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ICN MASTER GRANDE ÉCOLE

3ème Année / 3rd Year

PROGRAMME 2017-2018

Version du 13/11/2017

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AVERTISSEMENT

Les informations contenues dans ce document sont susceptibles d’évoluer.

Des mises à jour seront faites ultérieurement, pensez à vérifier régulièrement le contenu de ce livret.

WARNING

The contempt of this document is likely to evolve.

Updates will be made later on; don’t forget to check this handbook on a regular basis.

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Table des matières

Programme ICN Grande École 3ème Année ............................................................................................. 9

Calendrier du Programme ICN Grande Ecole 2017-2018 ........................................................................ 10

Extrait du règlement pédagogique 2017-2018 ....................................................................................... 11

Extract from academic regulations 2017-2018 ....................................................................................... 17

Synoptique des modules de spécialisation / Synoptic of specialization units .......................................... 23

Contacts utiles / Useful contacts ........................................................................................................... 24

Cours du tronc commun / Core Curriculum ........................................................................................... 25

Semestre 1 / Semester 1 ................................................................................................................... 25

Management des risques & prospective ................................................................................................. 26

Prospective and Risk Management ......................................................................................................... 28

Management Stratégique ........................................................................................................................ 30

Strategy Management ............................................................................................................................. 32

Managing Early Growth and Performance .............................................................................................. 34

Leadership ............................................................................................................................................... 36

Gouvernance, Ethique et RSE .................................................................................................................. 38

Governance, Ethics and CSR .................................................................................................................... 40

Spécialisations / Specializations ............................................................................................................ 42

Banks, funds and markets (Metz).......................................................................................................... 43

Structured Finance and Advanced Valuation Topics ............................................................................... 44

Financial Risk Management ..................................................................................................................... 46

Behavioural finance and the Architecture of Finance ............................................................................. 48

Market Microstructure ............................................................................................................................ 50

Audit (Nancy) ....................................................................................................................................... 52

Advanced IFRS Standards ........................................................................................................................ 53

International Auditing Standards (ISA) .................................................................................................... 55

Audit and Fraud detection ....................................................................................................................... 57

Bankruptcy Law ....................................................................................................................................... 59

Finance d’entreprise (Nancy) ................................................................................................................ 61


Analyse financière fondamentale ............................................................................................................ 64

Droit Fiscal et des Sociétés ...................................................................................................................... 66

Ingénierie financière ................................................................................................................................ 68

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Contrôle de gestion (Nancy) ................................................................................................................. 70


Aspects particuliers du contrôle de gestion ............................................................................................ 73

Diagnostic de performance et Systèmes d’Information .......................................................................... 75

Diagnostic Financier ................................................................................................................................ 77

Finance, insurance and risk management (Nuremberg) ......................................................................... 79

Financial crisis and contagion .................................................................................................................. 80

Advanced topics in insurance .................................................................................................................. 82

Quantitative risk modelling ..................................................................................................................... 84

Financial Modelling and Research Methods ........................................................................................... 86

Marketing and brand management (Nuremberg) .................................................................................. 88

Consumer analytics ................................................................................................................................. 89

Social media and digital communication ................................................................................................. 91

Event planning and sponsorship.............................................................................................................. 93

Visual elements and composition ........................................................................................................... 95

Distribution, e-commerce et management des grands comptes (Nancy) ................................................ 97

E-commerce Business Models Internet .................................................................................................. 98

Stratégie et management des achats .................................................................................................... 100

Management grands comptes et marketing B2B .................................................................................. 102

Management stratégique de la distribution ......................................................................................... 104

Design de l’offre et innovation (Nancy) ............................................................................................... 106

Marketing de l’innovation ..................................................................................................................... 107

Créativité et design thinking .................................................................................................................. 109

Gestion et lancement produit ............................................................................................................... 111

Innovation responsable et protection juridique ................................................................................... 113

Talent management in organisations (Nancy) ..................................................................................... 115

Organisational Restructuring ................................................................................................................ 116

The Dark Side of Human Resource Management ................................................................................. 118

Sustainable Human Resource Management ......................................................................................... 120

HR AUDITING ......................................................................................................................................... 122

Management of innovation (Nancy) ................................................................................................... 124

Organising Public and Private R&D ........................................................................................................ 125

Strategic Analysis in High Tech and Digital Industries ........................................................................... 127

Business Model & Innovation ................................................................................................................ 129

Innovation Management - Capstone Project ........................................................................................ 131

Arts and enternainment industry management (Nancy) ...................................................................... 133

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Art, Image and Communication............................................................................................................. 134

Entertainment Marketing ...................................................................................................................... 136

Creative Industries Management .......................................................................................................... 138

The Art and Entertainment Industry Management Seminar ................................................................ 140

Management de la supply chain et des achats (Metz) .......................................................................... 142

Supply chain strategy............................................................................................................................. 143

International Logistics ........................................................................................................................... 145

Conception et pilotage de flux .............................................................................................................. 147

Achats hors production ......................................................................................................................... 149

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Nancy/Metz, le 1er septembre 2017

Chers étudiants et participants,

Bienvenue à l’Ecole ! En rejoignant ICN Business School, vous intégrez une grande école française de

management, de standard international au sein de laquelle la pédagogie a été conçue de manière

fortement interactive.

A ICN, vous allez mettre en œuvre, à travers vos lectures et vos projets individuels et collectifs, une

méthode de travail propre au développement des connaissances, des savoir-faire et des expériences qui

vous distingueront dans votre future carrière.

Cela signifie que l’enseignement est construit sur la base d’un contrat pédagogique requérant de vous une

présence active aux différents cours et une préparation aux prérequis définis par les enseignants, ce qui

leur permettra de s’impliquer dans une relation pédagogique positive en accompagnant de près votre

progression.

Pour maximiser votre compréhension des enseignements et vos chances de succès, il est par conséquent

impératif de vous engager à être présents à vos cours pour bénéficier de la dynamique et des échanges qui

vous permettront de fixer durablement vos savoirs et de réussir vos examens.

Votre emploi du temps a été conçu en intégrant, parallèlement aux cours, des plages de temps

hebdomadaires libres destinées à votre travail personnel, à vos travaux de groupes, à la recherche de vos

stages nécessaires au développement de votre personnalité et de vos compétences professionnelles.

Acteurs de votre formation, vous devez aussi participer à la qualité de l’enseignement délivré à l’Ecole en y

apportant votre regard critique tout en vous comportant de manière citoyenne et respectueuse vis-à-vis de

la communauté académique.

Vous devez, en conséquence, donner votre avis, lors des évaluations des enseignements qui vous sont

dispensés, à travers les campagnes d’évaluations en ligne obligatoires. Vous contribuez ainsi à

l’amélioration continue de nos enseignements et dresserez un bilan de vos apprentissages.

Vous devez aussi veiller, durant votre vie à l’Ecole et dans toutes vos activités, à respecter l’ensemble des

acteurs (personnels administratifs et enseignants). Cela doit se traduire entre autres, par un comportement

responsable vis-à-vis de celles et ceux qui sont mobilisés autour de votre réussite.

Visons ensemble votre succès académique et professionnel, en prenant conscience de ces principes et en

vous engageant à les respecter.

Christine KRATZ Directrice des Programmes

Nuno GUIMARÃES DA COSTA Directeur Académique et de la Recherche

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Nancy/Metz, September 1st, 2017

Dear Students and Participants,

Welcome to the School! By joining ICN Business School, you are joining a French Business School of

international standard in which pedagogy has been designed to be highly interactive.

At ICN, you will implement, throughout your reading and individual as well as team projects, a work

method for developing knowledge, skills and experiences that will distinguish you in your future career.

This means that teaching is built on the basis of a learning agreement requiring you to actively participate

in different courses and prepare for prerequisites defined by the teachers. We expect a positive

pedagogical relationship between teachers and you, which will allow for closely accompanying your

progress.

To maximize your understanding of the teachings as well as your chances of success, it is therefore

imperative that you commit to being present in class and benefits from the class dynamics and the

intellectual exchanges that occur in class. These will allow you to put your knowledge to use and succeed in

your exams.

Your class schedule has been designed by integrating time for, in addition to courses, personal homework,

group work, searching for internships. All these activities are necessary to develop your personality and

your professional skills.

You must also participate in the quality of education delivered at the School by giving your constructive

criticism all the while behaving as respectful citizens with the academic community.

You should give your opinion by completing the required teaching evaluations that will be administered

online. As such, you will contribute to the continuing improvement of our teaching activities and take stock

of what you have learned.

You should also, both while at the School and in all of your activities, respect all staff (administrators and

teachers alike). This should among other things include responsible behavior towards those who are

present to ensure your success.

Let’s work together towards your academic and professional success, by being aware of these values and

committing yourself to respecting them.

Christine KRATZ Director of Programs

Nuno GUIMARÃES DA COSTA Dean for Faculty and Research

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Version française :

English version :

30 225 30 15

Module ECTS Vol. H Module ECTS Vol. H

MANAGEMENT 10 75 EXPERIENCE PROFESSIONNELLE 15 15

Management des risques 2 15 Stage 13 -

Management Stratégique 2 15 Pilotage de carrière 2 15

Managing Early Growth and performance 2 15 MFE 15 -

Leadership 2 15 Mémoire de Fin d'Etudes 15 -

Gouvernance, Ethique et RSE 2 15

ARTEM 5 40

Arts, Sciences, Business 2 15

Méthodologie de recherche 1 10

Electif 2 15

SPECIALISATION 15 110

Spécialisation 4 4 30




S6S5

30 225 30 15


MANAGEMENT 10 75 PROFESSIONAL EXPERIENCE 15 15

Risk Management 2 15 Internship 13 -

Strategic Management 2 15 Seminar 2 15

Management of early growth and performance2 15 MASTER THESIS 15 -

Leadership 2 15 Master Thesis 15 -

Governance, Ethics, and CSR 2 15

ARTEM 5 40


Research Methodology 1 10

Elective 2 15

MAJOR 15 110

Specialisation 4 4 30




S6S5

Programme ICN Grande École 3ème Année

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Calendrier du Programme ICN Grande Ecole 2017-2018

Création: 06/01/2017

Modification:

CONGES SOCLAIRES (ZONE B au B.O. du 25/04/2016)

V 1 D 1 M 1 Férié V 1 L 1 J 1 J 1 D 1 M 1 V 1 D 1 M 1 S 1

S 2 L 2 J 2 S 2 M 2 V 2 V 2 L 2 M 2 S 2 L 2 J 2 D 2

D 3 M 3Férié

Nuremberg V 3 D 3 M 3 S 3 S 3 M 3 J 3 D 3 M 3 V 3 L 3

L 4 M 4 S 4 L 4 J 4 D 4 D 4 M 4 V 4 L 4 M 4 S 4 M 4

M 5 J 5 D 5 M 5 V 5 L 5 L 5 J 5 S 5 M 5 J 5 D 5 M 5

M 6 V 6 L 6 M 6 S 6 M 6 M 6 V 6 D 6 M 6 V 6 L 6 J 6

J 7 S 7 M 7 J 7 D 7 M 7 M 7 S 7 L 7 J 7 S 7 M 7 V 7

V 8 D 8 M 8 V 8 L 8 J 8 J 8 D 8 M 8 V 8 D 8 M 8 S 8

S 9 L 9 J 9 S 9 M 9 V 9 V 9 L 9 M 9 S 9 L 9 J 9 D 9

D 10 M 10 V 10 D 10 M 10 S 10 S 10 M 10 J 10 D 10 M 10 V 10 L 10

L 11 M 11 S 11 L 11 J 11 D 11 D 11 M 11 V 11 L 11 M 11 S 11 M 11

M 12 J 12 D 12 M 12 V 12 L 12 L 12 J 12 S 12 M 12 J 12 D 12 M 12

M 13 V 13 L 13 M 13 S 13 M 13 M 13 V 13 D 13 M 13 V 13 L 13 J 13

J 14 S 14 M 14 J 14 D 14 M 14 M 14 S 14 L 14 J 14 S 14 Férié M 14 V 14

V 15 D 15 M 15 V 15 L 15 J 15 J 15 D 15 M 15 V 15 D 15 M 15 Férié S 15

S 16 L 16 J 16Faculty

dayS 16 M 16 V 16 V 16 L 16 M 16 S 16 L 16 J 16 D 16

D 17 M 17 V 17 D 17 M 17 S 17 S 17 M 17 J 17 D 17 M 17 V 17 L 17

L 18 M 18 S 18 L 18 J 18 D 18 D 18 M 18 V 18 L 18 M 18 S 18 M 18

M 19 J 19 D 19 M 19 V 19 L 19 L 19 J 19 S 19 M 19 J 19 D 19 M 19

M 20 V 20 L 20 M 20 S 20 M 20 M 20 V 20 D 20 M 20 V 20 L 20 J 20

J 21 S 21 M 21 J 21 D 21 M 21 M 21 S 21 L 21 J 21 S 21 M 21 V 21

V 22 D 22 M 22 V 22 L 22 J 22 J 22 D 22 M 22 V 22 D 22 M 22 S 22

S 23 L 23 J 23 S 23 M 23 V 23 V 23 L 23 M 23 S 23 L 23 J 23 D 23

D 24 M 24 V 24 D 24 M 24 S 24 S 24 TOEIC M 24 J 24 D 24 M 24 V 24 L 24

L 25 M 25 S 25 L 25 J 25 D 25 D 25 M 25 V 25 L 25 M 25 S 25 M 25

M 26 J 26 D 26 M 26 V 26 L 26 L 26 J 26 S 26 M 26 J 26 D 26 M 26

M 27 V 27 L 27 M 27 S 27 M 27 M 27 V 27 D 27 M 27 V 27 L 27 J 27

J 28 S 28 M 28 J 28 D 28 M 28 M 28 S 28 L 28 J 28 S 28 M 28 V 28

V 29 D 29 M 29 V 29 L 29 J 29 D 29 M 29 V 29 D 29 M 29 S 29

S 30 L 30 J 30 S 30 M 30 V 30 Férié en Moselle 18 L 30 M 30 S 30 L 30 J 30 D 30

M 31Férié

Nuremberg D 31 M 31 S 31 J 31 M 31 V 31

Rattrapages ICN 3

Séminaire ICN 3

7 11

33

Co

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Discours de rentréeICN 3U

Humanité ARTEM ICN 3

46

TOEIC

31

22

CALENDRIER 2017 - 2018 - 3ème année

RentréeICN 3Z (13h30)

Journée de préparation forum 13h-17h

(2A + 3A)Golf cup (après-midi)

Pas cours

2017

20

5

44

DE

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Cam

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CONGES

51

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(ARTEM)ICN 3

Forum Est Horizon(1A-2A-3A)

Férié en Moselle

CONGES

9

13

17

21

Lundi de Pentecôte

34

39

39

52

NOËL DE

30

CONGES

26

43

47

Pentecôte

25

8 12

ALT

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25 é

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ALTIGLISS (25 étudiants )

38

38

Aju

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2-3

AU

2942

Forum International(12h-18h)

Partiels ICN 3 + ICN 3 Alt

16

24

Rentrée ICN 3 Z (9h15)

Début des cours

ICN 2-3 U

Férié

3

Forum entreprise (2A + 3A YZ)Conseil département

37

37

Rentrée ICN 3 Y (14h) Férié

50

15 28

Remise des diplômes

32

EGAA : pilotage de la performance (3AYZ)

36

23

Congès

Nure

mberg

6

Férié

41

19

CONGES

Journée BDE

2

NOËL

14

Lundi de Pâques

45

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Semaine de l'art (à

confirmer)

Cam

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Con

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FEVRIER MARS AVRIL MAI JUIN

ARTEM Inside (ARTEM)

ICN 3Férié

CONGES D'HIVER

36 49

28/08/2017

2018SEPTEMBRE OCTOBRE NOVEMBRE DECEMBRE JANVIER AOÛT SEPTEMBREJUILLET

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Extrait du règlement pédagogique 2017-20181

Le règlement pédagogique est accessible sur MyICN : ICN Master / Programme Master / Prog. Grande Ecole – Règlements / Règlement d'examens Programme ICN Grande Ecole

2 - Organisation des études

2.1 Projet pédagogique

Le Programme Grande Ecole vise à former des futurs cadres généralistes en gestion, qui occuperont des postes à responsabilité dans tous types d’organisations, en France ou à l’étranger, et qui sauront s’adapter dans un environnement multidisciplinaire et multiculturel. Cette formation généraliste est enrichie par plusieurs éléments fondamentaux dans le programme :

- Une spécialisation dès la 2ème année : il s’agit d’une spécialisation fonctionnelle qui peut encore être approfondie par la poursuite d’études, par exemple dans le cadre d’un double-diplôme ;

- Une ouverture pluridisciplinaire : elle est encouragée par l’alliance ARTEM et par les activités pédagogiques liées, en particulier l’atelier ARTEM ;

- Une ouverture internationale : les étudiants sont amenés à passer un semestre à l’étranger dans le cadre d’un séjour académique ;

A l’issue de leur formation, les étudiants sont capables de :

- Analyser une situation complexe et en faire la synthèse pertinente ;

- Résoudre des problèmes complexes en élaborant une solution adaptée et éventuellement innovante ;

- Décider en collaborateur responsable et dans le respect des règles d’éthique ;

- Communiquer efficacement, aussi bien à l’écrit qu’à l’oral ;

- S’adapter et s’intégrer avec aisance dans en environnement pluridisciplinaire ou multiculturel ;

- Mettre à jour et d’étendre en permanence leurs connaissances et leurs compétences, y compris à d’autres domaines que la gestion ;

- Travailler en groupe et gérer leurs équipes en mode projet ;

2.2 Forme générale du Programme

Le Programme ICN Grande Ecole se déroule sur trois années (pour un accès en 1ère année). Une année optionnelle, dite « expériences », peut s’insérer à la demande de l’étudiant entre la 2ème et la 3ème année du programme. Le parcours minimal est de deux ans (accès en 2ème année) à trois ans (accès en 1ère année).

Un semestre est composé d’unités d’enseignements (UE). Chaque UE est affectée d’un nombre de crédits européens (ECTS – European Credit Transfer System). Un semestre équivaut à 30 ECTS et une année à 60 ECTS. Une UE est composée d’un ou plusieurs modules, affectés de coefficients.

1 Règlement en cours de validation par le Ministère de l’Education National

S1

S2

S3

S4

Année Expériences Optionnelle

S5

S6

ICN1 ICN2 Année

« Expériences » ICN3

Stage

Stage

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2.3 Présentation des contenus

2.3.4 La troisième année

Au premier semestre, le tronc commun est complété par le choix de quatre modules (110 heures) qui terminent la route de spécialisation choisie par l’étudiant en 2ème année, pour un total de 200 heures. Les spécialisations sont programmées sur l’un des campus de l’école : Nancy, Metz, ou Nuremberg. Un module « Arts, Sciences, Business » et un module « électif » de 15 heures chacun, en libre choix, complètent le dispositif.

Expérience professionnelle : d’une durée de 5 à 6 mois, en France ou à l’étranger, cette expérience peut être réalisée au S6 (ou au S5 en cas de séjour académique programmé au S6). Elle peut prendre la forme d’un stage, dans le respect de la réglementation en vigueur, ou de tout autre contrat de travail bipartite. Les objectifs sont identiques à ceux décrit dans la partie « année expériences ». Pour faciliter l’insertion professionnelle des étudiants réalisant un séjour académique au S6, un stage de fin d’études peut-être réalisé au retour du séjour en université partenaire, pourvu que la durée totale des stages n’excède pas la limite légale.

