Teacher(s)
Language
English
Main themes
Business projects are designed as a real life learning experience for students. International student teams, comparable to consultancy teams, solve a real-life business problem supervised by both a corporate and an academic supervisor. CEMS Business Project is expected to represent 50% of each student's workload during the Spring Semester.
After a kick-off meeting with the company and the academic supervisor, students work in groups on a specific business project autonomously. Students manage their project and interactions directly with a company. They may require advices and guidance by the academic supervisor, to discuss and clarify any issue faced during the implementation of the business project. A mid-term meeting is formally planned with the academic supervisor, just as regular progress reports and timesheets are required from students, according to a pre-established calendar.
After a kick-off meeting with the company and the academic supervisor, students work in groups on a specific business project autonomously. Students manage their project and interactions directly with a company. They may require advices and guidance by the academic supervisor, to discuss and clarify any issue faced during the implementation of the business project. A mid-term meeting is formally planned with the academic supervisor, just as regular progress reports and timesheets are required from students, according to a pre-established calendar.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 | During their programme, students of the LSM Master's in management or Master's in Business engineering will have developed the following capabilities : 4.1. ldentify new opportunities, propose creative and useful ideas; insituations that require new strategic approaches, break with existing models and paradigms, promote progress and change. 4.2. Initiale, develop and implement ideas around a newproduct, service, processor organizational structure, having evaluated the risks and remain pragmatic. 4.3. lntegrate,collaborate and actively drive forward collective actions for change,and diffuse for social awareness. 5.1. Understand the inner workings of an organization : develop a global approach and integrate the internal logic used within the organization 5.2. Position and understand the functioning of an organization, in its local and international socio-economic dimensions and identify the associated strategic issues and operational decisions. 5.3. Understand and establish their own role and scope for action, in the overall operation of the organization, while liaising with the various internal and external stakeholders. |
Content
Each group is required to write a final output (report and/or slide deck) and prepare an oral presentation (30-40 min). The final outputs are to be sent by email to the academic supervisor and the company at least one week before the scheduled oral presentation. The set of slides (ppt file) for the oral presentation can be sent by email on the day of the presentation.
By submitting an assignment for evaluation:
- students assert that it accurately reflects the facts and to do so students need to have verified the facts, especially if they originate from generative AI resources;
- students assert that all your sources that go beyond common knowledge are suitably attributed. Common knowledge is what a knowledgeable reader can assess without requiring confirmation from a separate source;
- students assert that they have respected all specific requirements of their assigned work, in particular requirements for transparency and documentation of process, or have explained themselves where this was not possible.
If any of these assertions are not true, whether by intent or negligence, students have violated their commitment to truth, and possibly other aspects of academic integrity. This constitutes academic misconduct.
By submitting an assignment for evaluation:
- students assert that it accurately reflects the facts and to do so students need to have verified the facts, especially if they originate from generative AI resources;
- students assert that all your sources that go beyond common knowledge are suitably attributed. Common knowledge is what a knowledgeable reader can assess without requiring confirmation from a separate source;
- students assert that they have respected all specific requirements of their assigned work, in particular requirements for transparency and documentation of process, or have explained themselves where this was not possible.
If any of these assertions are not true, whether by intent or negligence, students have violated their commitment to truth, and possibly other aspects of academic integrity. This constitutes academic misconduct.
Teaching methods
Business projects are designed as a real life learning experience for students. International student teams, comparable to consultancy teams, solve a real-life business problem supervised by both a corporate and an academic supervisor. CEMS Business Project is expected to represent 50% of each student's workload during the Spring Semester.
After a kick-off meeting with the company and the academic supervisor, students work in groups on a specific business project autonomously. Students manage their project and interactions directly with a company. They may require advices and guidance by the academic supervisor, to discuss and clarify any issue faced during the implementation of the business project. A mid-term meeting is formally planned with the academic supervisor, just as regular progress reports and timesheets are required from students, according to a pre-established calendar.
After a kick-off meeting with the company and the academic supervisor, students work in groups on a specific business project autonomously. Students manage their project and interactions directly with a company. They may require advices and guidance by the academic supervisor, to discuss and clarify any issue faced during the implementation of the business project. A mid-term meeting is formally planned with the academic supervisor, just as regular progress reports and timesheets are required from students, according to a pre-established calendar.
Evaluation methods
Continuous evaluation
- Date: No
- Type of evaluation: Final outcome - Oral group presentation
- Comments: No
- Oral: No
- Written: No
- Unavailability or comments: No
- Oral: No
- Written: No
- Unavailability or comments: No
- Individual participation
- Process management
- Reflexive and critical thinking
- Managerial quality
- Methodological quality
Faculty or entity
