Écoles de management étrangères 3 32 reated in 1973, the Conférence des CGE also issues a digital school label

Grandes écoles (CGE) brings together calledÉcoles dethe management 4DIGITAL-Digital Grande C226 French institutions and 13 foreign École, certifyingfrançaises the digital39 ecosystem 142 Grandes écoles covering several specialisations: literacy of the schools who obtain it. engineering, management, architecture, political The CGE, an association under the 1901 sciences, creation & design, journalism, military law thatÉcoles brings d’ingénieur together 3 colleges of étrangères 10 schools, veterinary and health schools, etc. members 229Grandes écoles The Grandes écoles account for more than 40% of the master’s degrees granted in France Source : CGE – Liste des écoles membres de la CGE - 30 juin 2018 every year. Guaranteeing an intensive work in research, they bring into line the student’s education and their employment opportunities. Being part of the CGE is a real quality label. 279,361 STUDENTS The CGE makes sure that all its members respect ENROLLED IN THE GRANDES ÉCOLES its essential principles: programmes excellence, PROGRAMME IN 2018-2019 professional insertion, relations with companies, innovation, international openness, impact on Engineering Management schools the society, etc. The 229 member Grandes écoles schools 163 171 offer a large range of trainings and research to 87 606 meet the socioeconomic world’s needs.

THE CGE’S ROLE

The CGE is a think tank which values the Other schools collective expertise of its members as well as 28 584 the importance of the Grandes écoles in higher education and research. The CGE takes an active Source : CGE – Enrolment Survey 2018-2019 – January 2019-09-23 part in discussions regarding higher education (on-site policies, research, international issues, apprenticeship, professional training, bachelor’s GRANDE ÉCOLES GRADUATES degree, Parcoursup, high school certificate reform, society challenges, etc.). It produces summaries, studies and surveys that Engineering schools refer to the national strategy, on the insertion of Management schools 35 259 young graduates, international mobility, social 21 337 diversity, entrepreneurship, gender equality, disabilities, etc. It guarantees the representative role of its members to public authorities, economic and social players. It takes a public position on issues related to higher education and research. The Other schools CGE is an accreditation organism of education 7 263 for its members (SPECIALIZED MASTER®, Master of Science, BADGE, CQC – French Source : CGE – Graduation Flows Survey at the end of 2017-2018 – January 2019-09-23 certificate for qualifications and skills). It guarantees the programmes’ quality and their adequacy with labour market expectations. The

55 THE OBSERVATORYTETIERE

The Conférence des grandes écoles

In 2019: Culture or even directly the Prime Minister. • The College Education includes 229 higher Some schools depend on consular bodies, others education and research institutions, 13 of have associative or other status. which are foreign institutions With 72% of engineering schools accredited • The College Enterprises brings together 8 by the CTI (Committee responsible for member companies and partner companies the evaluation and accreditation of higher • The College Organisations is composed of 37 education institutions for engineers in France), organisations, Alumni associations, teachers, 95% of management schools providing the high school principals, and other organisations Master’s degree and 20% of schools with other related to higher education. specialisations, the CGE has become a major stakeholder in French higher education. The Grandes écoles depend on several ministries number of students enrolled in a Grande école (tutorship or contracts) programme officially amounts to 279,361 These ministries are the following: The Ministry students in 2018-2019 (1) on average with for Higher Education, Research and Innovation, 38.3% of women (an increase of 0.4 percentage the Ministry for Economy and Finance, the points compared to 2017-2018, when the Ministry for Agriculture and Food, the Ministry feminisation rate was 37.9%) and 14.7% of for the Armed Forces, the Ministry for the foreigners applying for the diploma (compared Ecological and Inclusive Transition, the Ministry to 14.2% the previous year). for Solidarity and Health, the Ministry for

The major branches of higher education 2015-2016 2016-2017 2017-2018 Share of the Evolution Evolution 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Dble enrol. excl. Dble enrol. excl. Dble enrol. excl. total over 1 year over 9 year

Students enrolled in all 2 231 495 2 234 162 2 315 821 2 319 627 2 343 939 2 386 930 2 429 857 2 531 800 2 595 606 2 677 876 3,2% 20,0% institutions