Expérience académique : séjour académique à l’étranger en université partenaire, d’une durée minimale d’un semestre, au S5 ou au S6. Des séjours annuels sont possibles dans le cadre d’un double-diplôme.

En cas de séjour académique semestriel en université partenaire programmé au S6, les modules du S6 sont transférés au S5, et l’étudiant est autorisé à réaliser une expérience professionnelle durant ce semestre S5, avant son départ en université partenaire.

2.3.5 Accès aux modules

L’accès aux modules choisis (notamment les modules de spécialisation, les modules et ateliers ARTEM) peut être limité par des contraintes et des critères de sélection portés à la connaissance des étudiants au moment de l’inscription aux modules (un numerus clausus, des prérequis académique, un niveau académique minimal, la nécessité d’équilibrer les populations des trois écoles dans chaque atelier).

Pour chaque module au choix, les étudiants sont invités à exprimer jusqu’à trois choix ordonnés selon leur préférence, conformément au calendrier publié chaque année.

30 225 30 15


MANAGEMENT 10 75 EXPERIENCE PROFESSIONNELLE 15 15

Management des risques 2 15 Stage 13 -

Management Stratégique 2 15 Pilotage de carrière 2 15

Managing Early Growth and performance 2 15 MFE 15 -

Leadership 2 15 Mémoire de Fin d'Etudes 15 -

Gouvernance, Ethique et RSE 2 15

ARTEM 5 40


Méthodologie de recherche 1 10

Electif 2 15

SPECIALISATION 15 110





S6S5

13

La décision est prise par le directeur du programme après consultation des différents services académiques et administratifs. Elle est définitive et communiquée aux étudiants au plus tard une semaine avant le début des cours. Il n’existe aucune garantie que le choix définitif d’affectation corresponde aux trois choix initiaux formulés par l’étudiant.

2.3.6 Les stages

Tous les stages réalisés sont préalablement soumis à la validation par le tuteur pédagogique de la mission prévue. Ils sont suivis par un tuteur pédagogique, enseignant/chercheur de l’école, en relation avec le maître de stage en entreprise. Ils donnent lieu à la production d’un livrable par l’étudiant. Ces stages peuvent être réalisés dans des entreprises privées ou publiques, des laboratoires, en France ou à l’étranger.

Les périodes de stage sont précisées chaque année par des dates limites de début et de fin de stage. Plusieurs stages peuvent être réalisés au cours de chaque période, pourvu qu’ils respectent les durées minimales prévues, ainsi que la législation en vigueur.

Aucun stage ne peut débuter sans qu’une convention de stage valide ne soit établie et signée par l’école, l’entreprise d’accueil et l’étudiant. Tout étudiant qui contreviendrait à ces dispositions commet une faute et s’expose à des sanctions, décidées par le conseil de discipline devant lequel il sera convoqué.

2.3.7 Les séjours académiques

Au moins un séjour académique en université partenaire doit être réalisé (quitus international). Les semestres S4, S5 et S6 peuvent être remplacés par un séjour académique en université partenaire rapportant l’équivalent de 30 crédits ECTS.

Un accord pédagogique (learning agreement) est signé pour chaque séjour, et le contenu prévu dans ce séjour académique se substitue intégralement à celui du semestre prévu au présent règlement d’examens (S4, S5 ou S6).

L’évaluation du séjour est celle mise en place par l’établissement d’accueil. L’obtention des crédits ECTS prévus dans l’accord pédagogique entraîne la validation du séjour et la comptabilisation des crédits prévus au présent règlement, au titre du semestre durant lequel il a été réalisé.

Si le séjour académique est réalisé durant l’année expériences, les crédits obtenus ne sont pas transférables et ne peuvent pas être pris en compte pour l’obtention du diplôme. En revanche, sa réussite peut valider le quitus international.

L’étudiant doit se conformer aux dispositions du règlement d’examens de l’établissement d’accueil, sauf dispositions contraires établies dans l’accord pédagogique.

2.4 Interruption d’études et nombre maximal d’inscriptions

La scolarité peut être interrompue au plus une année universitaire sur l’intégralité du cursus, pour des raisons exceptionnelles sur demande de l’étudiant et après autorisation du Directeur du programme. L’étudiant n’est alors pas inscrit à l’école et ne peut bénéficier d’aucun service de l’établissement durant son interruption d’études (il ne peut notamment pas bénéficier d’une convention de stage).

Le nombre maximal d’inscription dans le Programme ICN Grande Ecole est de six années universitaires (3 années d’enseignement + 1 année «expériences» + 1 redoublement autorisé + 1 année supplémentaire exceptionnelle pour validation des UE et quitus non obtenus).

3 - Contrôle des aptitudes et des connaissances

3.1 Dispositions générales

3.1.1 Evaluation des modules et des UE

Pour chaque module, une ou plusieurs épreuves peuvent être programmées. Il est précisé que la présence et la participation des étudiants peut faire l’objet d’une évaluation sous forme de note, au même titre que les épreuves classiques. Une épreuve peut être de différents types : examen terminal écrit ; examen terminal oral ; contrôle continu, sous forme de dossier, épreuve écrite, ou projet. Un module est sanctionné par une note calculée à partir des notes des épreuves qui le constituent, selon les modalités d’évaluation précisées dans le syllabus du module. Une note éliminatoire

14

de 5/20 est fixée pour chaque module. En conséquence, tout module qui n’obtient pas une note strictement supérieure à 5/20 est invalidé et bloque l’obtention de l’UE à laquelle il est rattaché. Toute note communiquée reste provisoire jusqu’à sa validation par le jury.

Une UE est sanctionnée par une note obtenue en calculant la moyenne pondérée des notes obtenues à chaque module qui la constituent. Ainsi, les modules d’une même UE se compensent au sein de cette UE. Les UE sont affectées de crédits ECTS qui représentent leurs coefficients sur le semestre. Les crédits affectés à l’UE sont acquis dès lors que la moyenne obtenue est égale ou supérieure à 10/20 et qu’aucun module n’obtient une note inférieure ou égale à la note éliminatoire fixée.

Certains travaux peuvent être réalisés en binôme si le syllabus du module le prévoit. Dans ce cas, la contribution de chaque étudiant est appréciée de façon individuelle, conformément au syllabus du module, et toute décision de validation est également individuelle.

3.1.2 Evaluation des quitus

Le quitus représente une obligation de résultat sur une activité donnée. En cas de défaillance, l’activité prévue doit être réalisée à nouveau. L’examen et la validation définitive des quitus sont effectués au plus tard à la fin du semestre S6 par le jury de diplôme. La liste des quitus est la suivante.

3.1.2.1. Quitus « expérience à l’International ».

Ce quitus est validé dès lors qu’un séjour académique d’au moins un semestre a été réalisé et que l’étudiant a obtenu les crédits ECTS prévus dans l’accord pédagogique. Dans le cas d’un séjour réalisé durant l’année expériences, les crédits ne sont pas transférables dans le programme Grande Ecole.

Les étudiants suivant en France un parcours double-diplômant en deux ans, ou bien un parcours en apprentissage, sont exonérés du quitus « international », ainsi que les étudiants étrangers.

Les étudiants suivant en France un parcours double-diplômant en un an peuvent valider ce quitus par la réalisation d’une expérience professionnelle à l’étranger d’au moins cinq mois, validée par le jury.

3.1.2.2. Quitus « langue Anglaise ».

Ce quitus est acquis dès lors que le résultat obtenu à une épreuve externe TOEIC, TOEFL ou GMAT est supérieur ou égal au minimum publié en début d’année universitaire. Les scores à prendre en compte sont ceux correspondant à l’année universitaire durant laquelle l’examen est passé. Ils sont fixés par le directeur du programme, sur proposition du responsable du département Langues et Cultures Etrangères. Ils sont communiqués par voie électronique au plus tard un mois après la rentrée universitaire.

Le quitus « langue anglaise » est validé sur présentation et enregistrement par le service scolarité d’une copie des résultats de l’épreuve externe subie faisant apparaître un score supérieur ou égal au minimum exigé. Les étudiants de langue maternelle anglaise sont dispensés de ce quitus.

3.1.2.3. Quitus professionnel

Ce quitus garantit que l’étudiant a accumulé suffisamment d’expérience professionnelle durant son cursus, sous forme de stage ou d’autre forme de contrat (CDD, CDI, VIE, etc.). Il est acquis par la réalisation et la validation des activités obligatoires suivantes :

- Participation aux événements professionnels signalés organisés par l’école.

- Expériences professionnelles validées d’une durée totale de 9 mois sur l’ensemble du cursus, dont au moins :

o Une expérience courte d’une durée minimale de dix semaines.

o Une expérience longue d’une durée minimale de cinq mois.

Pour être éligible à la validation du quitus professionnel, et quelle que soit la forme du contrat retenue, l’expérience professionnelle doit avoir fait l’objet, par l’intermédiaire du tuteur pédagogique de l’étudiant :

- d’une validation préalable de la mission ; - d’une évaluation sur la base de livrables rendus par l’étudiant et l’entreprise d’accueil ;

15

Chaque expérience professionnelle est évaluée individuellement. Sa validation repose sur l’obtention d’une note supérieure ou égale à 10/20 (calculée à partir de l’évaluation du livrable remis par l’étudiant et de l’appréciation du responsable en entreprise, pour laquelle la note correspondante doit être au moins égale à 10/20 afin de valider l’expérience).

Le quitus est validé en fin de cursus si la moyenne de toutes les évaluations des expériences professionnelles est supérieure ou égale à 10/20.

En cas d’échec, une nouvelle expérience longue probante sera exigée.

3.1.2.4. Quitus mémoire de fin d’études

L’exercice du mémoire de fin d’études (MFE) est incontournable. Ce quitus est obtenu automatiquement par la validation du MFE de 3ème année du Programme ICN Grande Ecole. Pour les étudiants suivant une formation en double diplôme, il est obtenu par équivalence avec un travail similaire réalisé dans la formation suivie. A défaut, un MFE répondant aux exigences du Programme ICN Grande Ecole doit être soumis et validé par l’étudiant. Le MFE peut être réalisé en binôme, pourvu que la contribution de chaque étudiant puisse être identifiée. Chaque étudiant constituant le binôme reçoit une évaluation individuelle.

3.1.3 Sessions de rattrapage

Deux sessions d’examens terminaux sont organisées pour chaque module chaque année. Il n’est pas prévu d’épreuve de rattrapage pour le contrôle continu. Attention : certains modules sont évalués uniquement par le contrôle continu et ne font donc pas l’objet de rattrapage.

Au sein d’une UE non obtenue en 1ère session :

- les modules ayant une note égale ou supérieure à 10/20 sont conservés en 2ème session.

- les modules ayant une note inférieure ou égale à la note éliminatoire doivent obligatoirement être présentés en 2ème session.

- les modules ayant une note supérieure à la note éliminatoire et inférieure à 10/20 peuvent être présentés à nouveau en 2ème session. Il incombe alors à l’étudiant de communiquer par écrit au service de la scolarité la liste des modules qu’il souhaite présenter en 2ème session, au plus tard 8 jours après la proclamation des résultats.

Seules les notes obtenues en 2ème

session sont prises en compte, même si elles sont inférieures à

celles obtenues en 3.1.4 Gestion des absences

Toute absence, justifiée ou non, à une épreuve terminale entraîne la défaillance au module concerné et l’attribution d’une note de 0/20. Le module doit dès lors être présenté en 2ème session, si celle-ci est prévue. Toute absence à une épreuve terminale de 2ème session à laquelle l’étudiant est inscrit doit être justifiée auprès du directeur du programme. Si l’absence est reconnue justifiée, la note de 1ère session est conservée. Dans le cas contraire, la note de 0/20 est attribuée. Une absence justifiée à une épreuve non terminale peut donner lieu, sur décision du Directeur du programme et après avis du responsable de département auquel le module est rattaché, à la neutralisation de l’épreuve dans le calcul de la moyenne ou bien à la mise en place d’un contrôle spécifique. Une absence non justifiée à une épreuve non terminale donne lieu à la note de 0/20. Toute absence est réputée justifiée dès lors que :

- l’étudiant a averti le service de scolarité dont il dépend dès le début de son absence, - l’étudiant a présenté au service de scolarité, à son retour, sa justification d’absence.

Le justificatif authentique n’est recevable que s’il relève des seuls motifs suivants :

- la maladie, sur présentation d’un certificat médical,

- le décès d’un proche, sur présentation d’un certificat de décès,

- une autorisation d’absence délivrée par le directeur du programme.

16

3.1.5 Contrôle des présences

Conformément au règlement intérieur, la présence aux cours est obligatoire. Un contrôle est effectué à chaque cours et à chaque examen par une liste d’émargement. Toute absence non justifiée peut donner lieu à convocation de l’étudiant devant le conseil de discipline.

3.1.6 Discipline des épreuves

Les étudiants doivent se conformer au règlement général des évaluations. Les dispositions du paragraphe 1.1.3 s’appliquent. Pour être admis en salle d’examen, chaque étudiant doit pouvoir justifier de la conformité de son inscription administrative à l’école en présentant une carte d’étudiant en cours de validité.

3.1.7 Consultation des copies par les candidats

Les copies d’examen sont des documents administratifs à caractère nominatif. Elles doivent être communiquées aux candidats qui le demandent dans un délai raisonnable, et uniquement après la proclamation par le jury des résultats définitifs. Ce droit d’accès s’exerce par consultation directe des copies sur place et en présence du professeur correcteur. Ce droit n’est ouvert aux candidats qu’en ce qui concerne leurs propres copies, et uniquement si la note obtenue est inférieure à 10/20.

Seules les notes définitives attribuées par le jury sont officiellement communicables. En revanche, les notes provisoires proposées par les correcteurs sont considérées comme des documents inachevés et sont donc non communicables.

3.1.8 Conservation et archivage des copies par l’administration

Les copies d’examen sont des documents produits par les candidats dans le cadre du processus administratif de délivrance de diplôme. Elles appartiennent donc à l’école en tant que support matériel de la composition du candidat.

Les copies sont conservées pendant un an après publication des résultats.

3.2 Condition de passage en semestre et année supérieurs

3.2.1 Règles générales de progression

Le passage d’un semestre impair vers un semestre pair est systématique. Le passage d’un semestre pair vers un semestre impair est prononcé par le jury chaque année à l’issue de la 1ère ou de la 2ème session d’examens du semestre pair.

Si toutes les UE de l’année ne sont pas validées, le jury prononce soit un redoublement, soit une non-autorisation de poursuivre la scolarité.

3.2.2 Redoublement

Le jury prononce un redoublement annuel ou semestriel. Sur la période considérée, toutes les UE sont invalidées : l’étudiant est tenu d’assister à l’ensemble des cours et à se présenter à tous les examens de la période.

En cas de redoublement semestriel, le semestre validé de l’année universitaire doit obligatoirement être consacré à une expérience professionnelle de cinq à six mois, possiblement sous la forme d’un stage, ou par une autre activité préalablement validée par le directeur du programme.

Un seul redoublement est possible sur la totalité du Programme Grande Ecole.

3.2.3 Non autorisation à poursuivre la scolarité

A l’issue d’une année universitaire et en cas de non validation d’un grand nombre d’UE, le jury peut décider de ne pas autoriser la poursuite d’étude. En fin de cursus, au-delà du nombre maximal d’inscriptions autorisées et en cas de non validation de tous les quitus et UE prévus au présent règlement, le jury prononce la non autorisation à poursuivre la scolarité.

17

Extract from academic regulations 2017-20182

Academic regulations are accessible on MyICN : ICN Master / Programme Master / Prog. Grande Ecole – Règlements / Règlement d'examens Programme ICN Grande Ecole

ICN Master Grande Ecole Degree : Organization of Study Academic objectives

The ICN Master Grande Ecole Degree sets out to train generalist senior managers. They will hold positions of responsibility in all types of organization, whether in France or in the international community and they will be able to adapt to multi-disciplinary and multi-cultural environments. The generalist training is complemented and enriched by the addition of several basic features:

- A special study/major in year 2: this is a study of a specialist function within the organization, and may be extended with further study, for example by following a double degree program,

- A multi-disciplinary dimension: this is provided by the ARTEM alliance, in particular the learning activities associated with the ARTEM workshops,

- An international dimension: students are required to spend a semester abroad on a program of academic study.

On successful completion of their training, students are able to:

- Analyze a complex business situation and perform an appropriate assessment,

- Resolve complex problems with an appropriate and in many cases innovative solution,

- Make decisions as socially responsible managers,

- Communicate efficiently, in both written and oral modes,

- Adapt to and become part of a multi-disciplinary and multi-cultural team and environment, with ease and confidence,

- Update and extend their knowledge and skills, including in areas other than management, and

- Show competence and skill in team working and project management.

General structure of program The ICN Master Grande Ecole Degree, for first year entrants, is a three year program with an optional 4th gap or ‘Experience’ year, on student’s request. The gap year comes between year 2 and year 3. Minimum presence on the program is therefore two years for year 2 entrants and three years for year 1 entrants.

A semester is made up of ‘Teaching units’ (Unités d’Enseignements or UE). Each UE carries a certain number of European credits, called ECTS (ECTS – European Credit Transfer System). One semester’s work earns 30 ECTS and therefore one year earns 60 ECTS. One UE is made up of modules and these may have different weightings.

2 Regulations currently under validation by the Ministry of Education

S1

S2

S3

S4

Optional

Internship or U

niv. exchange

S5

S6

ICN1 ICN2 Experience/gap

year ICN3

Internship

Internship

18

Program content

Year 3

During the first semester of year 3 (S5), the Core course (Tronc commun) is complemented by the addition of four modules (110 hours) to complete the field of specialization chosen by students during year 2, making a total for this of 200 hours. Specializations/Majors take place at Nancy, Metz, or Nuremberg ICN campus. Two hours modules called ‘Arts, Sciences, Business’, and ‘elective course’, chosen by the student, complete the year 3 program.

Professional experience: 5-6 months of professional experience in France or abroad (with the same objectives and conditions as the internship completed during the ‘Experience Year’). The experience may be carried out during either of the two semesters of the year, depending on the choice of activity during S5 (cf ‘Academic Experience’ below). It can be an internship, or any other form of contract. Moreover, to smooth the path into work for students who did an Academic Study course in S6, a long ‘end of studies’ professional experience may be completed on return from the partner university, in compliance with regulatory rules.

Academic Experience: a semester-long training program as part of a university exchange scheme. When it is a semester-long course, it may be carried out in either semester 1 or semester 2. A year-long course is possible, for the award of a double degree.

In cases where the International Study Course was completed in semester S6, all S6 modules are transferred to semester S5. Students may complete a professional experience in the semester S5.

Admission onto the modules

Admission to the modules, (especially the majors/special subjects, and the ARTEM modules and workshops) may be limited because of criteria which will be pointed out to students at the time of registration. The criteria might include: numbers limitations, learning pre-requisites, minimum academic levels, or the need to balance the numbers of students from the three participating Schools in each workshop.

For each optional module, students are asked to give three choices, in order of preference and depending on the timetable and options available each year.

The decision as to the allocation of students to modules is made by the Program Director after consulting the Academic Departments and Administrative Services involved. The decision becomes final and is communicated to students at least one week before the start of classes. There can be no guarantee that the final allocation of students to modules will match exactly the initial choices made by the students.

