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Teacher(s)
Language
French
Content
The initial phase of the work-study project is scheduled from November to May, covering the first and second quarters (Q1-Q2). In this phase, students are required to acquaint themselves with fundamental theories, understand the organisation and its context, and establish the goal for their project dissertation.
Seminars are held regularly, focusing on topics pertinent to the company’s digital transformation.
Each topic involves the study of academic theories, which are then contextualised within professional practices.
Subsequently, students conduct analyses tailored to their specific contextual immersion. Regular seminars provide an opportunity for exchanges aimed at developing students' ability to step back and put things into perspective through dialogue with teachers and professionals.
Through this work, students are expected to arrive at a diagnosis of the organisation's digital transformation strategy and identify a dissertation problem leading to recommendations for the organisation.
The seminar also provides collective tutoring for project dissertations on the digital transformation of the company and monitors the trainees in their professional environment.
Regular seminars are organised on themes linked to the digital transformation of companies, defined each year. For each theme, academic theories are studied and put into perspective with professional practices. The first seminar is dedicated to assessing skills and building a career plan.
Students then apply their analytical skills to the specific context in which they are on placement. Regular seminars enable students to develop their ability to take a step back and put things into perspective through dialogue with lecturers and professionals.
The seminar ensures that trainees are monitored in their professional environment. This collective tutoring serves to relate the various company assignments and helps students to develop their skills.
Seminars are held regularly, focusing on topics pertinent to the company’s digital transformation.
Each topic involves the study of academic theories, which are then contextualised within professional practices.
Subsequently, students conduct analyses tailored to their specific contextual immersion. Regular seminars provide an opportunity for exchanges aimed at developing students' ability to step back and put things into perspective through dialogue with teachers and professionals.
Through this work, students are expected to arrive at a diagnosis of the organisation's digital transformation strategy and identify a dissertation problem leading to recommendations for the organisation.
The seminar also provides collective tutoring for project dissertations on the digital transformation of the company and monitors the trainees in their professional environment.
Regular seminars are organised on themes linked to the digital transformation of companies, defined each year. For each theme, academic theories are studied and put into perspective with professional practices. The first seminar is dedicated to assessing skills and building a career plan.
Students then apply their analytical skills to the specific context in which they are on placement. Regular seminars enable students to develop their ability to take a step back and put things into perspective through dialogue with lecturers and professionals.
The seminar ensures that trainees are monitored in their professional environment. This collective tutoring serves to relate the various company assignments and helps students to develop their skills.
Teaching methods
- Theoretical contributions
- Co-development forums
- Case studies
- Practical work
- Work placement (alternating 3 days a week during the course)
- Digital watch
- Co-development forums
- Case studies
- Practical work
- Work placement (alternating 3 days a week during the course)
- Digital watch
Evaluation methods
Continuous assessment (participation in the seminar, assignments submitted, assessment of the immersion in Q1 and Q2, work-study project evaluation ) and overall success
Online resources
MOODLE
Bibliography
Guérin, J., Kermarrec, G. & Péoc’h, J. (2010). Conception et mobilisation d'une boussole pédagogique dans le cadre d'un dispositif de formation par alternance : Analyse du développement professionnel d'une enseignante stagiaire en EPS. Éducation & didactique, 4, 21-40. https://doi.org/10.4000/educationdidactique.783
Faculty or entity