Universities excluding IUT (university technology 1 291 213 1 267 325 1 307 581 1 299 763 1 265 819 1 280 577 1 358 088 1 429 200 1 463 122 1 492 894 55,7% 2,0% 15,6% institute) and engineering trainings

Including IUFM (French University Institute for 70 100 64 037 59 953 ------Teachers education)

IUT 116 223 118 115 118 139 116 476 110 500 110 105 115 780 116 200 116 578 116 783 4,4% 0,2% 0,5%

STS (advanced technicians) 230 877 234 164 240 322 242 247 246 025 253 729 254 967 256 100 257 247 256 563 9,6% -0,3% 11,1% and similar

Paramedical and social 134 407 137 165 136 164 137 370 137 370 140 600 132 935 135 500 135 176 135 321 5,1% 0,1% 0,7% schools excluding university

CPGE (French Elites Preparatory Classes for 301 525 314 362 337 132 353 789 378 779 393 816 402 641 421 000 444 172 475 520 17,8% 7,1% 57,7% Grandes écoles) / Grandes écoles trainings

Other schools and 157 250 164 524 177 919 169 982 165 749 190 665 165 446 173 800 179 311 200 795 7,5% 12,0% 27,7% programmes

2015-2016: number of students without double counting of the 19,300 students double enrolled in CPGE and EPSCP - source: RERS 2016 56 2016-2017: number of students without double counting of the 14,100 students double enrolled in CPGE and EPSCP - source: RERS 2017 2017-2018: number of students without double counting of the 2,700 students double enrolled in CPGE and EPSCP - source: RERS 2018 THE OBSERVATORYTETIERE

All programmes considered, i.e. including bachelors, MBA, DNM, MS, MSc, PhD and continuing training, member schools of the CGE 383,194 STUDENTS ENROLLED IN THE FRENCH GE provided 383,194 students with education in IN 2018-2019, ALL TYPES OF TRAININGS 2018-2019 (6.45% more students than in 2017- 2018, accounting for 23,216 additional students). Schools with At the end of the academic year 2017-2018 Schools with other other specialisations – specialisations – in preparation enrolled in other programmes (1), French schools of the CGE have awarded a for the relevant diploma 21 287 diploma to 63,859 students (2.1% more than at providing master’s degree the end of 2016-2017) for the Grandes écoles 28 584 programme. On a comparable basis with the Engineering schools – most recent data available in RERS (2) 2018 on in preparation for Management schools – the engineering degree graduates of 2016, they accounted in 2016 for enrolled in other programmes 73.9% of all Grandes écoles flows of graduates 51 835 163 171 (according to the criterion “awarding at least one diploma providing the Master’s degree”); in 2016, the sphere of Grandes écoles has awarded

a diploma to 40.8% of students with a Master’s Management schools – in preparation for the relevant degree all programmes combined (i.e. 0.7 diploma providing master’s degree percentage points more than last year). 87 606 Engineering schools – enrolled in other programmes 30 711

1. the numbers of students enrolled and flows of gra- Source : CGE - Enrolment Survey 2018-2019 – January 2019-09-23 duates in the CGE schools do not include those of the 2 schools accepted at the Board of directors on the 12 March 2019 2. Statistical points of reference, 2018 edition, Ministry for National Education and Youth, DEPP

The major branches of higher education 2015-2016 2016-2017 2017-2018 Share of the Evolution Evolution 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Dble enrol. excl. Dble enrol. excl. Dble enrol. excl. total over 1 year over 9 year

Students enrolled in all 2 231 495 2 234 162 2 315 821 2 319 627 2 343 939 2 386 930 2 429 857 2 531 800 2 595 606 2 677 876 3,2% 20,0% institutions

Universities excluding IUT (university technology 1 291 213 1 267 325 1 307 581 1 299 763 1 265 819 1 280 577 1 358 088 1 429 200 1 463 122 1 492 894 55,7% 2,0% 15,6% institute) and engineering trainings

Including IUFM (French University Institute for 70 100 64 037 59 953 ------Teachers education)