30 225 30 15


MANAGEMENT 10 75 PROFESSIONAL EXPERIENCE 15 15

Risk Management 2 15 Internship 13 -

Strategic Management 2 15 Seminar 2 15

Management of early growth and performance2 15 MASTER THESIS 15 -

Leadership 2 15 Master Thesis 15 -

Governance, Ethics, and CSR 2 15

ARTEM 5 40


Research Methodology 1 10

Elective 2 15

MAJOR 15 110





S6S5

19

Internships

Internships are accompanied by an academic tutor, who is a lecturer/researcher at the School. All internships’ missions must be approved by the tutor, who works in partnership with an internship supervisor based in the company. Internships may be carried out in public or private companies or organizations, or in research laboratories, and may be in France or abroad. They end with the writing of an internship deliverable by the student.

The dates of the beginning and the end of the internship will be published each year. Several internships may be carried out during the internships period, in compliance with regulatory rules, provided that together they complete the required minimum of experience in companies.

No internship must commence without an internship agreement signed by the School, the student and the host company. Any student who contravenes this regulation is committing a fault and is liable to sanctions. These will be decided by the Discipline Committee, before which the student concerned will be summoned to appear.

Academic study periods abroad

Students must complete at least one academic stay in a partner university. This requirement is called the International Quitus. The period available for study outside France extends from the second semester of year 2 through year 3, for students on the ICN Master Grande Ecole Degree course. A learning agreement must be signed for each study period abroad. The assessment and grading of the stay is determined by the host university. The number of ECTS credits obtained during the stay and stipulated in the learning agreement (between 30 and 120 credits) will determine whether the stay is validated and whether the credits satisfy the requirements of the regulations governing the course.

If the academic study period abroad is carried out during a semester normally reserved for ICN classes, it replaces the ICN semester totally. The student must comply with all the Examination Regulations pertaining at the host university, unless arrangements to the contrary have been included in the learning agreement signed by both institutions.

If the academic study period abroad is carried out during a gap year, no credits may be transferred to the ICN Master Grande Ecole Degree.

Interruption of studies and maximum number of registrations The study program may be interrupted at the most for one university year over the whole of the program. This must be for exceptional reasons explained in writing to the Program Director who will then give approval or not. If approval is given and studies are interrupted, the student is no longer registered as a student at the ICN Business School and may not make use of any of the services or other advantages of ICN registration during the period of interruption. In particular the student cannot enjoy the benefits of an internship agreement.

The maximum number of registrations on the ICN Master program is therefore 6 academic years (3 years teaching + 1 ‘Experience’/gap year + 1 approved re-take year + 1 exceptional additional year to validate any uncompleted Teaching Units (UE) or uncompleted Quitus).

Assessment of skills and knowledge

General arrangements

Grading of modules and teaching units (UE)

For each module, one or more tests or examinations may be set to test skills and knowledge acquired. It is important to note that students’ presence and participation in classes may also be graded, in addition to the classic forms of examination. Examinations may take different forms : a final written examination, a final oral examination, continuous or periodic assessment, submission of a dossier, written tests or projects. A module is assessed using a grade which is calculated on the basis of the smaller tests which take place during the module. The grading system for each module will be indicated in the syllabus for the module. For each module there is an elimination grade of 5/20. Consequently each module for which the student does not achieve a grade higher than 5/20 is considered not only as a fail, but it also means that the total Teaching Unit (UE) of which it forms part is also a fail. Note that all grades which may be communicated to students by the lecturer concerned are provisional until they are ratified by the Examination Board.

A Teaching Unit (UE) is assessed using a grade obtained by calculating the weighted average of the grades for each of the modules within it. Hence the modules within a Teaching Unit can compensate for each other, i.e. a high grade in one module may balance a low grade in another in the same Teaching Unit. Teaching Units are also allocated ECTS credits

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which represent the volume of work completed during the semester. Students are awarded the credits for each Teaching Unit if the grade achieved is equal to or higher than 10/20 and no module has been graded at less than the eliminatory grade of 5/20

Certain assignments may be carried out by pairs of students, if this is clearly stipulated in the syllabus. In this case the contribution of each of the students in the pair will be graded separately as indicated in the syllabus, and any decision concerning the pass or fail of the module will also be an individual one for each team member.

Assessing the Quitus

A Quitus is a compulsory requirement to show achievement or performance in a particular activity. If this achievement is not demonstrated, the activity will not be validated and must be carried out again. The assessment and final decision (pass or fail) for the different quitus by the Examination Board must be carried out by the end of Semester S6. The list of quitus is given in the paragraphs below.

‘International Experience’ Quitus.

As a compulsory part of their program of study, students must carry out and pass a semester of academic study or a double degree program in a partner university. The validation (pass or fail) of this international quitus will be based on the ECTS credits obtained. This will be written into the agreement between ICN and the partner institution. ECTS credits obtained during a gap year are not taken into account in the ICN Master Grande Ecole.

Students following a two year double degree program, students on apprenticeship schemes, and international students are exempt from the International Quitus requirement.

Students following a one year double degree program may complete a five months professional experience abroad to validate the international quitus.

‘English Language’ Quitus.

The English Language Quitus is passed when the grade obtained in the external tests of English language competence TOEIC, TOEFL or GMAT is equal to or higher than the minimum published at the start of each academic year. The scores which are used in assessment are those for the academic year when the test is taken. These are determined by the Program Director on the recommendation of the Head of Department of Foreign Languages and Cultures. They are published on the internet site at the latest one month after the start of the academic year.

The English Language Quitus is validated when a copy of the results of the external test, showing a score equal to or higher than the minimum required, is submitted to the Program Office. Students whose mother tongue is English are exempt from this Quitus.

Professional Quitus

The Professional Quitus guarantees to future employers that students have acquired sufficient professional experience during their learning process, particularly by way of compulsory internships, or any other form of contract. Students obtain the quitus by successfully completing the following activities:

- participating in the professional events organized by the ICN Business School,

- completing periods of professional practice totaling 9 months out of the full course of study, including at least :

o a short professional experience of a minimum of 10 weeks, and

o a long professional experience of a minimum of 5 months.

To be eligible to the professional quitus, whatever the contract, the experience must:

- be approved by the academic tutors, who validates the mission; - be assessed by the academic tutors, and the Company supervisor, based on required deliverables;

Each professional experience is assessed and graded individually. They are successfully completed when students obtain a grade equal to or greater than 10/20 (based on the deliverable presented by the student and graded by the ICN academic tutor, and an assessment by the Company supervisor, which must also be a minimum of 10/20 for the internship to be considered as being successfully completed).

The quitus is validated at the end of studies if the average of the grades for all the periods of professional experience is equal to or greater than 10/20.

If this is not the case, the student is required to complete another long experience.

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Quitus for Final Year Dissertation

The Final Year Dissertation (Mémoire de Fin d’Etudes or MFE) is a further compulsory requirement of the Master program. This quitus is obtained when students successfully complete their year 3 dissertation. Students who follow a double degree program are exempt from this requirement at ICN since they need to complete a similar assignment for their second degree. If this is not the case, students must submit an ICN dissertation. The ICN dissertation may be a two-person team assignment, on condition that the contribution which each student makes can be identified and graded individually. In other words each student obtains an individual grade for the team dissertation.

Re-take or re-sit examinations

Each year two examination sessions are arranged for each course module. There are no re-take sessions for modules assessed by continuous or periodic assessment schemes. Note therefore that some modules are assessed by continuous assessment and there is therefore no opportunity for students to re-sit or re-take them.

In each Teaching Unit (UE) not passed at the first session of examinations,

- modules obtaining a grade equal to or greater than 10/20 are validated and held over until the end of the second session,

- modules obtaining a grade equal to or lower than the eliminatory grade of 05/20 must compulsorily be re-taken for the second session of examinations,

- modules obtaining a grade higher than the eliminatory grade of 05/20 but less than the pass grade of 10/20 may be taken again at the second session of examinations. In this case it is the responsibility of the students to communicate in writing to the Program Office those modules which they wish to re-take in the second session. This must be done at the latest 1 week after the publication of first session results.

Only grades obtained during the 2nd session of examinations will be taken into consideration by the Examination Board, even if they are lower than those obtained at the 1st session.

Absence from examinations

Any absence from an examination, whether it is justified or not, will automatically mean that the module is failed and the grade of 0/20 will be entered. In this case the module examination must be taken at the second session of examinations, if indeed a second session is programmed. Any absence from a second session examination for which the student is registered, must be justified in writing to the Program Director. If the absence is considered to be justified, the grade for the first session examination will be retained and considered by the Examination Board. If the absence is not felt to be justified, a fail grade of 0/20 will be entered. A justified absence from an assessment other than a final examination may, if this is approved by the Program Director in consultation with the Head of Academic Department to which the assessment belongs, lead either to the assessment being omitted in the calculation of the average, or to a special assessment or assignment being set. Any unjustified absence from an assessment other than a final examination will result in the fail grade of 0/20 being entered for the student. An absence is considered to be justified if:

- the student informs the Program Office concerned at the beginning of the absence, and - the student communicates to the Program Office in writing the reason for his/her absence as soon as he/she

returns.

The only reasons which are considered as justification for absence from an examination are the following:

- sickness, in which case a doctor’s note or medical certificate must be presented to the Program Office,

- the death of a close member of the family, in which case a copy of the death certificate must be presented,

- permission to be absent from the examination, granted by the Program Director.

Attendance at classes and seminars

As stipulated in the Internal Regulations, presence at classes is compulsory. A control of student presence at classes is carried out at the beginning of each class and each examination when students must sign the attendance sheet. Any absence from class which is not justified may give rise to the student(s) concerned being summoned to appear before the Disciplinary Committee.

Behavior during examinations

Students must behave in compliance with the General Regulations on Examinations. The measures outlined in paragraph 1.1.3 are the relevant ones here. For students to be admitted into the examination rooms, they must prove that they are correctly registered administratively as students of ICN Business School and show their current, valid student card.

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Students’ right to see their corrected examination scripts

Examination scripts are named administrative documents. They may be consulted by students who ask to do so within a reasonable time, and only after the final results have been confirmed and published by the Examination Board. Students may see their examination papers only on School premises and in the presence of the lecturer who graded them. Students may only see their own scripts and only if the grade is lower than the pass grade of 10/20.

Only the grades which have been finally approved by the Examination Board can be communicated to students. The initial grades allocated by the lecturer who graded the paper are held to be provisional and the full grading process is considered to be incomplete until the grades are confirmed by the Examination Board. Consequently the initial provisional grades are not to be communicated to the students.

Archive recording of student examination scripts

Students’ examination scripts (papers) are considered to be administrative documents contributing to the School’s responsibility for awarding degrees. They are therefore the property of the School and as such they are evidence of the students’ performance and justification for the award of degrees.

Examination papers are kept by the administrative services for one year after publication of the results.

Progression from one semester/year to the next

General rules of progression

Progression from semester 1 to semester 2 in any given year of study is systematic. Progression from semester 2 to semester 1 of the following year is decided by the Examination Board each year following the results of the first and second sessions of the semester 2 examinations.

If all the Teaching Units (UE) are not successfully completed, the Examination Board can recommend either that the student re-takes the unsuccessful academic year, or discontinues the program of study.

Re-taking a semester or a year

The Examination Board may recommend that a student re-takes a semester or a full academic year. If, over the semester or the year under consideration, all the Teaching Units have been failed, the student is required to attend all the classes and sit all the examinations and other assessments during the re-take semester or year.

If the student is required to re-take the failed semester, the semester which was successfully completed now has to be filled as a 5 or 6 month approved professional experience.

Each student is allowed one re-take only over the whole period of study for the Grande Ecole Degree.

Not permitted to proceed to the next stage of the Degree course

In cases where a significant number of Teaching Units are not validated by the Examining Board at the end of the academic year, the Board may decide that the student(s) concerned may not proceed to the next year and must terminate their studies. At the end of the course, if the student has not validated all the quitus and Teaching Units required by the present regulations, and has reached the total number of re-registrations (see above §3.2.2.), the Examination Board will recommend that the student leaves the course without obtaining the Degree.

23

Synoptique des modules de spécialisation / Synoptic of specialization units

Version : 1.29

Du : 08/09/2017

4.1 4.2 4.3 5.1 5.2 5.3 5.4

30h 30h 30h 30h 30h 30h 20h

Banks, funds and markets ENGAsset and Fund

ManagementInternational Banking

Valuation of Financial

Products

Structured Finance &

Advanced Valuation

Topics

Financial Risk

Management

Behavioural finance

and the Architecture of

Finance

Market Microstructure

(Michel Verlaine)

Audit

ENG

/

FRA

Principles and Practices

of Group AccountsAudit and governance

Public Accounting and

Internal Auditing

Advanced IFRS

Standards

International Auditing

Standards (ISA)

Audit and Fraud

DetectionBankruptcy Law

(Stéphanie Thiery Dubuisson) (mutualisé)

Finance d'entreprise FRAComptes annuels et

Consolidés

Evaluation et diagnostic

financiers

Business Plan et

Gestion de Trésorerie

Advanced IFRS

Standards

Analyse financière

fondamentale

Droit fiscal et des

sociétésIngénierie financière

(Sondes Mbarek) (mutualisé)

Contrôle de gestion FRAComptes annuels et

Consolidés

Contrôle de gestion

opérationnel

Contrôle de gestion

stratégique

Advanced IFRS

Standards

Aspects particuliers du

contrôle de gestion

Diagnostic de

performance et

Systèmes d’Information

Diagnostic Financier

(Yves Habran) (mutualisé)

Finance, insurance, and risk

managementENG Banking

Principles of Risk

Management and

Insurance

Compliance,

Governance and Law

in Insurance

Financial Crisis and

Contagion

Advanced Topics in

Insurance

Quantitative risk

modelling

Financial Modelling and

Research Methods

(Stefan Stöckl)

Marketing and brand

managementENG Consumer and society Value communication Branding Consumer analytics

Social media and digital

communication

Event planning and

sponsorship

Visual elements and

composition

(Javier Flores Zamora)

Communication and digital

marketingENG

Digital Advertising

Management

E-commerce and M-

Marketing

Digital marketing and

Social Media

(Christophe Réthoré)

Distribution, e-commerce et

management des grands

comptes

FRAMarketing d'enseigne et

de point de vente

Category Management

et Trade Marketing

Panels, environnement

juridique et organisation

logistique

E-Commerce et

Business Models

Internet

Stratégie &

Management des

Achats

Management grands

comptes et marketing

B2B

Management

stratégique de la

distribution

(Michel Makiela)

Design de l'offre et innovation FRA Management de l'Offre Etude de MarchéDesign Produit et

Packaging

Marketing de

l'Innovation

Créativité et Design

Thinking

Gestion et lancement

produit

Innovation responsable

et protection juridique

(Rossella Sorio)

Talent management in

organisationsENG

HR Administration and

Labour Law

Advanced Organisation

BehaviourTalent Management

Organisational

RestructuringThe Dark Side of HRM Sustainable HRM HR Auditing

(Krista Finstad-Million)

Management of innovation ENG

Big Data for

Sustainable

Development

Creativity for

sustainable business

Intellectual property

rights

Organising public and

private R&D

Strategic Analysis in

High Tech and Digital

Industries

Business model and

innovation

Innovation

Management -

Capstone Project

(Nicolas Battard)

Arts and entertainment

industry management

ENG

/

FRA

Big Data for

Sustainable

Development

Arts and Entertainment

Management

Media production

management

Art, Image and

Communication

Entertainment

Marketing

Creative Industries

Management

The Art and

entertainment industry

management seminar

(Rossella Sorio)

Management de la supply

chain et des achatsFRA

Pilotage de la

production et qualité

Fonction achats et

négociation

Politique de distribution

et externalisationSupply Chain Strategy

Logistique

internationale

Conception et pilotage

des fluxAchats hors production

(Thierry Houé)

2A 3A

MSc Management Numérique

24

Contacts utiles / Useful contacts

25

Cours du tronc commun / Core Curriculum

Semestre 1 / Semester 1

26

Programme Year Route

ICN Grande Ecole 3A TC

Title % DDRSE

Management des risques & prospective -

Leader Period Credits Volume Language

Klaus-Peter Schulz + Clarice Bertin et Philippe Rebière (enseignants)

S5 2 ECTS 15 FRA

Course description and Teaching Methods

Au regard du management stratégique et de l'innovation, faire face à l'incertitude et au risque est une question cruciale. Suivant les exigences liées au management de la prise de décision, de la prévention et du traitement de l'incertitude, ce cours explique le mécanisme de la prospective et du management des risques et apporte des connaissances sur la façon de faire face à différents types de risques dans les processus de l'entreprise. Une dimension importante liée à ce cours est le fait que deux sessions sont mutualisées avec le cours de leadership. L'objectif de cette approche est de débattre de façon critique des relations entre management des risques et leadership dans les processus de travail.

Content

- Introduction au management des risques, définitions, themes, cadres, types de risques ; - Management des risques en relation avec l’innovation et la prospective ; - Normes et cadres en management des risques (COSO et ISO) ; - Reporting en matière de risques - Potentiels de risqué dans les projets d’innovation et liés au changement ; - Evaluation des risques ; - Processus de communication et de diffusion en management des risques ; - Etudes de cas d’événements critiques, impacts liés à l’analyse de processus de management des risques ; - Stratégies de management des risques et outils

Learning objectives

- Acquérir des connaissances sur les fondamentaux en management des risques ; - Acquérir des connaissances sur le processus de management des risques ; - Prendre conscience des risques en entreprise et du processus de management des risques approprié ; - Développer des compétences en évaluation des risques, en développement et communication des stratégies de management des risques (--> analyses de cas et développement) ; - Acquérir des capacités de discussion sur la façon de developer et d’institutionnaliser une stratégie de management des risques en entreprise ; - Appliquer des methods et outils relatifs au management des risques et en situation réelle.

Référence

Hopkin, Paul 2014: Fundamentals of Risk Management. London: Koganpage Rogers, Everett 2003 (5th edition): Diffusion of Innovation. New York: Free Press Johnson, Gerry; Whittington, Richard & Kevan Scholes 2011 (9th edition): Exploring Strategy. Harlow: Prentice Hall. Vit, Gregory 2013 : The Risk in Risk Management : Financial Organizations & the Problem of Conformity. Oxford: Routledge Lloyds Risk Index 2013/2015 http://www.lloyds.com/news-and-insight/risk-insight/lloyds-risk-index

Prerequisite Expected Profile and Selection Process

Introduction au management stratégique Tronc commun Français

27

Course Sequence and Homework Description

(1) La nature du risqué et le management des risques � Lecture et compréhension – le rapport management des risques de Lloyds pour avoir une idée des

différents types de risques et leur interrelation � Brainstorming about the understanding of risk

(2) Cas pratique � Etude de cas commune avec le cours de leadership pour débattre de cas de type catastrophe selon

une perspective commune de management des risques et leadership (3) Evaluation du risque

� Evaluation des différents types de risques par différentes enterprises et événements (4) Normes et cadres en management des risques

� Recherche de differentes normes, implementation dans des applications et programmes de management des risques

(5) Diffusion et communication du risqué ; la communication comme risque Applications du web 2.0 comme nouvelles façons de communiquer

� Discussion autour des nouveaux moyens de communication relatifs aux réseaux sociaux ; réflexion sur leur usage et utilisation potentielle dans le processus de management des risques

(6) Stratégies de traitement des risques Participation et inclusion Explication et methods de modélisation � Discussion sur les questions d’implication et de stimulation de sensibilisation � Evaluation du travail sur étude de cas sur les potentiels de risque, la situation et les stratégies dans

les organisations (7) Les systems de haute fiabilité comme modèles de traitement des risques et de l’incertitude dans les

organisations Education et formation en management des risques

� Exemples de cas sur les organisations à haute fiabilité (par exemple GIGN) (8) Exemples de types de risques spéciaux, rattachés au cours à différents niveaux :

Risques environnementaux et politiques Risques financiers Risques numériques Interrelation entre mes types de risques � Evaluation des potentiels de risque, développements futurs et strategies possibles sur la façon de

traiter les risques � Interprétation des rapports de risque

(9) Etude de cas commune avec le cours en leadership sur : Risques environnementaux et politiques Risques financiers Risques sociaux Interrelation entre les types de risques � Evaluer les potentiels de risques, les développements futurs et les stratégies possibles sur comment

gérer les risques

Assessment Methods

Inclass Assessment: pct 50% Duration : hours

☐Written ☐ MCQ ☒ Oral ☐ Report ☐ Participation

Final Exam : pct 50 % Duration : 1.5hours

☐Written ☐MCQ ☐Oral ☒Report ☐ Participation Additional information:

Deux présentations sur des études de cas en petits groupes de travail sont requises et évaluées. Les étudiants devront également remettre un rapport de groupe sur les deux cas présentés où ils devront indiquer clairement la contribution individuelle de chacun.

28



Title % DDRSE

Prospective and Risk Management -


Klaus-Peter SCHULZ S5 2 ECTS 15 ENG


With regard to strategic management and innovation dealing with uncertainty and risk is a main issue. Accoding to the management demands of decision making, prevention and dealing with uncertainty the course explains mechanism of prospective and risk management and provides knowledge on how to deal with different types of risks in business processes. Of great importance in this course, 2 of the course sessions will be mutually delivered with leadership course. The aim of this approach is to critically discuss how leadership relates to risk management in work processes. To accomplish the course objectives, cases, exercises and videos will be used to create favorable and interactive working environment for successful learning. This gives you the opportunity to think, ask questions and discuss

Content

- Introduction into risk management; definitions, topics, frameworks, types of risk; - Risk management in relation to innovation and prospective management; - Risk management standards and framework (COSO and ISO); - Risk reporting - Risk potentials in innovation and change projects; - Assessment of risks; - Communication and diffusion processes in risk management; - Case studies of critical events, impacts related to the analysis of the risk management process; - Risk management strategies and tools

Learning objectives

- Acquiring kknowledge of the fundamental of risk management; - Acquiring knowledge of elements of a risk management process; - Creating awareness of business risks and of an adequate risk management process; - skills of assessment of risks, development and communicating of risk management strategies (--> case analyses and development); - Discussion capabilities on how to develop and institutionalize a risk management strategy in organizations; - Apply methods and tools relative to risk management and on a real corporate situation.

Référence

Hopkin, Paul 2014: Fundamentals of Risk Management. London: Koganpage Rogers, Everett 2003 (5th edition): Diffusion of Innovation. New York: Free Press Johnson, Gerry; Whittington, Richard & Kevan Scholes 2011 (9th edition): Exploring Strategy. Harlow: Prentice Hall. Vit, Gregory 2013 : The Risk in Risk Management : Financial Organizations & the Problem of Conformity. Oxford: Routledge Lloyds Risk Index 2013/2015 http://www.lloyds.com/news-and-insight/risk-insight/lloyds-risk-index


Introduction in strategic management ; elaborated English language knowledge

Tronc commun Anglais

29


(10) The nature of risk and Risk management � Reading and understanding the Lloyds risk management report to get an idea of different types of

risks and its interrelation � Brainstorming about the understanding of risk

(11) The nature of innovation and its risk potentials. How to deal with risk in innovation management � Case study reading about innovation and its assessment

(12) Case study together with the leadership course to discuss accident case from a joint perspective of risk management and leadership

(13) Risk assessment � Assessment of different types of risks from different enterprises and events

(14) Risk management standards and frameworks � Researching different standards and its implementation in software and risk management programs

(15) Diffusion and communication of risk; communication as risk Web 2.0 applications as new ways of communicating

� Discussing new communication paths related to social web; reflection of its use and potential use in the risk management process

(16) Strategies of Dealing with Risks Participation and inclusion Explication and modeling methods � Discussing questions about involvement and creation of awareness � Project work case study assessment about risk potentials, situation and strategies in organizations

(17) High reliability systems as organization models to deal with risk and uncertainty Education and training for risk management

� Case examples about high reliability organizations (e.g. GIGN) (18) Case study together with the leadership course about:

Environmental and political risks Financial risks Social risks Interrelation between risk types � Assessing of risk potentials, future developments and possible strategies on how to deal with risks

Assessment Methods

Inclass Assessment: pct 50% Duration : hours


Final Exam : pct 50 % Duration :


Two case study presentations in small groups are required and graded. Additionally the students have to submit a report as a group about the case presentations, which however needs to indicate clearly each individual contribution. The reports are marked individually.

30



Title % DDRSE

Management Stratégique -


Theo STENGELHOFEN S5 2 15 h FRA


Analyse de différentes problématiques stratégiques d’entreprise, basée des études de cas. Les problématiques stratégiques traitent de : l’impact de l’environnement de l’entreprise, les options stratégiques basées sur les capacités d’entreprise, la gouvernance et culture d’entreprise, la stratégie commerciale, la responsabilité sociale d’entreprise, la stratégie dans le secteur public, et le changement stratégique.

Content

La stratégie est le liant connectant les différentes activités de management, à savoir le Marketing, la Finance, les Ressources Humaines. Une stratégie est le résultat d’une analyse de l’environnement de l’organisation et de ses capacités, et leur combinaison avec les objectifs de l’organisation. Néanmoins les processus et l’organisation pour y parvenir sont variés. Une évaluation objective d’une stratégie d’organisation sera difficile, l’environnement international étant constamment en mouvement et demande donc des ajustements et du changement. Les 8 cas sélectionnés vont souligner la variété des options stratégiques disponibles.

Learning objectives

Ce cours étant une suite du cours « Analyse Stratégique » de seconde année du programme Master en Management. Les travaux de cours se basent sur la connaissance précédemment acquise de Stratégie d’Entreprise, incluant l’analyse, les concepts et processus. A la fin de ce cours, les étudiants doivent être capables de :

- analyser et comprendre les problématiques stratégiques d’entreprises réelles - utiliser et appliquer leurs connaissances en management à des problèmes stratégiques, et - juger et proposer des solutions appropriées.

Référence

Johnson, G.; Whittington, R, Scholes, K, Frey, F.: Stratégique, Harlow: Pearson, 9e edition 2011


basé sur le cours d'ICN2 'Analyse Stratégique' -

31


Session 1: Introduction Générale à la Méthode Stratégique

Session 2: L’Environnement Case: Global forces and the advertising industry

Session 3: La Capacité Stratégique

Case: ‘Inside Dyson’: a distinctive company

Session 4: L’Intention Stratégique

Case: Bonuses and ‘gaming’ at Barclays Bank

Session 5: La Strategié par Domaine d’Activité

Case: The IKEA approach

Session 6: La Diversification

Case: Strategic Development at Virgin 2013

Session 7: La Responsibilité Socialé

Case: United Technologies Corporation: Running a Global Ethics and Compliance Program

Session 8: Strategié dans le Secteur Public

Case: Academies and Free Schools

Session 9: Le Changement Stratégique

Case: Sergio Marchionne: leading change at FIAT and Chrysler Session 10: Conclusion Générale et Préparation d’Examen

Assessment Methods

Inclass Assessment: 50 % Duration : hours

☐Written ☐ MCQ ☐ Oral ☒ Report ☐ Participation

Final Exam : 50 % Duration : 4 hours

☒Written ☐MCQ ☐Oral ☐Report ☐ Participation Additional information:

La note pour ce cours sera attribuée après 4h d’examen, durant lequel les étudiants devront analyser un cas, identifier la problématique stratégique, et proposer une solution appropriée.

32



Title % DDRSE

Strategy Management -


Theo STENGELHOFEN S5 2 15 h ENG


Analysis of different corporate strategic issues, based on case study material. Strategic issues include: impact of the business environment, strategic options based on corporate capabilities, corporate governance and culture, business vs. corporate strategy, corporate social responsibility, strategy in the public sector and strategic change.

Content

Strategy is the glue connecting the different management activities, e.g. Marketing, Finance, Human Resources. A strategy is the result of an analysis of the organisation’s environment and capabilities, and their combination with the organisation’s objectives. Nevertheless the processes and organisation to get there are various. An objective evaluation of an organisations strategy will be difficult, as the international environment is steadily in motion and therefore demands adjustments and change. The eight selected real world cases will underline the variety of available strategic options.

Learning objectives

As the course is a follow-up of the course ‘Strategic Analysis’ in second year of the Master in Management programme. Coursework is based on the already acquired knowledge of Corporate Strategy, including analysis, concepts and processes. After completion of the course, students should be able to:

- analyse and understand strategic issues of real world companies, - use and apply their management knowledge to real strategic problems, and - judge and propose appropriate solutions.

Référence

Johnson, G.; Scholes, K.; Whittington, R: Exploring Corporate Strategy, Harlow: Pearson, 10th edition 2014


based on ICN2 course 'Strategic Analysis' -

33


Session 1: Introduction to Case Study – Importance and Method

Session 2: Business Environment Case: Global forces and the advertising industry

Session 3: Corporate Capabilities

Case: ‘Inside Dyson’: a distinctive company

Session 4: Corporate Strategic Objectives and Corporate Culture

Case: Bonuses and ‘gaming’ at Barclays Bank

Session 5: Business Strategy

Case: The IKEA approach

Session 6: Corporate Strategy

Case: Strategic Development at Virgin 2013

Session 7: Corporate Social Responsibility

Case: United Technologies Corporation: Running a Global Ethics and Compliance Program

Session 8: Strategy in the Public Sector Case: Academies and Free Schools

Session 9: Strategic Change

Case: Sergio Marchionne: leading change at FIAT and Chrysler Session 10: Conclusion and Exam Preparation

Assessment Methods

Inclass Assessment: % Duration : hours

☐Written ☐ MCQ ☐ Oral ☐ Report ☐ Participation



The grade for this will be given after a four-hour exam, where the students are asked to analyse a case, identify the strategic problem and propose an appropriate solution.

34



Title %DDRSE

Managing Early Growth and Performance -


Mahamadou Biga DIAMBEIDOU S5 2 15 h FRA/ENG


Through computer simulation, we will place you into a very realistic international business setting where you will run a company for two years in compressed time (eight rounds of decision-making). You will work closely with a team of fellow students to manage a highly complex and integrated business. Personal leadership and strong interpersonal skills will be necessary to succeed. Throughout the exercise, you will receive guidance and feedback from the instructor. He will challenge your business thinking and help you to become a good team player and business manager.

Content

This course is a transformational experience. You will learn what it’s like to compete in the fast-paced, competitive market where customers are demanding and the competition is working hard to take away your business. In the simulation platform, you start up and run your own company, struggling with business fundamentals and the interplay between marketing, operations, finance, and accounting. You are given control of a simulated business and must manage its operations through several decision cycles. Repeatedly, you must analyse the situation, plan a business strategy to improve it and then execute that strategy out into the future. You face great uncertainty from the outside environment and from your own decisions. Incrementally, you learn to skill fully adjust your strategy as you discover the nature of your real-life decisions, including the available options, linkages to other parts of the business, conflicts, tradeoffs and potential outcomes.

Learning objectives

The specific goal of this program is to develop your performance and entrepreneurial management skills by giving you an integrated perspective of the entire business operation. The expectation for students who take this course is that they: 1) will be able to make decisions that lead to action and 2) to innovate with a defined set entrepreneurial skills. Our ambition is to contribute on how to develop the graduate student ability to discover and exploit entrepreneurial opportunity, and to cope with the liability of newness.

Référence

References: Course Material : A course pack containing the minimum required readings for each session and the cases is provided. Optional Material : • Entrepreneurship Successfully Launching New Ventures, 3rd edition, B.R. Barringer & R. Duane Ireland, Pearson, 2010. • The Entrepreneurial Venture, W. Sahlman & H. Stevenson, The Practice of Management Series, Harvard Business School. • An Empirical Taxonomy of Early Growth Trajectories, M. Biga Diambeidou, Série thèse ESPO n° 555, Université catholique de Louvain, 2008.


- Fundamental management - Some knowledge on how to build a business plan

35


Session 1 : Introduction : Overview & Launching a New Venture Session 2 : Lecture : Startup Ecosystem Session 3 : Executive Briefing : Business Model Presentation Session 4 : Lecture : Balanced Scorecard Session 5 : Simulation/Coaching: Preparing and Evaluating the Challenge of Growth Session 6 : Executive Briefing : Business Plan - Presentation Session 7 : Simulation/Coaching: Strategy for Business Development & Growth Session 8 : Simulation/Coaching : Invest in the Future Session 9 : Executive Briefing : Report to Board - Presentation Session 10 : Workshop: Startup Ecosystems and Regional Development: Bridging the Valley of Death

Assessment Methods

Inclass Assessment: 100 % Duration :

☐Written ☐ MCQ ☒ Oral ☒ Report ☒ Participation

Final Exam : % Duration :

☐Written ☐MCQ ☐Oral ☐Report ☐ Participation Additional information:

36



Title % DDRSE

Leadership Cliquez ici pour taper du texte.


Dr Kamel MNISRI S5 2 ECTS 15H FRA/ENG


In today’s business environment, world-class leadership became a must for the well-being of the organizations. Without the appropriate leadership skills, organizations would probably be unable to respond effectively to change and therefore acquire and sustain competitive advantages. This course is in line with these thoughts and has been designed to explore the concept of leadership in all its aspects and examines its main related areas. The course provides realistic views of leadership practices in real business situations. Of great importance in this course, 2 of the course sessions will be mutually delivered with risk management course. The aim of this approach is to critically discuss how leadership relates to risk management in work processes. To accomplish the course objectives, cases, exercises and videos will be used to create favorable and interactive working environment for successful learning. This gives you the opportunity to think, ask questions and discuss.

Content

Session1: Towards an understanding of Leadership Session2: Leadership and Risk Management (Joint session with Risk Management course) (Assessed Project) Session3: Leadership & Risk management – les nouveaux enjeux du Leadership Session4: Developing a Leadership Culture. Why? What? And How Session5: Leadership and Risk Management (Joint session with Risk Management course) (Assessed Project)

Learning objectives

The course places emphasis on personal development and provides a support for the development of leadership skills. On successful completion of this course you will be able to:

• explain and critically discuss the principal leadership theories and styles and skills relevant to leadership and team development

• develop an appreciation of the strengths and weaknesses of the theories and skills when applied to practical problems

• explain and critically discuss the importance of leadership in risk management

Référence

I highly recommend: • Yukl, G. A., & Heaton, H. (2002). Leadership in organisations. • Spencer Johnson (1998), Who Moved My Cheese (available online) • The Economist and the Financial Times, http://www.businessballs.com/index.htm,

http://www.mindtools.com/, http://www.meettheboss.tv/


None… NA

37


Session 1: Towards an understanding of leadership By Dr. Kamel MNISRI (Associate Professor at ICN BS) Objective: Understand and critically discuss the concept of leadership Content

• Definition of leadership • The concept of leadership over time • Leadership VS management

Session 2. Leadership and Risk Management (Joint session with Risk Management course) (Assessed Project) Objective: Understand, analyse and critically discuss the leadership dimension in Risk Management Content: In this session you are given a case study which raises several leadership and risk management ambiguities and dilemmas. Your team task is to evaluate the case and report your findings to an audience comprising of two different examiners. Cases and further information will be provided. Section 3: Developing a Leadership Culture. Why? What? And How By Cyrille Thouvenot (Head of People Development at Banque Internationale à Luxembourg SA Objective: Explore and develop an understanding of the concept of Leadership culture and its importance in developing and sustaining a competency framework Content • Changes in the banking environment – “the only constant is change” • New regulatory challenges! Threat or opportunity? • Risk management at the heart of performance ... • Dare, take balanced risks ... • The culture of risk: paradox or need for organizations • Why new leadership culture is needed? • What is a competence framework? • How to develop and sustain a competence framework? Session 4: Leadership & humanism – how to manage difficult situations and conflicts. By Pierre Rosius (HRBP GTM & HR Manager Service Delivery - Thomson Reuters) Objective: Address leadership under the angle of human values – expose practical experience, noticeably with conflict and difficult management Content: • Le leader face aux Millennials • Le servant leader par opposition au coût d’un leadership abusif : turnover et démotivation • Le leader incapable de conduire le changement : la stratégie mise à risque

Leadership, pouvoir et responsabilité : quand les acteurs ne sont pas placés au bon niveau, ou comment le développement de l’entreprise risque d’être stoppé net.

Session 5. Leadership and Risk Management (Joint session with Risk Management course) (Assessed Project) Objective: Understand, analyse and critically discuss the leadership dimension in Risk Management Content: In this session you are given a case study which raises several leadership and risk management ambiguities and dilemmas. Your team task is to evaluate the case and report your findings to an audience comprising of two different examiners. Cases and further information will be provided.

Assessment Methods



Final Exam : 50 % Duration : hours


Further information on the final assignment will be provided in the beginning of the semester.

38



Title % DDRSE

Gouvernance, Ethique et RSE > 80%


Christophe STALLA-BOURDILLON S5 2 15 h FRA


Cours basés sur l’étude des principes et des modes de gouvernance d'entreprise, des risques juridiques et managériaux dans les organisations, qui engagent la responsabilité sociale de l'entreprise, les responsabilités juridiques et morales des acteurs. Teaching Methods : Les exposés théoriques, les lectures à réaliser en amont du cours, les visionnages de vidéos, les préparations d'études de cas réels avant chaque séance, les débats en cours et les témoignages d’expérience par des professionnels du droit et de la gestion ont pour objectif d’inciter les étudiants à réfléchir sur : - les enjeux liés à la gouvernance d'une organisation, ses principes, ses modalités, son cadre juridique, - les dilemmes éthiques qu’ils vont rencontrer dans l’exercice de leur profession, - comment le manager / le dirigeant / l’entreprise engagent-ils leur responsabilité morale et / ou juridique ? - comment concilier efficacité économique, contraintes juridiques, soucis éthiques, sociaux et environnementaux ?

Content

L'accent est mis d’une part sur le rôle de la gouvernance d'entreprise, d'autre part sur la « responsabilité sociale de l’entreprise » (RSE), concept en très forte corrélation avec les préoccupations en termes de développement durable et de respect des intérêts et attentes légitimes des parties prenantes de l’entreprise. D’autre part, l’accent est mis sur la responsabilité juridique (pénale, sociale, environnementale) qui pèse sur les décideurs dans l'entreprise. Enfin, au-delà de la responsabilité juridique définie par le droit, se trouve le champ de l’autonomie morale, dont fait usage l’acteur économique dans ses prises de décisions engageant sa responsabilité, non plus « juridique » mais « morale » ou « éthique ». Juristes, chercheurs en management, consultants, professionnels d'entreprises, administrateurs de petites et grandes entreprises, viendront vous parler des modes et principes de gouvernance, de l'activisme actionnarial, de la Corporate Social Responsability, de la Business Ethics, du néo-paternalisme, des chartes éthiques, des systèmes d'alerte, des risques de facilitation et de corruption notamment à l'international, des failles juridiques en matière de responsabilité environnementale, du droit pénal, etc. Récits d'expériences, études de cas, exposés théoriques et conceptuels, animeront ce module.