IUT 116 223 118 115 118 139 116 476 110 500 110 105 115 780 116 200 116 578 116 783 4,4% 0,2% 0,5%

STS (advanced technicians) 230 877 234 164 240 322 242 247 246 025 253 729 254 967 256 100 257 247 256 563 9,6% -0,3% 11,1% and similar

Paramedical and social 134 407 137 165 136 164 137 370 137 370 140 600 132 935 135 500 135 176 135 321 5,1% 0,1% 0,7% schools excluding university

CPGE (French Elites Preparatory Classes for 301 525 314 362 337 132 353 789 378 779 393 816 402 641 421 000 444 172 475 520 17,8% 7,1% 57,7% Grandes écoles) / Grandes écoles trainings

Other schools and 157 250 164 524 177 919 169 982 165 749 190 665 165 446 173 800 179 311 200 795 7,5% 12,0% 27,7% programmes

2015-2016: number of students without double counting of the 19,300 students double enrolled in CPGE and EPSCP - source: RERS 2016 2016-2017: number of students without double counting of the 14,100 students double enrolled in CPGE and EPSCP - source: RERS 2017 57 2017-2018: number of students without double counting of the 2,700 students double enrolled in CPGE and EPSCP - source: RERS 2018 THE OBSERVATORY

Grandes écoles: main stakeholders in higher education and research

Academic 2017-2018 Other schools and programmes 7,50 % CPGE/GE 17,76 %

Paramedical and social schools outside the university 5,05 %

Universities excluding IUT and engineering trainings STS and similar 55,75 % 9,58 %

2017-2018 : Number of students without double counting of the 2 700 IUT double enrolled in CPGE and EPSCP 4,36 % source : RERS 2018

Evolution of the number of French higher education students

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Universities 1 3OO OOO ▼

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4OO OOO Other schools and programmes IUT and STS similar ▼ ▼

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▲ CPGE/CGE 2OO OOO 2OO2 2OO3 2OO4 2OO5 2OO6 2OO7 2OO8 2OO9 2O1O 2O11 2O12 2O13 2O14 2O15 2O16 2O17 2OO3 2OO4 2OO5 2OO6 2OO7 2OO8 2OO9 2O1O 2O11 2O12 2O13 2O14 2O15 2O16 2O17 2O18

2015-2016 : Number of students without double counting of the 19 300 double enrolled in CPGE and EPSCP - source : RERS 2016 2016-2017 : Number of students without double counting of the 14 100 double enrolled in CPGE and EPSCP - source : RERS 2017 58 2017-2018 : Number of students without double counting of the 2 700 double enrolled in CPGE and EPSCP - source : RERS 2018 THE OBSERVATORY

Label evolution

he accreditation of the certified about the relevance of the MSc-Master of programmes Mastère Spécialisé, MSc- science label positioning. TMaster of Science, BADGE and CQC is The educational organisation as currently one of the CGE’s four main assignments. This presented for the MSc label does no longer meet project - that began in 1983 by creating the the market’s needs both in terms of programme Mastère Spécialisé label - has been for several duration and admission prerequisites. The years now aligned with a quality and continuous experts recommend to better adapt the improvement process that meets the market’s organisation to the applicants’ profile, for needs and adapts to its environment. The example by distinguishing their academic level committee experts, with as many businesses as and by guiding them to the Bac+5 upon the schools, are keen to make sustainable and/or Bologna process criteria. suggest relevant theory elements to address the various changes. LABELS AND TERRITORIES: BADGE AND CQC, A POSSIBLE SOLUTION MASTÈRE SPÉCIALISÉ AND NEW REFORM OF THE PROFESSIONAL The adaptation of the programmes to the CONTINUOUS TRAINING market is one of the most common dimensions of the Accreditation committee while examining The LCAP law (“Freedom to choose one’s the applications. By working with the economic professional future”), has disrupted once stakeholders who are located in their territories, again the continuous training programmes the CGE’s member schools can offer training development. The Mastère Spécialisé label is courses relevant for the audience and the skills directly affected with over 73% of the students targeted. The BADGE and CQC labels with a having a professional experience superior or lifelong training allow to put an emphasis equal to 2 years in 2018-2019. It must aim at on this very close link between the Grandes being registered with France Compétences to be écoles, companies and professional sectors. The able to receive students whose training will be business approach with companies of the sector financed. is even more effective since it contributes to The committee has to take into account this define the programmes into skill groups - a increasing number of students whose diploma necessity nowadays. level is lower than 5 years of higher studies but whose number of years of professional experience is higher. While a major part of the engineering schools seems less affected by this phenomenon because of a prerequisite in sciences, the management schools and some MS programme with continuous training niche sectors are indeed affected. That is why experts suggest to open access paths better suited to this type of profiles, while keeping 80 % 95 % the post-master level of the Mastère Spécialisé Management label. Other specialisations