Learning objectives

Dégager les caractéristiques de l’environnement du problème, mobiliser les concepts et cadres théoriques utiles pour le problématiser et le résoudre ; Faire preuve d’esprit critique pour sélectionner les éléments saillants d’un problème et les synthétiser de façon critique et argumentée. Imaginer, le cas échéant, une solution innovante ; Vérifier la pertinence d’une solution en prenant en compte toutes les facettes du problème, de son environnement et des contraintes associées ; Connaître les cadres juridiques vus en cours et dans les documents distribués ; Identifier les situations à risques et évaluer les conséquences d’une démarche non éthique ; Prendre des décisions après une analyse scrupuleuse de leurs conséquences et être capable de les justifier ; Etre capable d'évaluer les conséquences de ses actes sur les différentes facettes de son environnement.

Référence

Références non obligatoires : BEAUCHAMP T.L., BOWIE N.E. & ARNOLD D.G., (2009), Ethical Theory and Business, 8th ed., Pearson International Edition, Prentice Hall. // MOTTIS N., (2014), ISR et Finance responsable, Ellipses Market. DESJARDINS J., R., (2007), Business, Ethics, and the Environment, Imagining a sustainable Future, Pearson Education, Prentice Hall. // ROSE J-J. (ss la dir.) (2006), Responsabilité sociale de l’entreprise, Pour un nouveau contrat social, De Boeck. // PESQUEUX Y. et BIEFNOT Y. (2002), L'éthique des affaires, Editions d'Organisation


39


Séance n°1 (3h) : Les enjeux de la lutte contre la corruption : intérêts, moyens, stratégies. Le légal, l’illégal et le non illégal. Séance n°2 (3h) : Le rôle de la gouvernance d’entreprise dans les enjeux éthiques. Définition et principes de la gouvernance, ses différents modèles et pratiques. Les acteurs de la gouvernance et leurs responsabilités respectives. Les cadres juridiques et normatifs relatifs à la gouvernance. Les différentes conceptions de l’entreprise et « business models » (shareholders / stakeholders). Débats autour de la responsabilité des individus (employés, managers, dirigeants, actionnaires, etc.) morale, juridique, sociale. Présentation de la « Responsabilité Sociale de l’Entreprise ». Séance n°3 (3h) : Présentation du cas « Siemens » et témoignages d’expériences professionnelles. Séance n°4 (3h) : Les enjeux de l’activisme actionnarial, de la finance éthique avec témoignages professionnels. Séance n°5 (3h) : Brève présentation des enjeux environnementaux de la RSE.

Assessment Methods

Final Exam : 100 % Duration : 1 heure

☒Ecrit ☒QCM ☐Oral ☐Dossier ☐ Participation

40



Title % DDRSE

Governance, Ethics and CSR >80%


Christophe STALLA-BOURDILLON S5 2 15 h ENG


The course is based on the study of the principles and models of governance, corporate legal and managerial risks, engaging the responsibility of participants, their ethics and their moral conscience. Lectures, debates and discussion of real business cases are aimed at encouraging the students to consider: - the stakes around the corporate governance (principles, models, legal frame), - how managers / directors / companies commit themselves to moral and/or legal responsibility, - how economic performance, legal constraints, ethical, social and environmental concerns can be reconciled.

Content

Session 1: This session aims to provide a foundation in ethical theory sufficient for reading and critically evaluating the material in this course. The first part introduces basic and recurring distinctions, definitions, and issues. The second part examines influential and relevant types of normative ethical theory. Session 2: This session focuses on corporate responsibility and organizational integrity. It deals with the role of the manager is to manage the organization not only for the financiers, but also the employees, customers, community, and other stakeholders. Session 3: This session concerns the ethical treatment of employees. Employees aim at decent salaries and job security, as well as appreciation from supervisors, a sense of accomplishment, and fair opportunities to display their talents. Session 4: This session focuses on discrimination at the workplace and the demand for effective policies that will provide justice for those previously and presently discriminated against. Problems of diversity and affirmative action policies will be discussed. Session 5: This session discusses the importance of sustainability, emphasizing that business development must take into consideration the limits of environmental resources.

Learning objectives

Students should be able to

• outline the major ethical theories as well as the prevailing contemporary trends, • assess the various perspectives on the appropriate scope of managerial responsibility, • provide an overview of the ethical treatment of employees, • define and explain the goals of affirmative action and diversity policies at work, • explain the concept of sustainability and compare different perspectives on business obligations to the

natural environment.

Référence

Title: Ethical Theory and Business (9th Edition, Pearson). Authors: Denis G. Arnold, Tom L. Beauchamp, Norman L. Bowie.


No prerequisite None

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1. Ethical Theory and Business Practice + Case study and questions

2. Corporate Responsibility + Case Study and questions

3. Ethical Treatment of Employees + Case Study and questions

4. Diversity, Discrimination and Harassment in the Workplace + Case Study and questions

5. Ethical Issues regarding the Natural Environment + Case Study and questions

Case studies and questionnaires will be provided during the sessions.

Assessment Methods

Final Exam : 100 % Duration : 1 hour

☒Written ☒MCQ ☐Oral ☐Report ☐ Participation

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Spécialisations / Specializations

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Banks, funds and markets (Metz)

44


ICN Grande Ecole 3A F_BFM

Title % DDRSE

Structured Finance and Advanced Valuation Topics <20%


Michel VERLAINE S5_1 4 30 h ENG


This course is an advanced version of the second year course in valuation. It is thus supposed that students are broadly familiar with Stochastic Calculus and understand the way standard plain vanilla derivatives are valued. Yet, we start with a slight overview of the pricing tools. Next, the notion of Structured Financed is discussed and we analyze the vehicles that are used in the structuring process. We also analyze the products used in the structuring process, namely, different types of swaps, CDOs and so on. We then develop pricing approaches that enables us to evaluate the price credit risk. Finally, we analyze the risks inherent in Structured Finance vehicles. The teaching approach consists in short theoretical presentations followed by in-class exercises on the board.

Content

The course provides students with an in-depth understanding of the way Financial vehicles are structured. Different Structured financial vehicles are analysed. We start with the global approach and advantages of Structured Finance. We analyse different Kinds of swaps and how they can be used as a risk management tool. We then analyse credit correlation products. The second part focuses on the pricing of credit risk products. We start with risk bonds. We analyse the structural and reduced form models. Finally, we learn how to analyse the risks and price of a CDO structure.

Learning objectives

The student should be able to understand credit risk models

The student should be able to price a risky bond

The student should be able to devise an ideal Financial Structure

Référence

Lecture Notes Michel Verlaine « Rational Decision Making and the Architecture of Finance » John Hull, “Options, Futures and Other Derivatives”


ICN 2 Road : Banks, Funds and Markets Analytical skills and a good level in English

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Overview Continuous Time modelling (4h) Fundamentals of Structured Finance and Securitisation ( 4h) The Economic Analysis of Securitisation (4h) Credit Risk Modelling: Reduced Form Models (4h) Credit Risk Modelling: Structural Models (4h) Modelling Credit Risk Dependency: Dependency measures and copulas (4h) Valuation and Risk Management of CDOs (6h)

Assessment Methods





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Title % DDRSE

Financial Risk Management <20%




The course builds on the second year course on Valuation of Financial products and the course in Structured Finance and Advanced Valuation. The special focus is the modelling as well as the measurement of risks. We also discuss the setting up of a risk management process and how, eventually, risk management can be used as a Strategic Management tool. Indeed, as Economic Capital of Financial Institutions is dependent on the risk measure that is used as well as the aggregation properties, Financial Institutions can increase their value by reducing the aggregate economic capital. The course consists of short theoretical developments on the board followed by joint exercises on the board.

Content

The course provides students with an in-depth understanding of the way Financial vehicles can implement and risk measurement and management approaches. We introduce the notion of Value at Risk and its sister measures, namely, Expected Shortfall. The adequacy of the risk measure being dependent on the volatility process, we analyse different volatility modelling approaches. We discuss so-called ARCH processes. Different statistical approaches are developed: Model building, Historical simulation. WE the develop further the Credit VAR approach. We also analyse more exotic types of risks, such as operational, liquidity and Model risk. Finally, we close by analysing Economic and RAROC for Financial Institutions.

Learning objectives

The student should be able to understand the different types of risk measures The student should be able to model and measure risks with different types of measures The student should distinguish the different types of risk The student should be able to understand the way risk can improve the Financial Institution valuations

Référence

Lecture Notes Michel Verlaine « Rational Decision Making and the Architecture of Finance » John Hull, “Risk Management and Financial Institution”



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Value at Risk, Expected Shortfall and Coherent Risk Measures (4h) Estimating Volatility and GARCH processes ( 4h) Multivariate processes and the issue of correlation (4h) Historical Simulation and Model Building approaches (4h) Credit Risk Losses and Credit VAR (4h) Operational, Liquidity and Model Risks (4h) Economic Capital RAROC and Integrated Risk Management (6h)

Assessment Methods

Inclass Assessment: 50% Duration : hours


Final Exam : 50% Duration : 3 hours


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Title % DDRSE

Behavioural finance and the Architecture of Finance <20%

Leader Credits Volume Language



The recent sub-prime crisis has shed light on the insufficient understanding of the international financial system as well as flaws in the efficient market hypothesis. A proper understanding of the international financial architecture presumes a detailed understanding of the political, legal and financial environments as well as their interconnectedness. Moreover, the standard paradigm of rationality in economics and finance is difficult to reconcile with the complexity of the financial industry. This course draws on different fields of research to develop a consistent and broad understanding of the Financial Architecture. We analyze the optimality of the Financial Sector through case studies.

Content

We start by critically discussing the notion of rationality in economics as well as psychology and neuro-economics. We analyse why the assumption is so crucial and why it is inconsistent with the structure of the Finance Industry. We then discuss the Law & Finance literature and how financial regulation is impacted by behavioural aspects. We analyse the different legal vehicles that are used in the finance industry, as well as the potential legal arbitrages that are at play. Finally we analyze the different EU regulations concerning Financial Institutions, namely Banks, Funds, Shadow Banks and how they intereact.

Learning objectives

Students should develop an understanding of the financial vehicles that are regularly mentioned in international political discussions. Students should also develop an understanding the main topics in Law & Finance. Finally, students should learn to critically analyse the main paradigm in Finance in order to question economists’ assumptions during negotiations. The course is also a good introduction to research topics in Law and Finance.

Référence

Lecture Notes Michel Verlaine « Rational Decision Making and the Architecture of Finance » Papers referref to in class



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Standard Rationality in Economics : From EU to Neuro-economics (4h) Rationality and the LAW&FINANCE Literature ( 4h) The Financial Architecture of Funds, Banks, Stock Exchanges and Shadow Banks (4h) Regulation and the localization strategies of Financial Vehicles (4h) Economic Analysis of EU Fund regulation (4h) Operational, Miquidity and Model Risks (4h) Economic Analysis of Banking regulation (6h)

Assessment Methods





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Title % DDRSE

Market Microstructure <20%




The aim of this course is to study tha trading mechanisms in financial markets, namely, the institutions, the economic principles underlying the institutions as well as the statistical properties of asset prices given the trading rules. In the standard microeconomic approach the equilibrium is supposed to occur rapidly and without any intermediairies. In real life and in Financial Markets notably, trades are done through intermediaries, namely dealers, brokers and other institutions. The aim is to understand stock price movements and eventual implications in terms of efficiency. The course consists in theoretical developments followed by exercises.

Content

The course starts by analyzing financial markets and the market making process. The market makers typically need to keep a certain inventory that they can offer to potential buyers. This leads us to consider Inventory models and their role in the determination of the bid-ask spread. Still, any trade done with counterparty exposes the dealer to asymmetry of information as the seller or buyer might have better information than the dealer. We thus analyse Information-based models and how they impact the price formation process. We then move by analyzing the strategic trade models in the face of informed as well as uninformed traders. The synthesis of all those models helps us grasp the relationship between information and the trading process. Finally, we analyse the relationship between liquidity and markets.

Learning objectives

Students should develop an understanding the main institutions involved in trading process. Students should be able to understand the price formation process in financial markets Students should be able to analyse the role of information on liquidity.

Référence

Lecture Notes Michel Verlaine « Rational Decision Making and the Architecture of Finance » Market Microstructure Theory, Maureen o’Hara Empirical Market Mircostructure: The Institutions, Economics and econometrics of securities trading, Joel Hasbrouck



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Markets and Market Making (2h) Prices and Markets The Nature of Markets Inventory Models (4h) Order Arrival and Market Timing The Dealer’s problem The intertemporal role of Inventory Inventory Models and Market Making Behaviour Information-based models (4h) Informed traders vs. uninformed traders The information content of trades Thade quantities and price behavior Sequential Trade models Strategic trader models (4h) The strategic behavior of an informed trader Price behavior and multiple informed traders Strategic Behaviour and Uninformed traders The robustness of strategic models Information, Liquidity and the Price process (4h) Information and the sequence of prices The role of time in price adjustment The nature of Liquidity Endogeneous Liquidity and Market Performance

Assessment Methods





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Audit (Nancy)

53


ICN Grande Ecole 3A F_AUD

Title % DDRSE

Advanced IFRS Standards 40 à 60%


Stéphanie THIERY DUBUISSON S5_1 4 30h ENG


The aim is to explain International Financial Reporting Standards (IFRSs and IASs) which govern the preparation of financial statements. Students will have a general overview about IFRS dealing, and an understanding in applying and interpreting existing IFRS to real world accounting problems. The goal of the course is to enhance student understanding of the links between the underlying transactions, the application of reporting standards for those transactions, and the financial reports obtained from a global/international perspective. At the end of the course, the students will understand the critical role of international accounting - International Financial Accounting Standards (IFRS). Lectures, participation and directed work

Content

• The Regulatory Framework, The IASB Conceptual Framework, Presentation of Financial Statements and Segmental Analysis : IAS 1- IFRS 1- 8

• IFRS - Plants, Property, Equipment, Inventories, Leases, Intangibles, Impairment of Assets : IAS 2-16-17-36-38-40 – IFRS 5

• IFRS – Revenues: IAS 18

• IFRS - Provisions and Events after the Reporting period, Employee Benefits: IAS -19-37

• IFRS - Financial Instruments : IAS 32-39 - IFRS 4-7-9

Learning objectives

Explain the need for regulation Outline the structure and functions of the IASB Outline the structure of an IAS/IFRS Explain and understand the main features of IFRS related to the preparation of financial statements, assets, liabilities and financial instruments

Référence

Melville A (2014), 4e ed, International Financial Reporting, a practical guide, Pearson


Audit Route

54



Regulatory framework IASB Conceptual framework Presentation of financial statements Accounting policies, accounting estimates and errors


Property, plant and equipment Intangible assets Impairment of assets Non current assets held for sale and discontinued operations Leases

• IFRS - Revenue: IAS 18

• IFRS - Provisions and Events after the Reporting period, Employee Benefits: IAS 19-37

Provisions, contingent liabilities and contingent assets Employee benefits


Definitions Recognition and derecognition of financial instruments Categories of financial assets and liabilities Measurement Hedge accounting

Assessment Methods

Inclass Assessment: 50% Duration : 28,5 hours

☐Written ☐ MCQ ☐ Oral ☒ Report ☒ Participation

Final Exam : 50% Duration : 1,5 hours


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ICN Grande Ecole 3A AUD

Title % DDRSE

International Auditing Standards (ISA) >80%




With a set of international auditing standards adopted for the world, international investors can be more confident in financial statements prepared in another country. So, as international accounting standards acquired more authority worldwide, logic dictated a set of international auditing standards collateral to them. Auditing standards are required by multinational corporations that want consistent auditing throughout the world. Lectures, participation and directed work

Content

√ International harmonization of auditing standards overview and the Audit Market √ Role of the IAASB √ General Principles of an Audit and Client acceptance : ISA 200 to 265, ISA 610 √ Planning the Audit : ISA 300 to 330 √ Materiality and Audit Evidence : ISA 320-500 to 580 √ Audit Reports : ISA 700 to 706 √ Other Assurance Services

Learning objectives

Know the conceptual and regulatory framework of the IAASB Understand the international audit market Understand the main international auditing standards related to: corporate governance and the role of the auditor, client acceptance, planning, internal control and risks, analytical procedures, audit evidence, audit reports and communication Understand what are other assurance and non-assurance engagements and related services

Référence

Hayes R., Wallage P. & Görtemaker H. (2014), Principles of auditing, an introduction to international standards on auditing, Pearson, 3rd ed


- Audit Route

56


√ General Overview of International Auditing Standards

International harmonization of auditing standards International Standards on Auditing (ISA) Role of the IAASB Overview of ISAs

√ General Principles of an Audit : ISA 200 to 265, ISA 610 Client acceptance, evaluate the client’ s background Engagement proposal Audit engagement letter Using the work of others √ Planning the Audit : ISA 300 to 330 Understanding the Entity and its environment Audit Risk Model Materiality Inherent Risk assessment Components of internal control Control Risk assessment √ Materiality and Audit Evidence : ISA 320-500 to 580 Analytical procedures Substantive procedures Audit sampling Audit evidence : sampling, external confirmation, estimates, related parties… √ Audit Reports : ISA 700 to 706 Opinions Types of reports Uncertainties Communication with those in charge of governance √ Other Assurance Services Assurance engagements other than audits Related services Potential conflicts of interests

Assessment Methods





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Title % DD RSE

Audit and Fraud detection <80%




Fraud is a major problem. Further, the existence of fraudulent financial reporting not only leads to significant losses by shareholders and other stakeholders, but it jeopardizes the credibility of the auditing profession. This course aims to provide a comprehensive framework of what is fraud and why is it so important for companies to build a fraud audit program. Lectures, participation, directed work, cases

Content

√ Basics of Fraud, Fraud Triangel, Roles and responsibilities of governance mechanisms √ Internal Control, Auditors’Roles and Responsibilities against Fraud √ Financial Statements Fraud √ Forensic auditing √ Cases analysis : McKesson&Robins,Comptronix, Enron, Societe Generale, Xerox Corp, Worldcom

Learning objectives

Discuss the prevalence of fraudulent behavior in general and describe users ‘expectations of auditors’ fraud related responsibilities Magnitude of frauds Various types of frauds Audit standards and procedures to detect fraud Analyse significant risk factors Forensic auditing

Référence

Vona L. (2008), Fraud Risk assessment, Building a Fraud audit program


- Audit Route

58


√ Overview of fraud and the auditor’s fraud related responsibilities Magnitude of fraud

Definition of fraud Types of frauds Evolution of fraud and auditor responsibility Streghtening internal control Financial reporting frauds Audit implications

√ Auditing Standards that reflect a responsibility to detect fraud A standards-based proactive approach to fraud detection Conducting the financial statement audit - fraud awareness Forensic auditing

√ Cases : McKesson & Robins Comptronix Enron, Societe Generale, Xerox Corp Worldcom

Assessment Methods

Inclass Assessment: 50% Duration : 27 hours





59



Title % DDRSE

Bankruptcy Law 40 à 60%


Stephanie THIERY DUBUISSON S5_4 3 20h ENG


The main objective of this course is to provide a Luxembourg legal overview of the procedures relating to the forced and voluntary liquidation and bankruptcy (faillite/gestion controlee/concordat). Methods will consist in a recap of the procedures and their differences from a Luxembourg and international point of view (“ouverture procedures secondaires). To explain those aspects various case law (Luxembourg and International) will be explained and will serve as a basis of discussion as the idea is to favour the exchanges with the students and explain the “pratical aspects”

Content

- Liquidation (forced liquidation and voluntary) - Faillite (all steps from the opening to the closing) ; - Concordat; - Gestion controlee.

Learning objectives

Be able to understand the differences between liquidations/faillite and be able to assist (as auditor/lawyer/advisor) a client in this process

Référence


Audit Route Audit Route

60


- Liquidation (forced liquidation and voluntary) - Faillite (all steps from the opening to the closing) ; - Concordat; - Gestion controlee.

Participation is the key. No homework

Assessment Methods

Inclass Assessment: 50% Duration : 18 hours



☐Written ☒MCQ ☐Oral ☐Report ☐ Participation Additional information:

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Finance d’entreprise (Nancy)

62


ICN Grande Ecole 3A F_FIN

Title % DDRSE






Content






Learning objectives


Référence



Audit Route

63











Assessment Methods





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Title % DDRSE

Analyse financière fondamentale -


Sondes MBAREK S5_2 4 30h FRA


Réalisation d'une note de broker pour une société mid-cap française par groupe de 4 à 5 étudiants. Les séances, organisée en Salle des Marchés, alternent cours et encadrement-accompagnement de l'avancée des travaux de chaque groupe.

Content

- Approfondissement des méthodes d'analyse financière par les flux de trésorerie - Réalisation du diagnostic stratégique et financier d'un groupe - Construction et exploitation de prévisions financières - Evaluation d'entreprise - Formulation des préconisations d'investissement

Learning objectives

Ce module a pour objectifs de permettre aux étudiants de réaliser une analyse stratégique et financière professionnelle complète orientée "broker" et de formuler des préconisations d'investissement boursier sur un titre. La soutenance, interactive, s'effectue devant 2 financiers professionnels et le second groupe d'étudiants ayant travaillé sur le même titre.

Référence

Référence non obligatoire : J. CABY et J KOEHL "Analyse financière" Pearson 2012 Arnaud THAUVRON, "Evaluation d'entreprise", Economica 2009 Vernimmen "Finance d’entreprise” Dalloz 2013


65


Jour 1. Séquence 1 : Présentation des sources d’information nécessaire - Bloomberg, AMF, Sites des entreprises, Datamonitor Séquence 2 : Exploitation des données d’entreprise pour l’analyse stratégique Réalisation d’un diagnostic stratégique sur l’entreprise d’étude Jour 2 Séquence 3 :Traitement des données comptables, réalisation du “Financial Kit” Séquence 4 : Analyse financière Application à l’entreprise d’étude Jour 3 Séquence 5 : Les prévisions financières Séquence 6 : L’analyse boursière Application à l’entreprise d’étude Jour 4 Le choix des méthodes d’évaluation, réalisation d’un template Séquence 7 : DCF, Multiples Mise en œuvre sur l’entreprise d’étude Séquence 8 : Méthodologie de la note, conseils de présentation et de rédaction Intersession Réalisation de la note Jour 5 Soutenance, présentation des recommandations d’investissement

Assessment Methods




☐Written ☐MCQ ☒Oral ☐Report ☐ Participation Additional information:

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Title % DDRSE

Droit Fiscal et des Sociétés -


Sondes MBAREK S5_3 4 30 h FRA


Le cours conduira à envisager : - les principales règles encadrant le fonctionnement des sociétés commerciales

- les principales règles gouvernant l’imposition des bénéfices des sociétés commerciales

- le régime juridique et fiscal de certaines opérations de restructuration (fusion, scission, apport partiel d’actif…)

Le cours prendra la forme d’un cours magistral et d’exercices pratiques

Content

Sur le fonctionnement des sociétés commerciales : - éléments constitutifs du contrat de société - organismes de direction et de contrôle - principaux évènements affectant la vie de la société

Sur l’imposition des bénéfices : - champ d’application de l’impôt sur les sociétés et de l’impôt sur le revenu - territorialité de l’impôt sur les sociétés et de l’impôt sur le revenu - détermination de l’assiette imposable - modalités d’imposition

Sur les opérations de restructuration : - traitement juridique et fiscal de la fusion, scission, apport partiel d’actif

Learning objectives

Avoir une connaissance générale du mode de fonctionnement des sociétés commerciales ainsi que des modalités d’imposition de leurs résultats

Référence

Les références seront citées au fur et à mesure du cours


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Le cours prendra la forme de 10 séances de 3 heures de cours. Les premières séances les enseignements prendront la forme d’un cours magistral. Par la suite, les étudiants auront à préparer, d’une semaine sur l’autre quelques brefs exercices destinés à illustrer les points théoriques abordés lors des enseignements magistraux.

Assessment Methods


☒Written ☒ MCQ ☐ Oral ☐ Report ☐ Participation

Final Exam : 50% Duration : hours

☒Written ☒MCQ ☐Oral ☐Report ☐ Participation Additional information:

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Title % DDRSE

Ingénierie financière -


Sondes MBAREK S5_4 3 20 h FRA


Ce module aborde les problématiques de financement bas de bilan et de financement haut de bilan et apporte des éléments de réponse à la question : « Comment, en qualité de dirigeant d’entreprise ou de Directeur Financier, faire les bons choix et optimiser le financement de la croissance de l’entreprise ?». Les problématiques de financement seront abordées sous l’angle du banquier et/ou de l’investisseur en fonds propres et quasi fonds propres. Seront également abordées les problématiques de croissance organique et de croissance externe, la question de la transmission et le financement de ce type d’opérations via le recours aux acteurs du capital développement et du capital transmission.

Content

1. Les financements bas de bilan assuré prioritairement par les banques 2. Les financements haut de bilan : les interventions en fonds propres et quasi fonds propres, les

financements avec effet de levier (LBO). Comment évaluer l’entreprise ? 3. Le financement de la transmission : résolution d’un cas pratique

Learning objectives

A l’issue du module, l’étudiant aura acquis : - une vision claire des principales modalités de financement des entreprises PME et ETI et des raisons

motivant le recours à tel ou tel type de financement - les bases des opérations de capital développement et de capital transmission et les notions d’ingénierie

financière associées. - Il sera en mesure d’analyser et d’apprécier les différentes opérations en articulant les aspects financiers et

stratégiques

Référence

P. Raimbourg « Ingénierie financière » Daloz 2009 J. Caby et G. Hirigoyen « Création de valeur et gouvernance de l’entreprise » Economica 2005 François-Denis Poitrinal, « Le capital investissement : guide juridique et fiscal », Revue Banque 2010 Gilles Mougenot, « Tout savoir sur le capital investissement », Gualino 2014 P. Sayet et G. de Bentzmann, « Les 100 mots du capital investissement », PUF 2013


Analyse financière Evaluation et diagnostic

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1. Introduction : La trésorerie est le carburant de l’entreprise

2. Les financements bas de bilan : Financement du cycle d’exploitation Financement des investissements Financement de la croissance

Motivations du banquier et éléments pris en considération dans la décision d’octroi de crédit

3. Les financements haut de bilan : Les différentes strates du capital investissement Création de valeur : quelle valeur pour l’entreprise ? Fonds propres et quasi fonds propres Gestion des incidences en termes de gouvernance

4. Financement avec effet de levier – montage LBO Pourquoi et comment mixer les ressources de financement ?

5. Notion de couple rentabilité risque – notion de rang et de séniorité

6. Etude de cas conclusive

Assessment Methods

Inclass Assessment: % Duration : hours

☐Written ☐ MCQ ☒ Oral ☒ Report ☐ Participation


☐Written ☐MCQ ☒Oral ☒Report ☐ Participation Additional information: Traitement d’un cas pratique par petit groupe de 5 à 6 étudiants : préparation d’un support de restitution et présentation orale des conclusions à l’occasion du troisième jour du module.

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Contrôle de gestion (Nancy)

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ICN Grande Ecole 3A F_CTL

Title % DDRSE






Content






Learning objectives


Référence



Audit Route

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Assessment Methods





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Title % DDRSE

Aspects particuliers du contrôle de gestion < 20%


Yves HABRAN S5_3 4 30 h FRA


Le module regroupe deux types de contenu. D’une part des contrôleurs de gestion de secteurs d’activités variés exposeront comment ils suivent des enjeux de performances propres à leur secteur. D’autre part, des intervenants évoqueront les outils permettant de gérer des aspects particuliers.

Content

Aspects particuliers du CG

• CG Social (masse salariale, indicateurs sociaux et RH, bilan social) • CG et gestion des capacités • CG et systèmes d’information

Partages d’expériences sur les secteurs : industrie automobile, hôpitaux, transport, distribution pétrolière, production d’électricité, construction.

Learning objectives

AACSB : (1.1) L’étudiant saura analyser et mettre en évidence les points saillants d’un problème de gestion suite à une étude mobilisant tous les outils utiles Comprendre comment les outils et l'exercice du métier de CG sont contingents et doivent ainsi s'adapter au secteur d’activité, aux enjeux de performances propres au secteur et à la stratégie de l’entreprise. Connaître et savoir utiliser des outils de suivi et d’amélioration de certains enjeux particuliers de performance

Référence

Aucune référence générale. Des références particulières seront proposées par certains intervenants sur des sujets spécifiques.


Etre admis dans la route CG sauf pour l’année transitoire La sélection se fait à l’entrée de la route.

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Pour 18 h d’interventions relatives aux partages d’expériences de professionnels :

• Présentation générale de la société (produits, stratégie, organisation…) et du CG • Présentation de quelques enjeux clés de performance • Présentation des outils de suivi des enjeux • Modes d’animation liés aux outils

Pas de préparation préalable Pour les 12 h restantes relatives à des aspects particuliers du CG: Lectures préalables sur les thèmes abordés et petits exercices

Assessment Methods


☐Written ☐ MCQ ☐ Oral ☐ Report ☐ Participation




75



Title % DDRSE

Diagnostic de performance et Systèmes d’Information

< 20%


Yves HABRAN S5_3 4 30 h FRA


Sur base de données informatiques brutes sur une société, les étudiants doivent analyser des données de nature différente (financière, qualité, productivité…) pour en tirer un diagnostic de performance et des suggestions d’amélioration. Le cours se présente plus comme un accompagnement sur :

- L’analyse des données - La construction d’indicateurs pertinents - La présentation convaincante des résultats / recommandations

Des instructions sont données entre les séances par domaine d’analyse pour orienter le diagnostic et des revues critiques régulières des analyses sont réalisées.

Content

Séance introductive sur le cas d’entreprise, son organisation et les données à disposition Séance introductive sur l’analyse des données et des techniques d’interrogations de la base de données Analyses de performance liée à des sous-domaines spécifiques Restitution finale de l’analyse de performance globale

Learning objectives

(1.1) L’étudiant saura analyser et mettre en évidence les points saillants d’un problème de gestion suite à une étude mobilisant tous les outils utiles. (2.2) L’étudiant saura communiquer grâce à des présentations écrites ou orales convaincantes. Etre en capacité d’analyser une masse conséquente de donnée pour en extraire des éléments pertinents Savoir synthétiser ses analyses / recommandations Savoir restituer ses analyses / recommandations

Référence

Aucune référence


Etre admis dans la route CG sauf pour l’année transitoire. Capacité à maîtriser Excel

La sélection se fait à l’entrée de la route.

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Séances 1 et 2 : Introduction

• Introduction au cas, aux données disponibles • Introduction aux techniques d’analyse des données, notamment sur base de quelques analyses requises

sur le prochain domaine de performance Séances 3 et 4 : Analyse de la demande clientèle

• Restitution des analyses orientées et ouvertes / Recommandations • Correction des analyses orientées – Réflexions générales sur la demande clientèle • Support méthodologique sur l’analyse et la présentation des données • Travail commun sur quelques analyses requises sur le prochain domaine de performance

Séances 5 et 6 : Analyse de la gestion des transports / stocks

• Restitution des analyses orientées et ouvertes / Recommandations • Correction des analyses orientées – Réflexions générales sur la demande clientèle • Support méthodologique sur l’analyse et la présentation des données • Travail commun sur quelques analyses requises sur le prochain domaine de performance

Séances 7 et 8 : Analyse de la gestion des fournisseurs

• Restitution des analyses orientées et ouvertes / Recommandations • Correction des analyses orientées – Réflexions générales sur la demande clientèle • Support méthodologique sur l’analyse et la présentation des données • Préparation et conseils pour l’analyse finale

Séances 9 et 10 : Présentations générales des analyses de performance Travail : Hormis le travail en séance, ce module requiert un travail important entre chaque séance car il nécessite pour chaque domaine de performance différent d’analyser les points requis et leurs impacts sur la firme, de trouver d’autres angles d’analyse pertinents, de faire des recommandations sur les faiblesses notées, de préparer un support de présentation.

Assessment Methods

Inclass Assessment: 30 % Duration : 0,25 hours / group


Final Exam : 70 % Duration : 0,5 hours / group

☐Written ☐MCQ ☒Oral ☒Report ☐ Participation Additional information:

77



Title % DDRSE

Diagnostic Financier -


Jacky KOEHL S5_4 3 18h FRA


Le but du module est de permettre aux étudiants la production d'un diagnostic financier professionnel concernant une PME réelle. Les séances alternent cours et encadrement-accompagnement du travail des groupes d'étudiants (simulation du travail d'un Junior en Cabinet).

Content

Apprentissage de la démarche du diagnostic sur la base d'une étude de cas simplifié Travail sur le cas réel : Production des documents financiers sur la base des dernières liasses fiscales Pré-diagnostic portant sur les performances commerciales, les moyens mis en œuvre, la rentabilité et la structure financière à l'aide d'une batterie de ratios. Comparaisons sectorielles. Séance de questions-réponses avec la direction de l'entreprise Finalisation du diagnostic, mise en perspective et formulation des recommandations.

Learning objectives

Etre capable de produire le diagnostic financier d'une PME : évaluation de la situation actuelle, analyse des risques potentiels, projection de la rentabilité et de la structure financière, recommandations.

Référence

Références non obligatoires : "Pierre VERNIMMEN : Finance d'entreprise" de P. Quiry et Y. Le Fur, Dalloz 2010.


Aucun -

78


Assessment Methods




☐Written ☐MCQ ☒Oral ☐Report ☐ Participation Additional information:

79

Finance, insurance and risk management (Nuremberg)

80


ICN Grande Ecole 3A F_ASS

Title % DDRSE

Financial crisis and contagion -


Stefan STOECKL S5_1 4 30 h ENG


In general, this module gives students a basic understanding of crises, especially financial crises. In detail, the lecture deals with the latest financial crisis. Teaching consists of:

1) Lectures wherein the main concepts are presented, explained and discussed 2) Interactive sessions where students have the opportunity to apply the concepts and techniques learned

Teaching will combine interactive lectures, accompanied by PowerPoint presentations, case studies and exercises.

Content

Selection of questions, which will be answered in the lecture. 1. What caused the crisis? 2. Why did markets stop working properly? 3. Why did the crisis spread so globally? 4. Why and how should central banks and governments intervene? 5. How to deal with the too-big-to-fail problem and restore market discipline? 6. How should financial regulation be reformed? 7. What is the role of deposit insurance (and lender of last resort)? 8. …

Learning objectives

At the end of the module the students should be able to explain and understand triggers and reasons for the latest financial crisis. Furthermore, they should be able to explain and understand (possible) consequences, e.g. for the banking system, etc. Last but not least, they should be able to define and understand (financial) crises in general.

Référence

References will be announced during the lecture.


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81


The scope of the covered topics is as follows:

• (Financial) crises in general (history, e.g. Great depression in the 1930s; definition; etc. - (5 hours) • The latest financial crisis – triggers, reasons and history of events, etc. - (5 hours) • Consequences of the crisis (Interbank markets and central bank intervention, accounting methods (How

contagion depends on the accounting system firms/banks use (historical cost/mark to market)), regulation, etc.) - (15 hours)

• Current status and outlook (5 hours)

Assessment Methods

Inclass Assessment: pct 50 %

☐Written ☐ MCQ � Oral ☐ Report � Participation

Final Exam : pct 50 % Duration : 2 hours

�Written ☐MCQ ☐Oral ☐Report ☐ Participation Additional information:

82


ICN Grande Ecole 3A F_ASS

Title % DDRSE

Advanced topics in insurance -


Stefan STOECKL S5_2 4 30h ENG


In general, this module gives students an advanced understanding of different insurance products. Furthermore, this module also deals with the necessary actuarial mathematics. Teaching will combine interactive lectures, accompanied by PowerPoint presentations, case studies and exercises.

Content

The following topics are dealt with:

• Property insurance • Liability insurance • Life insurance • Health insurance and disability income • Annuities

Learning objectives

At the end of the module the students should be able to explain and understand different insurance products. Moreover, they should be able to differentiate between different types of insurance products, for example different types of life insurance contracts. In detail they should be able to: • demonstrate their understanding of different insurance products and • explain and understand the necessary actuarial mathematics.

Référence

DORFMAN M. S., CATHER D., Introduction to Risk Management and Insurance, 10/E, Prentice Hall, 2013. PROMISLOW, F. D., Fundamentals of Actuarial Mathematics, 3/E, John Wiley & Sons, 2014. VAUGHAN, E. J., VAUGHAN, T. M., Fundamentals of Risk and Insurance, 11/E, John Wiley & Sons, 2014.


In general, students should be familiar with the basics of mathematics. Nevertheless, the necessary principles are repeated at the beginning of the respective lectures.

Indiquer, s’il y a lieu, le processus de sélection (ex : résultats académique en…)

83


The respective topics (see content) are presented by interactive lectures, accompanied by PowerPoint presentations. After each topic the students get exercises, which they have to prepare at home. Furthermore, the students get two case studies, which they also have to prepare at home. Afterwards, both the solutions of the exercises and the case studies are presented in class. The scope of the covered topics is as follows:

1) Property insurance (6 hours)

2) Liability insurance (6 hours)

3) Life insurance (6 hours)

4) Health insurance and disability income (6 hours)

5) Annuities (6 hours)

Assessment Methods

Inclass Assessment: 50 %

� Written ☐ MCQ � Oral ☐ Report � Participation


� Written ☐MCQ ☐Oral ☐Report ☐ Participation Additional information:

-

84


ICN Grande Ecole 3A F_FIR

Title % DDRSE

Quantitative risk modelling -


STOECKL Stefan S5_3 4 30h ENG


In general, this module gives students a basic understanding of statistical applications in finance, in particular in the risk management of insurance. Apart from that, the module covers the necessary theoretical fundamentals of stochastics (descriptive and inferential statistics as well as probability theory) and the institutional and theoretical basics in order to be able to understand the specific applications. Teaching will combine interactive lectures, accompanied by PowerPoint presentations, case studies and exercises.

Content


• Descriptive statistics • Probability and probability distributions • Inference: from samples to population • The Financial Institutions Industry, especially institutional and theoretical basics of banking and insurance • Statistical applications in finance, e.g. (Conditional) Value at risk, credit risk, (credit) rating systems, bankruptcy

prediction models, hedging against financial risk with the help of financial instruments (options, futures, forwards, etc.) risk identification, risk assessment and pooling as well as risk-handling techniques (such as loss control, risk transfer, and loss financing)

Learning objectives

At the end of the module the students should be able to explain and understand statistical applications regarding the risk management in finance, especially in insurance. Moreover, they should be able to manage risk in a financial institution. In detail they should be able to: • demonstrate their understanding of the basics of stochastics, • explain and understand the institutional and theoretical basics of insurance, and • explain and understand statistical applications in finance, especially in insurance in detail.