MSC-MASTER OF SCIENCE AND POSITIONING ABROAD

The changes in the French market of the 95 % post-high school programmes, the reform of Source : CGE champagne, 2008-2009 Engineering the master selection at the end of 2016 and more recently, the French government wanting to strengthen the attractiveness strategy for foreign students (62% in 2019 for CGE’s MSc), makes the Accreditation committee wonder 59 05THE CGE AT A GLANCE

60 THE CGE AT A GLANCE

61 THE CGETETIERE AT A GLANCE

CGE Organisational Chart

GENERAL ASSEMBLY BOARD OF DIRECTORS EXECUTIVE COMMITTEE STRATEGIC ORIENTATION COMMITTEEE

GENERAL DELEGATION

OMMITTEES AND WORKING GROUPS

Accreditation Diversitéy • CHN - Digital Accreditation committee • Gender equality Upstream • Disability • Attractiveness of science courses • Social diversity • Scientific competitive examinations Education • Review of the “Chatel law” • Physical activities and sports (2) • Technological branch • Apprenticeship • LIESSE • Entrepreneurship and innovation • ParcourSup • Languages and cultures • High school and high school certificate reform • Professional vocational training Downstream • Internships • Alumni • Digital strategy and distance learning • PGE professional insertion survey • 2030 Looking ahead • MS-MSc professional insertion survey • Transforming and promoting education • Bachelor professional insertion survey Research and transfers Management Schools Chapter • Information and documentation • Upstream– Competitive examinations International relations • Rankings Student life • Skills • Students hosting • Deans • Actions against addictive behaviours (LUCA) • Educational innovations • Student associations • Quality/Accreditation • Physical activities and sports (2) • Research • Corporate relations • International relations INDEPENDENT GROUPS Communication • DAF: financial affairs and chief administrative Sustainable development and social officers 1. Joint working group responsibility CGE/CPU • DSI: directors of IT Systems (1) 2. Joint working group • SD&SR-related skills • GDPR: delegates for data protection, IT for the Training courses • Research and innovation committee/Student life officers. committee • Frame of reference and accreditation (1)

62 THE CGETETIERE AT A GLANCE

Executive Committee

Chairperson Vice-Chairperson Schools Vice-Chairperson Schools ANNE-LUCIE WACK LAURENT CHAMPANEY ALICE GUILHON Director General, Montpellier Director General, Arts Director General, SKEMA SupAgro et Métiers Sciences et Business School Technologies

Vice-Chairperson Businesses Secretary Treasurer YVES PORTELLI PIERRE MATHIOT FLORENCE DARMON Paris Île-de-France Chamber Director, Sciences Po Lille Director General, ESTP of Commerce and Industry until 30 September 2019

The board also includes the committees’ presidents

Accreditation Upstream Downstream Management schools CHRISTOPHE DIGNE LAURENT CHAMPANEY PETER TODD ALICE GUILHON Director, Télécom SudParis Director General, Arts et Director General, HEC Paris Director General, SKEMA Métiers ParisTech Business School

Sustainable development Diversity Communication & CSR VINCENZO Education SOPHIE COMMEREUC DENIS GUIBARD ESPOSITO VINZI FRANK BOURNOIS Director, SIGMA Clermont Director, Institut Mines- Director General, ESSEC Director, ESCP Europe Télécom Business School

Research and transfers International relations Student life M’HAMED DRISSI YVES POILANE FRANÇOIS BOUCHET Director, INSA Rennes Director, Télécom ParisTech Director General, École until 31 August 2019 polytechnique 63 THE CGETETIERE AT A GLANCE

Board of directors

• Olivier Lesbre, Director, Institut • Chantal Legendre, Direction du SCHOOLS supérieur de l’aéronautique et de Développement Managérial et des l’espace (ISAE-SUPAERO) Talents – Orange • Pierre Mathiot, Director, Sciences Po Elected members • Stéphanie Martin-Blas, Lille • Anne Beauval, Executive Director, Responsable Projets Jeunes Talents – • Gérard Pignault, Director General, IMT Atlantique Bretagne Pays-de-la- LVMH École supérieure de chimie, physique, Loire • Jean-Michel Romann, HR Director – électronique de Lyon (CPE Lyon) • François Bouchet, Director General, EDF • Anne-Lucie Wack, Director General, • Philippe Thébaud, Associations & École polytechnique Montpellier SupAgro • Laurent Champaney, Director Local Authorities Director – MAIF General, Arts et Métiers Sciences et Permanent guests (committees Technologies presidents) • Sophie Commereuc, Director • Frank Bournois, Director General, ORGANISATIONS General, Sigma Clermont ESCP Europe • Jean Bastianelli, Headmaster, Lycée • Florence Darmon, Director General, • Christophe Digne, Director General, École spéciale des travaux publics Télécom SudParis Louis le Grand - President, Association (ESTP) • Vincenzo Esposito Vinzi, Director des proviseurs de lycées à classes • Lorenzo Diez, Director General, École General, ESSEC préparatoires aux Grandes écoles nationale supérieure d’architecture de • Yves Poilane, Director General, (APLCPGE) Nancy Telecom Paris • Jean-François Beaux, President, • M’Hamed Drissi, Director, Institut • Peter Todd, Director General, HEC UPA national des sciences appliquées de Paris • Laurent Billès-Garabédian, Vice- Rennes (INSA Rennes) President, Ingénieurs et scientifiques • Denis Guibard, Director, Institut de France (IESF) Mines-Telecom Business School BUSINESSES • Maurice Thévenet, General Delegate, • Alice Guilhon, Director General, National Foundation for Management Skema Business School • Valérie Gaudart, HR Marketing & Education Fondation (FNEGE) • Julie Joly, Director, Centre de Talent Attractiveness Manager for the Formation des Journalistes (CFJ) HR Assistant Director General, ENGIE

Strategic Orientation Committee (COS)

SCHOOLS BUSINESSES ORGANISATIONS

• Arts et Métiers Sciences • AXA – Sandrine Duchêne, Chief • ANDRH – Bénédicte (Ravache) Le et Technologies – Laurent Administrative Officer of AXA France Deley, Secretary General Champaney, Director General (VP • Bouygues – Philippe Marien, • IESF – Marc Ventre, President CGE schools – permanent guest) Director General Representative • Medef – Christian Nibourel, • École polytechnique – François • CIGREF – Jean-François Lalanne, President of the technological changes Bouchet, Director General Vice-president / DSI Air France KLM and social impacts Committee • ESCP Europe – Frank Bournois, • EDF – Hélène Bauduin, Head of • Synergie campus entreprises – Director General the mobility, education and hiring Sylvie Alinc, Public affairs manager • Montpellier SupAgro – Anne- department Lucie Wack, Director General • ENGIE – Valérie Gaudart, HR • SKEMA – Alice Guilhon, Director Marketing and Talent Attractiveness General Manager • LVMH – Pascal Jouvin, Director, Group Executive Development 64 THE CGETETIERE AT A GLANCE

General Delegation

ALEXANDRE RIGAL STÉPHANIE LEFÈVRE ISABELLE LAURENÇOT IMEN MISSAOUI CEO Head of Administration and Information - Process Officer Companies and Education 01 46 34 77 60 Finance - Legal Administration – GDPR Project Manager Officer Officer - Disability Officer [email protected] 01 46 34 77 56 01 46 34 77 57 01 46 34 77 62 [email protected] [email protected] [email protected]