Référence

CASU B., GIRARDONE C., MOLYNEUX P., Introduction to Banking, 2/E, Pearson, 2015. DORFMAN M. S., CATHER D., Introduction to Risk Management and Insurance, 10/E, Prentice Hall, 2013. McDONALD R. L., Derivatives Markets: Pearson New International Edition, 3/E, Pearson Education, 2013. SULLIVAN, M., Fundamentals of Statistics: International Edition, 4/E, Person Education, 2014. VAUGHAN, E. J., VAUGHAN, T. M., Fundamentals of Risk and Insurance, 11/E, John Wiley & Sons, 2014.


In general, students should be familiar with the basics of stochastics, especially descritpive and inferential statistics and probability theory. Nevertheless, the necessary principles are repeated at the beginning of the module.

-

85


The respective topics (see content) are presented by interactive lectures, accompanied by PowerPoint presentations. After each topic the students get exercises, which they have to prepare at home. Furthermore, regarding the statistical applications in finance the students get case studies, which they also have to prepare at home. Afterwards, both the solutions of the exercises and the case studies are presented in class. The scope of the covered topics is as follows:

• Descriptive statistics - (2hours) • Probability and probability distributions - (3 hours) • Inference: from samples to population - (5 hours) • The Financial Institutions Industry, especially institutional and theoretical basics of insurance - (5 hours) • Statistical applications in finance, e.g. (Conditional) Value at risk, credit risk, (credit) rating systems, bankruptcy

prediction models, hedging against financial risk with the help of financial instruments (options, futures, forwards, etc.) risk identification, risk assessment and pooling as well as risk-handling techniques (such as loss control, risk transfer, and loss financing – (15 hours)

Assessment Methods

Inclass Assessment: 50%




-

86


ICN Grande Ecole 3A F_FIR

Title % DDRSE

Financial Modelling and Research Methods -


STOECKL Stefan S5_4 3 20h ENG


In general, this module gives students a detailed understanding of financial modelling and different research methods in finance. Beside the theoretical basics, this module also deals with the application of specific financial models, in particular Corporate Finance models, Portfolio models and Option-Pricing models. As a consequence, the students will be able to apply the theoretical basics by carrying out case studies or discussing/presenting research papers, which deal with such models. Teaching will combine interactive lectures, accompanied by PowerPoint presentations, case studies, exercises and research papers, which are published in highly-ranked scientific journals.

Content


• Basics of financial modelling • Basics of research methods in finance • Corporate Finance models • Portfolio models • Option-Pricing models

Learning objectives

At the end of the module the students should be able to explain and understand the basics of financial modelling. In other words, they should be able to give an appropriate answer to the following question: What is financial modelling? Moreover, they should be able to differentiate between different types of research methods in finance and to apply the treated financial models by themselves. In detail they should be able to: • explain and understand the basics of financial modelling, • differentiate between and understand different types of research methods in finance, and • apply the treated financial models by themselves.

Référence

BENNINGA S., Financial Modeling, 4/E, The Mit Press, 2014.


In general, students should be familiar with the basics of mathematics and statistics. Nevertheless, the necessary principles are repeated at the beginning of the respective lectures.

Indiquer, s’il y a lieu, le processus de sélection (ex : résultats académique en…)

87


The respective topics (see content) are presented by interactive lectures, accompanied by PowerPoint presentations. After each topic the students get exercises, which they have to prepare at home. Furthermore, the students get case studies or research papers respectively, which they also have to prepare at home. Afterwards, both the solutions of the exercises and the case studies as well as the research papers are presented / discussed in class by the students. The scope of the covered topics is as follows:

1) Basics of financial modelling (What is financial modelling?) (2,5 hours)

2) Basics of research methods in finance (qualitative vs. quantitative research methods) (2,5 hours)

3) Corporate Finance models including a case study regarding the topic «Bank Valuation» (5 hours)

4) Portfolio models including a case study regarding the topic «Value at Risk» (5 hours)

5) Option-Pricing models including the discussion and presentation of research papers dealing with «The Binomial Option-Pricing model» and «The Black-Scholes model» (5 hours)

Assessment Methods

Inclass Assessment: 50%




-

88

Marketing and brand management (Nuremberg)

89


ICN Grande Ecole 3 MBM

Title % DDRSE

Consumer analytics


FLORES-ZAMORA Javier - ROME Alexandra S4_1 4 30 ENG


Imagine a situation where your boss approaches you with a request: “Please collect some data about our customers and from that data, tell me what I should do”. As a professional in marketing, communications, and/or media – you will often be required to formulate strategies (based on research) that generate greater value for an organization. The main objective of this course is to provide students with the tools for (1) collecting customer data, (2) analyzing the data, and (3) transforming data in such a way to inform substantiated business decisions. It will focus primarily on qualitative market research methods. The philosophies of this class are to: (1) learn by doing and (2) critical thinking. This class will be made up of some explanatory lectures, but will largely involve in-class and out-of-class projects and participation. During the semester, students will be guided through the various steps of collecting qualitative market research and will be expected to emulate this in the final project. Please note, however, that the bulk of the final grade is determined via your in-class project and participation.

Content

Part 1. Introduction to consumer analytics 1. Big data 2. Segmentation methods Part 2. Designing a marketing research project 3. Observational research 4. Depth interviews 5. Projective techniques Part 3. Analyzing and presenting market research 6. Analyzing qualitative data 7. Presenting managerially-relevant market research Part 4: CRM and Marketing Metrics 8. Customer relationship management 9. Calculating marketing metrics

Learning objectives

Throughout this module, students will: - Describe and practice major methods of customer data collection and understand how this data can inform

business decisions. - Practice segmentation methods using customer data. - Learn how to generate, collect, analyze, and synthesize qualitative marketing research through

observational and participative methods. - Introduce the notion of customer centricity and how a company can use customer data to become more

customer centric. - Discuss big data and ethical implications. - Calculate and interpreting mainstay marketing metrics.

Referring to the AACSB learning objectives of the program: Goals 1 2 3 4

Objectives

11 21 31 41

12 22 32 42

References

Belk, Russell, Eileen Fischer, and Robert V. Kozinets (2013, Qualitative Consumer and Marketing Research, Los Angeles: Sage. Bryman, Alan and Emma Bell (2015), Business Research Methods, Oxford: Oxford University Press.


Introductory courses in Marketing are required. Cliquez ici pour taper du texte.

90


This class will be a combination of some explanatory lectures and group/individual assignments. In order to succeed in the class, students will be required to participate. This class will be assessed on the following items: Qualitative Research Report and Presentation: Students will be given a project sheet that details what will be required. Essentially, this is a three-part report: (1) ethnographic narrative, (2) in-depth interview write-up, and (3) convergence/divergence debrief. Students will also be required to make a presentation on the outcomes of this project. Class Assignments and Participation: 20% of the final grade will be based on in-class assessments and participation, which means, students will need to show-up and participate if they are to succeed. Throughout the semester, students will be asked to work individually and in groups. They will be graded on your participation and performance. Final Project: The final for this class will take the form of a final project report. Students will be asked to conduct market research on a subgroup or context of their choosing. This will emulate the semester project, so it is a “test” to assess how much they learned over the semester.

Assessment Methods


☒Written ☐ MCQ ☒ Oral ☒ Report ☒ Participation



Students will need regular access to a computing device and the internet. They should bring their laptops/tablets to class, as they will be used to conduct research and work on projects.Mandatory readings will be posted in MyICN throughout the course and/or will be delivered in class.

91


ICN Grande Ecole 3A M_MBM

Title Code

Social media and digital communication Code

Lecturer Credits Volume Language

Nicolas LATOUR 4 30 ENG


This course provides the student with essential tools on digital media from a practical view. The course addresses tactical, operational and functional aspects undertaken across a variety of organizations targeting digital consumers. Instead of focusing on strategic issues, this course describes effective ways to implement an online communication strategy. The practical nature of the digital environment requires analysis of case-study exercises and assignments. Due to the limited amount of contact hours, the focus of this course will be limited to digital communication effectiveness in organizations (topics such as web design, augmented reality, visual effects or video games won’t be discussed).

Content

Digital Culture: The impact of internet on society and businesses. Online consumption. E-communication: Business transformation. Overview of data analytics. Effective 360º Communication campaigns. Interaction + co-creation. Community manager. Social media. Crowdfunding.

Learning objectives

The student will be able to : Describe digital forces that influence society and businesses in consumption domains. Identify organizational barriers to adopt a digital perspective. Select Key Performance Indicators (KPI) and metrics that help evaluate a communication campaign’s effectiveness. Implement a communication campaign using different digital channels simultaneously. Explain the pertinence of selecting a social network in relation to its audience. Execute and evaluate a crowdfunding campaign for a social cause.

Référence

Charlesworth, A. (2014). Digital marketing: a practical approach. 2nd edition. New York, NY : Routledge.


Principles of Marketing, Marketing Management, Communication, and Advertising related courses are necessary.

Candidates should have a solid basis on marketing and communication strategies and traditional techniques used in offline environments. Participation and attendance are compulsory. Students will have continuous evaluation, assignments and a final project.

92


Part 1. Introduction to Global Digital Media. 6 hours. 1. Digital Culture: The impact of internet on global society and businesses. Online consumption. 2. E-communication: Business transformation. 3. Overview of data analytics. Part 2. Digital Communication B2C2C. 12 hours. 4. Effective 360º Communication campaigns. Interaction + co-creation. 5. Community manager. Social media. 6. Crowdfunding. Part 3. Final Project. 12 hours. 7. Implementation and presentation of a crowdfunding campaign.

Assessment Methods




☐Written ☐MCQ ☒Oral ☒Report ☒ Participation Additional information:

Participation, attendance, and discussion are compulsory.

93



Title % DDRSE

Event planning and sponsorship -


FLORES-ZAMORA Javier - Jan HENNINGS 4 30 ENG


The events industry is diverse and booming. Events dominate the media, hotels and most venues, events help reach businesses’ objectives; they motivate communities, even in online environments. Due to its raising importance, the events industry became a field that requires training and skilled professionals. This course examines the key elements for planning an event, from creation to evaluation: organizing successful evens, logistics, marketing, human resource management and sponsorship activities. The course examines the events industry within its broader environment and discusses best practices from companies.

Content

1. Conceptual background 1.1. Social background : events in the society and reasons to create events 1.2. Event activities: festivals, sporting events, conferences, tourism and corporate events. 1.3. Managerial impact of events. Public relations

2. Methodology for planning an event 3. Sponsoring an event 4. Event operations

4.1. Logistics, staff coordination, legal factors 4.2. Risk management

Learning objectives

The student will be able to : • Understand the impact of events and their contexts: sociocultural, political, and economical. • Examine the importance of events and sponsorship management as communication tools • Match events planning with the client’s communication needs • Explain the event planning process, and the strategic, financial, human resource, sponsorship, and event

concept-related implications • Discuss the stages in developing and implementing an event sponsorship strategy • Understand the logistic and legal factors event managers need to be aware of • Identify and manage the risks inherent in an event

Referring to the AACSB learning objectives of the program:

Goals 1 2 3 4

Objectives

11 21 31 41

12 22 32 42

Référence

• Bowdin, G., O'Toole, W., Allen, J., Harris, R., & McDonnell, I. (2011). Events management. Routledge. 3rd Edition

• Case studies from public relations / event management companies


Principles of Marketing, marketing communication, strategic marketing related courses

Candidates should have a solid basis on marketing communication tools. Participation and attendance are compulsory. Students will have continuous evaluation, and assignments.

94


Although some theoretical concepts will be explained, the course is intended to be more pragmatic. Examples from real based companies will be provided to illustrate the concepts. The course will count with the participation of one instructor, expert in the field of public relations/ events management. In-class exercises and projects will be assigned. Participation is mandatory.

Assessment Methods


☒Written ☐ MCQ ☐ Oral ☒ Report ☒ Participation


☒Written ☐MCQ ☒Oral ☒Report ☐ Participation Additional information:


95



Title %DRSE

Visual elements and composition -


FLORES-ZAMORA Javier / Klaus SPEIDEL 3 20 ENG


Visual composition’s core content is based on semiotics. The course combines theory and visual examples and experimentation from arts and brand communications. The course will explore key aspects of impactful texts and images and aims to engage students into creative thinking applications to the realm of brand management, so they can drive or accompany the creative process performed by agencies or in-house creatives.

Content

1. Introduction to visual signs and sense-making 1.1. Pictures vs. Words 1.2. Writing for impact 1.3. Visualizing for impact

2. Storytelling 2.1. The importance of stories 2.2. Writing impactful stories 2.3. Visual storytelling

3. Visual arts, aesthetics 3.1. What art is not. 3.2. Artful brand communications. 3.3. Applications

Objectives

The student will: • Understand sign systems and their meanings • Analyze visual elements and interpret compositions • Explain narratives in the context of communication and advertising • Deepen their understanding of contemporary and classical art • Understand how artful processes can be applied for brand communications

Referring to the AACSB learning objectives of the program:

Goals 1 2 3 4

Objectives

11 21 31 41

12 22 32 42

Référence

• Professor Speidel’s academic website : https://univie.academia.edu/KlausSpeidel • An article on Magritte’s art and advertising by Klaus Speidel:

http://www.schirn.de/en/magazine/context/magritte/klaus_speidel_pointierte_bilder_werbung_magritte/ • Case studies provided in class • Cobley, P/Jansz, L. (2010), Introducing Semiotics: A Graphic Guide, Icon Books • Barthes, R. (2013). Mythologies: The Complete Edition, Hill and Wang Publishers


Principles of Marketing, marketing communications, advertising related courses

Candidates should have a solid basis on marketing, and communication. Participation and attendance are compulsory. Students will have continuous evaluation, and assignments.

96


Although some theoretical concepts will be explained, the course is intended to be more practical. Examples will be provided to illustrate the concepts. The course will count with the participation of one instructor, expert in the fields of Narratology, Philosophy of Art and Semiotics. In-class assignments and projects will be assigned. A participation grade will also be required.

Assessment Methods


☒Written ☐ MCQ ☐ Oral ☒ Report ☒ Participation


☐Written ☒MCQ ☒Oral ☐Report ☐ Participation Additional information:


97

Distribution, e-commerce et management des grands comptes (Nancy)

98


ICN Grande Ecole 3A M_DEC

Title % DDRSE

E-commerce Business Models Internet < 20%


Michel MAKIELA S5_1 4 30 h FRA


Aspects fondamentaux du e-commerce avec analyse du Business Models d’acteurs majeurs de différents secteurs d’activité (distribution, voyages, media, …) Etudes de cas, lectures et conférences

Content

Stratégie et mise en œuvre d’une offre e-commerce : analyse par une approche « Business Model »

Learning objectives

1) Acquérir une grille d’analyse des Business Models Internet 2) Maîtriser tous les aspects marketing liés au développement d’une offre e-commerce : proposition de

valeur, clients ciblés, mode de distribution & d’interaction, modèle de revenus 3) Identifier les choix organisationnels pertinents pour délivrer cette offre : activités, ressources, partenaires et

structure de coûts 4) Comprendre les enjeux logistiques liés au développement du e-commerce

Référence

Références non obligatoires : - E-commerce de la stratégie à la mise en œuvre, H. Isaac et P. Volle, Pearson, 2014 (ed. 3) - Business Model Nouvelle génération, A. Osterwalder & Y. Pigneur, Pearson, 2010


Il faut avoir suivi les modules ICN2 de la route DEC

99


Séance 1 : Grille d’analyse de Business Model et affectation des études de cas Séance 2 : Etude de cas Séance 3 : Etude de cas suite – visite infrastructure d’un service Drive Séance 4 : Enjeux logistique – Témoignage acteur Séance 5 : Evolution Business Model & Développement international – Examen final

Assessment Methods

Inclass Assessment: pct % Duration : hours


Final Exam : pct % Duration : hours

☒Written ☐MCQ ☐Oral ☒Report ☐ Participation Additional information:

100



Title % DDRSE

Stratégie et management des achats < 20%


Michel MAKIELA S5_2 4 30 h FRA/ENG


Partie 1 Enjeux stratégiques et Organisation de la fonction Achats : François LASSALLE Partie 2 Marketing Achats : Herve BRUNET (en français) Partie 3 Décision d’externalisation Patrick TURA

Content

- Mission et organisation de la fonction achats - Stratégie Achats - Marketing Achats - Calcul des coûts complets d’acquisition - Analyse des risques

Learning objectives

- comprendre la contribution des Achats à la stratégie d’entreprise en termes de compétitivité et de création de valeur - maîtriser les étapes clés du processus Achats et appréhender les interactions de la fonction Achats avec les autres fonctions de l’entreprise - maîtriser les étapes clés du marketing achats : segmentation, analyse marchés fournisseurs, stratégie d'achats par famille, identification et sélection des fournisseurs, analyse des risques, gestion des fournisseurs clés - maitriser le calcul du coût total d’acquisition d’un produit (approche TCO), en particulier pour les achats réalisés les pays à faible coûts de main-d’œuvre (LCC) - procéder à une analyse « make or buy » et appréhender les enjeux liés à l’externalisation

Référence

Références non obligatoires : BRUEL. (2007), Management des Achats : Décisions stratégiques, structurelles et opérationnelles, Paris, Economica. BRUEL (2008), Politique d'achat et gestion des approvisionnements Paris, Dunod.


M101 Marketing Ou M201 Marketing

101


Assessment Methods



Final Exam : 50 % Duration : 1h30


102



Title % DDRSE

Management grands comptes et marketing B2B < 20%


Michel MAKIELA S5_3 4 30 h FRA/ENG


Un cours traitant des caractéristiques du marketing B2B et du management de grands comptes

Content

- Spécificités du marketing B2B - Management commercial de grands comptes - Etudes de cas

Learning objectives

Faire preuve d’esprit critique pour sélectionner les éléments saillants d’un problème et les synthétiser de façon critique et argumentée. Vérifier la pertinence d’une solution en prenant en compte toutes les facettes du problème, de son environnement et des contraintes associées.

Référence

Références non obligatoires : Houver - Vandeuvre (2008), Vendre et Négocier avec les grands comptes" (Dunod)


M101 Marketing Ou M201 Marketing

103


Assessment Methods





104



Title % DDRSE

Management stratégique de la distribution < 20%


Michel MAKIELA S5_4 3 20 h FRA


Stratégies de commercialisation et management des différents canaux de distribution. Etudes de cas, lectures/échanges et conférences

Content

Il s’agit du cours de synthèse de la spécialisation DEC. Les étudiants vont étudier les différents aspects du management stratégique relatif à la commercialisation de l’offre à travers l’étude de différents cas d’entreprises.