GÉRALDINE CELLIER MARIA ROMO-NAVARRETE ANDRÉ BISMUTH MÉLANIE GONCALVES Accreditation Officer Quality and Digital Officer Communications Officer Communications Assistant 01 46 34 77 61 01 46 34 57 62 01 46 34 77 58 01 46 34 57 61 [email protected] [email protected] [email protected] [email protected]

FRANÇOISE GROT JULES MEUNIER OCÉANE ROUSSEAU NADIA HILAL Management Schools Chapter Public Affairs and Institutional Public Affairs and Institutional Manager for Upstream, and Gender Equality Officer – Relations Manager - Social Relations Manager - Social Downstream and Research Executive assistant inclusion Officer inclusion Officer 01 46 34 77 59 01 46 34 57 59 01 46 34 53 02 01 46 34 53 02 [email protected] [email protected] until 31 August 2019 océ[email protected] from 1st September

GÉRALD MAJOU ELISABETH BOUYER SABRINA HAVAS DE LA DÉBUTRIE Statistician General Assistant Manager for SD&SR, Regional 02 99 05 32 87 and Accountant policies and Student life [email protected] 01 46 34 08 42 01 46 34 57 58 [email protected] [email protected] 65 THE CGE AT A GLANCE

CGE member schools

2IE EFREI Paris ENSIIE EHESP ENSISA EHTP ENSMM Agrocampus Ouest EIGSI ENSMR (ex ENIM) AgroParisTech EISTI ENSSAT AgroSup Dijon EIVP ENSTA Bretagne Arts et Métiers Sciences et EM Normandie ENSTA Paris Technologies EM Strasbourg Business School ENSTIB Audencia Business School EMLV ENTPE emlyon business school ENV Alfort EN ENVT BREST BUSINESS SCHOOL ENA EOGN Bordeaux Sciences Agro ENAC EP Louvain-La-Neuve Bordeaux-INP - ENSEIRB- ENGEES EP Montréal MATMECA ENI Brest EP Paris Bordeaux-INP - ENSGTI ENI Metz EPF BURGUNDY SCHOOL OF ENISE EPITA BUSINESS ENS ESA Angers ENS Lyon ESA Lyon-Bron ENS Paris-Saclay ESA Paris CELSA Sorbonne-Université ENS Rennes ESAIP Centrale Lille ENSA Lyon ESB Centrale Lyon ENSA-PB Groupe ESC Clermont Centrale Marseille ENSAD ESC PAU BUSINESS SCHOOL Centrale Nantes ENSAE Paris ESCE CentraleSupélec ENSAI ESCOM CESI École d’Ingénieurs ENSAIA ESCP Europe CFJ ENSAIT ESDES Ecole de management CFVG ENSAM ESEO Chimie ParisTech ENSarchitecture de Nancy ESIEA CNAM ENSASE ESIEE Amiens CPE Lyon ENSC - Bordeaux-INP ESIEE Paris ENSC Lille ESIGELEC ENSC Montpellier ESILV EBI ENSC Mulhouse ESITC Caen EBS PARIS ENSC Rennes ESM Saint-Cyr ECAM Lyon - ECAM La Salle ENSCI ESME-SUDRIA ECAM Rennes-Louis de Broglie ENSCI Les Ateliers ESPCI Paris ECAM Strasbourg-Europe - ECAM ENSEA ESPRIT LaSalle ENSEM ESSCA ECAM-EPMI ENSFEA ESSEC Business School ECE Paris ENSG - Géologie ESTACA Ecole de l’Air ENSG - Géomatique ESTIA École des Ponts ParisTech ENSGSI ESTP ECPM ENSIAME EVDG EDC PARIS BUSINESS SCHOOL ENSIC EDHEC BUSINESS SCHOOL ENSICAEN

66 THE CGE AT A GLANCE

Institut Mines-Télécom Business Polytech Lille Gembloux Agro-Bio Tech School Polytech Marseille Grenoble Ecole de Management INSTN Polytech Montpellier Grenoble INP - Ense3 IPAG Business School Polytech Nancy Grenoble INP - ENSIMAG ISA Lille Polytech Nantes Grenoble INP - ESISAR ISAE-ENSMA Polytech Orléans Grenoble INP - Génie Industriel ISAE-SUPAERO Polytech Tours Grenoble INP - Pagora ISARA-Lyon PSB Paris School of Business Grenoble INP - PHELMA ISC Paris ISEN Brest ISEN Lille Rennes School of Business HEC Liège ISEN Toulon HEC Montréal ISEP HEC Paris ISG SCBS HEI ISIT Sciences Po Aix ISMANS Sciences Po Bordeaux ISTEC Sciences Po Lille IAV Hassan II (MAROC) ITECH Lyon Sciences Po Paris ICAM Lille SIGMA Clermont ICAM Nantes SKEMA Business School ICAM Toulouse KEDGE BS SUP’COM Tunis ICD International Business School SUPMECA ICN Business School IEP Lyon L’Ecole de design IEP Rennes La Rochelle BUSINESS SCHOOL TBS IÉSEG School of Management TELECOM Paris IFM Télécom Physique Strasbourg IFP School Mines Nancy TELECOM SudParis IMT Atlantique Bretagne-Pays Mines ParisTech Toulouse INP - EI Purpan de la Loire Mines Saint-Etienne Toulouse INP - ENI Tarbes IMT Lille Douai Montpellier Business School Toulouse INP - ENM IMT Mines Albi Carnaux Montpellier SupAgro Toulouse INP - ENSAT IMT Mines Alès Toulouse INP - ENSEEIHT INPT Toulouse INP - ENSIACET INSA Centre Val de Loire NEOMA Business School INSA Lyon Novancia INSA Rennes UniLaSalle INSA Rouen Normandie Université Paris-Dauphine INSA Strasbourg Oniris UTBM INSA Toulouse UTC INSEAD UTT INSEEC School of Business & Polytech Angers (ex ISTIA) Economics Polytech Clermont-Ferrand Institut d’Optique Polytech Grenoble VetAgro Sup

Engineering schools Management schools Other schools

67 THE CGE AT A GLANCE

CGE member companies and organisations

Member companies

CCI FRANCE www.cci.fr CCI Paris Ile-de-France www.cci-paris-idf.fr Member organisations EDF www.edf.fr ABG www.abg.asso.fr ENGIE www.engie.com Agreenium www.agreenium.fr INTERNATIONAL SOS AI Cesi www.aicesi.net www.internationalsos.com Amicale ISAE - SUPAERO - ENSICA www.isae-alumni.net LVMH www.lvmh.fr Anasup www.anasup.fr MAIF www.maif.fr ANRT www.anrt.asso.fr ORANGE www.orange.com AOCDTF www.compagnons-du-devoir.com AP-HEC aphec.it-sudparis.eu APLCPGE aplcpge.free.fr APPLS www.netvibes.com/appls#APPLS_Accueil Arts et Métiers Alumni www.arts-et-metiers.asso.fr Association AIHP www.aaihp.fr Association AX www.polytechniciens.com Association des Supelec www.asso-supelec.org Association ENSM Saint Etienne Partner companies www.mines-saint-etienne.org Association ESCP Europe Alumni Groupe Caisse des Dépôts www.escpeuropealumni.org www.caissedesdepots.fr Association HEC www.hecalumni.fr Mission Handicap Assurance (MHA) Association TELECOM ParisTech alumni mission-handicap-assurance.fr www.telecom-paristech.org CDGEB www.cdgeb.org ENAC Alumni www.alumni.enac.fr EURECOM www.eurecom.fr FNEGE www.fnege.org GENES www.groupe-genes.fr Grenoble INP www.grenoble-inp.fr IESF home.iesf.fr IMT www.mines-telecom.fr ISTP www.istp-france.com La Cellulose pagora.grenoble-inp.fr MINES Paristech Alumni www.mines-paris.org Réseau “n+i” www.nplusi.com Toulouse INP www.inp-toulouse.fr UPA upa.it-sudparis.eu UPLEGESS www.uplegess.org UPLS upls.it-sudparis.eu UPS prepas.org/ups.php UPSTI www.upsti.fr Yncréa yncrea.fr 68 Conférence des grandes écoles 11, rue Carrier-Belleuse  75015 Paris tél : 01 46 34 08 42 [email protected]  www.cge.asso.fr @ConferenceDesGE