Learning objectives

5) Maîtriser les aspects essentiels des différents canaux de distribution : force de vente, réseaux de distribution, e-commerce, …

6) Analyser le parcours client dans différentes configurations : monocal, multicanal, crosscanal, omnicanal 7) Comprendre les principaux enjeux liés au développement international (sourcing ou commercialisation)

Référence

Références non obligatoires : - Etudes de cas fournis par les instructeurs


Il faut avoir suivi les modules ICN2 de la route DEC

105


Séance 1 : Développement à l’international – principaux enjeux en termes de commercialisation ou de sourcing Séance 2 : Etude de cas Séance 3 : Etude de cas

Assessment Methods


☒Written ☐ MCQ ☒ Oral ☐ Report ☒ Participation



106

Design de l’offre et innovation (Nancy)

107


ICN Grande Ecole 3A M_DOI

Title Code

Marketing de l’innovation M_DOI5_1


Rossella SORIO 4 30 h FRA


Ce cours présente une analyse détaillée du processus de développement d’un nouveau produit et se focalise sur le rôle clé que les marketeurs jouent dans l’élaboration et la mise en œuvre d’une innovation. Les étudiants découvriront le processus d’innovation dans ses différentes aspects (de la création et l’évaluation de nouvelles idées à la validation du concept à la création du prototype, jusqu’à la mise en œuvre opérationnelle y compris les aspects budgétaires et financiers). Chaque séance propose un cadre conceptuel suivi de la présentation d'outils pratiques. Dans plusieurs séances, il sera réalisé un workshop où les outils pourront être appliqués.

Content

Le cours abordera les points clés suivants relatifs au processus d’innovation :

• Développer et lancer nouveau produit • Choisir une stratégie de lancement adéquate • Elaborer une stratégie de promotion et de communication d’un nouveau produit/service en tenant compte

des caractéristiques de l’entreprise • Comprendre la complexité d’un système d’interaction entre les différents services de l’entreprise • Savoir élaborer un budget prévisionnel et tenir compte des principaux aspects financiers de l’entreprise

dans le management d’une innovation

Learning objectives

A l’issue de ce module, l’étudiant sera capable de :

• Comprendre le challenge entrepreneurial du développement d’un nouveau produit • Connaître les étapes principales et identifier les stratégies adéquates pour réussir un processus de

développement d’un nouveau produit • Analyser les facteurs qui influencent la diffusion et l’adoption d’une innovation • Maitriser tous les aspects liés au développent d’une innovation (génération et identification de meilleures

idées, prototypage, élaboration et mise en œuvre opérationnel du mix, construction budgétaire et évaluation financière)

Référence

- P. Kotler and K .L. Keller / Marketing Management 14e, Pearson Education - Gaurav Bhalla : Collaboration and Co-creation: New Platforms for Marketing and Innovation, 2010, Springer - Richard M. Locke and Rachel Wellhausen, “Production in innovation economy”, 2014, ISBN: 9780262019927 - Richard K. Lester and David M. Hart, “Unlocking Energy Innovation”, 2011, ISBN: 9780262016773 - Erik Brynjolfsson, “Wired for innovation”, 2009, ISBN: 9780262013666


Il faut avoir suivi les modules ICN2 de la Route Design de l’offre et Innovation

Il faut avoir suivi et réussi (note supérieure à 10) les modules d’enseignement (ou contenu équivalent:) suivants : • Comportement du consommateur • Principes de marketing • Etude de marché • Marketing stratégique

108


Séance Intervenant Points clés abordés 1 - Développement et lancement d’une innovation

Rossella SORIO - La démarche générale du marketing de l’innovation - La typologie de l’innovation - La diffusion et l’adoption de l’innovation - Le dilemme de l’innovateur - Le cycle de vie d’une innovation - Cas d’entreprise : Nesfluid ou l’histoire d’un échec annoncé

2 - Innovation et proposition de valeur

Rossella SORIO - La création de nouvelles idées (créer de la valeur pour les consommateurs en agissant sur la proposition de valeur)

- Application au marché de l’hôtellerie 3 - Construction budgétaire d’une innovation : Prévision des ventes

Insaf KHELLADI - Techniques qualitatives de prévision des ventes (entretiens individuels, focus groups, méthode Delphi, marchés tests, enquêtes d’intention)

- Techniques quantitatives de prévision des ventes (moyennes mobiles, moindres carrés, séries chronologiques)

- Workshop 1 4 - Construction budgétaire d’une innovation : Estimation des coûts

Insaf KHELLADI - Notions de coût d’achat, coût de production, coût de revient et résultat analytique

- Coût variable et seuil de rentabilité - Construction d’un compte d’exploitation prévisionnel d’une

innovation - Workshop 2

5 - Finance pour marketeurs de l’innovation

Insaf KHELLADI - Rentabilité commerciale - Rentabilité prévisionnelle d’un investissement (taux de

rentabilité comptable, délai de récupération, VAN, TRI) - Workshop 3

Assessment Methods





Le CC se déroulera comme suit : - Pour les séances 1 & 2, il est prévu la tenue d’une épreuve qui comptera pour 25% de la note finale du CC. - Pour les séances de 3 & 5, chaque workshop fera l’objet d’un travail en équipe. Chaque équipe fournira un

rendu. La moyenne des 3 rendus comptera pour 25% de la note finale du CC.

L’exam final sera un partiel (50% de la note finale)

109



Title Code

Créativité et design thinking M_DOI5_2


Rossella Sorio 4 30 h FRA


Le module permet d’aborder un processus de réflexion/action suffisamment précis (avec des points de passage obligés) tout en restant suffisamment large pour s’adapter à divers champs d’application. Passer de l’idée au produit, de la stratégie à la création de marque, du marketing au modèle économique, de la prospective à l’usage etc.

Content

Le Design Thinking intègre de façon conjointe les problématiques touchant à la fois les personnes/clients (ce qui est souhaité), à la technologie (ce qui est possible) et à l’économique (ce qui est rentable). Ce concept propose de sortir de ses champs habituels de réflexion pour repenser plus globalement les stratégies de développement

Learning objectives

1. identifier le problème à régler, prioriser le projet et déterminer ce qui en assurera le succès 2.Rechercher : Revoir l’historique des problèmes rencontrés, collecter des exemples d’échecs 3. Identifier les besoins et motivations des clients finaux, générer autant d’idées que possible pour répondre à ces besoins sans les juger, brainstormer 4. Prototyper : Combiner, croiser et affiner les idées 5. Sélectionner : Revoir les objectifs, choisir l’idée la plus surprenante, nouvelle et économique…6. Implémenter (mettre en place) : Rédiger le plan d’action et donner les responsabilités, déterminer les ressources nécessaires, délivrer au client. 7. Apprendre : Recevoir un feed-back du client final, déterminer si la solution validée répond à l’objectif de départ, identifier les sources d’amélioration.

Référence

Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, Tim Brown ( Harper et Collins, 2009) Design Thinking: Integrating Innovation, Customer Experience, and Brand Value , Thomas Lockwood (Allworth Press, 2009


Avoir suivi les modules de la route Design de l’offre et innovation ICN2

Etudiant souhaitant s’orienter vers un poste de chef de produit/marque, développement nouveaux produits Avoir suivi et obtenu la moyenne dans les enseignements suivants : Comportement du consommateur Fondamentaux du marketing Marketing stratégique Etude de marché

110


Séance 1 : Histoire et Théorie du Design : situer le Design Thinking dans l'histoire du design et parmi ses différentes approches historiques et actuelles. Klaus Spiedel

Séance 2 et Séance 3:

Le Design Thinking, le concept et sa mise en œuvre : - Analyse sur la mutation des marchés et sur les changements de posture qu’elle entraine de la part des

entreprise (vision, offre, organisation) - Comment s’opère le passage du marketing traditionnel au marketing de rupture - L’approche design management/design thinking.

Christophe Chaptal de Chanteloup Cas d’examen CC

Séance 4 et 5: La stratégie Océan Blue : Comment relancer une activité sur des marchés jugés unanimement atones et aux perspectives de croissance limitées Rossella Sorio Cas d’examen CF

Assessment Methods



Final Exam : 50 %

☐Written ☐MCQ ☐Oral ☒Report ☒ Participation Additional information:

111



Title Code

Gestion et lancement produit M_DOI5_3




Dans ce module l’étudiant est amené à apprécier les opportunités les plus favorables en ce qui concerne les produits/domaines que l’entreprise exploite ou s’apprête à lancer, ainsi qu’à évaluer les stratégies et les plans opérationnels les plus favorables à la réussite d’un lancement. L’enseignement du module se focalise sur l’analyse de la démarche générale de gestion et lancement d’un produit jusqu’à la connaissance des techniques, les procédures et les structures qui permettent de mettre sur le marché un nouveau produit avec les plus grandes chances de réussite La méthode pédagogique s’appuie sur de nombreux cas d’entreprises et exercices en groupe de travail.

Content

La démarche générale du lancement, Le lancement d’un nouveau produit (cas réel en partenariat avec une entreprise), Passer de la définition de la stratégie marketing au lancement opérationnel, Etude de cas sur la définition de potentiel commercial et viabilité d’un lancement produit, Témoignage d’entreprise : de la création d’un nouveau produit à sa commercialisation

Learning objectives

Maîtriser les techniques et outils marketing associés aux différentes phases du lancement de produit • Acquérir les outils fondamentaux de la gestion de projet pour organiser et piloter son lancement • Se positionner et communiquer en tant que chef de projet

Référence

J. Lendrevie et J. Levy « Mercator » 11e édition, Dunod Kotler P. and Keller K.L. « Marketing Management »14ème Pearson Le Nagard-Assayag et D.Manceau « Le marketing de l’innovation »2e édition, Dunod


Les modules ICN2 de la Route Design de l’offre et innovation i…

Avoir suivi et réussi (note supérieure à 10) les modules d’enseignement (ou contenu équivalent:) : suivant : Comportement du consommateur Principes de marketing Etude de marché Marketing stratégique

112


Séance 1 : La démarche générale du lancement –Mme Christine KRATZ Séance 2 : Elaborer les étapes du lancement d’un nouveau produit (cas réel en partenariat avec une entreprise) M. Remi ANTOINE de Danone, cas d’examen Séance 3 : De la définition de la stratégie marketing au lancement opérationnel dans le secteur des vins et spiritueux- Mme Joëlle BROUARD Séance 4 : Etude de cas sur la définition du potentiel commercial et de la viabilité d’un lancement produit : « L’exploitation par une PME d’une innovation technologique au plan stratégique et marketing » (cas d’entreprise) Mme Christine KRATZ Séance 5 : Témoignage d’une entreprise : De la création d’un nouveau produit à la réussite de sa commercialisation- Mme Laetitia CONDAMIN

Assessment Methods

Inclass Assessment: 50% Duration : 3h

☐Written ☐ MCQ ☒ Oral ☐ Report ☒ Participation

Final Exam : 50% Duration : 3h


L’examen du cas Danone est en travail de groupe sur un cas d’entreprise avec soutenance orale devant un jury, l’examen final est un travail écrit de réponse aux questions d’’un cas d’entreprise

113



Title Code

Innovation responsable et protection juridique M_DOI5_4




Dans un premier temps, ce cours permettra d’appréhender les concepts de développement durable et de RSE et les enjeux du développement durable appliqué au marketing de l’innovation. Puis, ce cours fera connaître aux étudiants le droit applicable à la propriété intellectuelle et à l’innovation, ils maîtriseront les outils juridiques ayant attrait à la protection de biens immatériels. La propriété intellectuelle sera appréhendée sous deux aspects, la propriété industrielle d’une part et la propriété littéraire et artistique d’autre part. Seront aussi développées les moyens de protéger, au niveau national et international les créations de l’esprit, de connaître et comprendre les rôles des organismes aidant à la protection des biens immatériels. La spécificité du domaine agro-alimentaire sera aussi appréhendée ici.

Content

Les enjeux du marketing durable de l’innovation 1. Du développement durable à la RSE

1. Les fondamentaux du DD : définition, chiffres clés et évolution du concept 2. Les principales motivations des entreprises dans la RSE 3. La notion de parties prenantes et leur rôle dans l’innovation

Lien entre innovation et DD 4. Différence entre innovation de rupture et innovation incrémentale 5. Le DD comme moteur de la rupture managérial et stratégique

2. L’éco-conception: vecteur d’innovation 1. Le concept d’analyse du cycle de vie 2. Etude de cas réels

3. Marketing durable de l’innovation 1. Les comportements des « consom’acteurs » 2. Différentes stratégies de marketing durable 3. Diffusion de l’innovation par la communication ou comment éviter le green washing

Les enjeux de la propriété intellectuelle

1. Les différents droits de propriété intellectuelle 2. Les contrats de propriété intellectuelle 3. La propriété industrielle 4. La propriété littéraire et artistique 5. La stratégie des marques dans le domaine agro-alimentaire 6. La mise en place des fondamentaux d’une veille technologique et concurrentielle en entreprise

Learning objectives

Sensibiliser les étudiants à la dimension marketing durable de l’innovation. Connaitre le domaine très spécifique du droit de l’innovation, savoir appliquer une démarche juridique de reconnaissance et de protection de ces droits. Connaître l’environnement légal et règlementaire de ce domaine Savoir prendre les bonnes décisions, faire les bons choix juridiques, en adéquation avec la stratégie suivie.

Référence

Références non obligatoires : - Lamy Droit de l’entreprise, L’essentiel pour comprendre, ouvrage collectif annuel - Droit de la Propriété Intellectuelle de Jean Luc Piotraut ,Editions Ellipses collection, dernière édition.


114


Séance 1 : Les enjeux du marketing durable de l’innovation Du développement durable à la RSE Lien entre innovation et DD

Séance 2 : Le DD comme moteur de la rupture managérial et stratégique L’éco-conception: vecteur d’innovation Marketing durable de l’innovation

Séance 3 : Les enjeux de la propriété intellectuelle

Les différents droits de propriété intellectuelle

Séance 4 : La stratégie des marques dans le domaine agro-alimentaire La mise en place des fondamentaux d’une veille technologique et concurrentielle en entreprise

Assessment Methods

Inclass Assessment: 20 % Duration : 15 min

☐Written ☐ MCQ ☐ Oral ☐ Report ☒ Participation



115

Talent management in organisations (Nancy)

116


ICN Grande Ecole 3 TMO

Title % DDRSE

Organisational Restructuring 40%


Pierpaolo PARROTTA 4 ECTS 30h English

Course description and Content

Restructuring is a commonplace occurrence in organizations today. Reorganizing is not only necessary to overcome inertia, but it is also a natural response to multiple internal and external pressures. Although it is commonplace, restructuring raises human resource management challenges as it requires specific managerial and legal knowledge and competences to avoid the potentially high human and legal costs restructuring tends to bring about. This course is designed to equip the students with guiding principles and tools to take on restructuring change management challenges in their future workplaces.

Teaching Methods

The class format is a mix of lectures, presentations and discussions. Students are expected to participate actively in the discussions and to read the assigned material for each topic before class. Material to be prepared is made available through MyICN before each session. The course includes group work and discussion. In each session, there will be an in-class exercise. The exercises are designed to deepen the student’s knowledge of topics raised in the lectures. All students are expected to participate in the exercises, and they will be graded at the end of each session. Student presentations on specific issues are organized during the course.

Learning objectives

At the end of the course, the student should have acquired: ► an understanding of the key managerial and legal issues associated with organisational restructuring; ► conceptual, critical and analytical abilities in the examination of organisational restructuring issues.

The student should also be able to: ► identify and explain organisational restructuring practices and tools with their respective consequences for the functioning and the performance of organisations; ► highlight and discuss current issues and challenges when implementing organisational restructuring.

Référence

• Palmer, I., Dunford, R. and D. Buchanan (2016), Managing Organizational Change: A Multiple Perspectives Approach. McGraw-Hill.

• Various case studies and articles.


None N/A

117


Sessions 1. Introduction to Organizational Restructuring: Key Challenges Facing Management Today 2. Organisational restructuring and Different Approaches to Change Management 3. Diagnosis and Resistance to Change 4. Implementing Change: Management aspects 5. Anticipating Organizational Restructuring: Management and Labor Law perspectives 6. Managing Employment Relations as a Manager Case studies and group activities will be planned during the sessions. DD/RSE : 40%

Assessment Methods

Inclass Assessment: 50 % ☒Written ☒ MCQ ☒ Oral ☐ Report ☒ Participation Final Exam : 50% ☒Written ☒MCQ ☐Oral ☐Report ☐ Participation Additional information:

118


ICN Grande Ecole 3A TMO

Title % DDRSE

The Dark Side of Human Resource Management < 20%


Krista FINSTAD-MILION S5_2 4 30h ENG


Many human resource management courses cover ideal or best practices when managing people and address issues which are perceived as positive or contributing to HRM. Far less deal with the darker or down side of managing people and the destructive consequences on people and organisations. This module aims at providing an answer to this observation, inviting students to critically think and debate the causes, processes and consequences of HRM that have a negative effect on organisations and people within them. New ways of looking at situations typically perceived as dark are considered as well as solutions to mitigate the potentially destructive consequences. The module is based on student-led presentations, interactive discussions, guest speakers, role-playing, e-data bank research and videos which capture what is typically perceived as the dark side of HRM.

Content

This module is organised around common dark HR challenges faced by small and large organisations operating both locally and internationally - Power and office politics in the workplace - Employer-union conflict - Shirking work and absenteeism - Office bullying, harassment and stress - Suspicion and distrust - Personality dysfunctions and incompetence - Social irresponsibility and developing countries

Learning objectives

At the end of the course, the student should have acquired: ► an understanding of the causes and processes behind destructive HRM practices ► conceptual, critical and analytical abilities in the examination of the downside of certain HRM practices and their consequences. The student should also be able to: ►identify and explain why some HRM practices are destructive from a people and organisational point of view ►effectively use cause and process analysis to provide recommendations from a people and organisational point of view.

Référence

Chapter readings from HR books available on the e-library learning hub. Newspaper articles from national, European and international sources. Students will be trained in e-data bank research skills and share module-relevant articles found in such data banks.


201aF Principles of Management or 201aA Principes du Management AND 201aF Human Resources Management or 201aA Management de RH

The students must have a functional level of spoken and written English.

119


The order of sessions below may be adjusted to take the opportunity to welcome a guest speaker who will share his/her experience. Session 1 Topic: Introduction to the Dark Side of HRM Power and Politics in the workplace Session 2: Topic: Employer- Union conflict Session 3 Topic: Shirking work and absenteeism Session 4 Guest: Virginie Richard E-data research workshop and individual project research Session 5 Topic: Bullying, harassment and stress Session 6 Topic: Suspicion and distrust Session 7 Topic: Personality dysfunctions and incompetence Session 8 Topic: Social irresponsibility and developing countries Session 9 Topic Small group presentations and peer feedback Session 10 Topic: Small group presentations and peer feedback, module conclusion

Assessment Methods


☐Written ☐ MCQ ☒ Oral ☐ Report ☒ Participation



20% Individual In-class participation / 30 % Pair presentation / 50% Exam Individual Written Report based on regular diary inputs

120


ICN Grande Ecole 3A R_TMO

Title % DDRSE

Sustainable Human Resource Management >80%


Jean-François STICH S5_3 4 30 h ENG


A brief introduction to the sustainability factors exerting pressures on organisations today, illustrated by real case studies, allows the students to gain awareness of the different ways organisations behave with respect to sustainable practices. As organisations are by nature composed of people, HRM must be at the core of the organisation's commitment to sustainability, be it financial, environmental or social. The module is based on powerpoint presentations, live discussions, case-study analysis, and the participation of guest-speakers, such as HRM managers concerned with sustainability issues.

Content

This module is organised around key sustainable organisational performance and HR questions facing companies and sectors of activity today: - Financial, environmental and social factors exerting pressures on organisations today to embrace sustainable practices, and counterforces - The role of HR in supporting sustainable practices - How to perform HR sustainably - Legal aspects of HR and sustainable practices - The importance of HR in organisations focused on sustainability (e.g., social entrepreneurship, collaborative economy)

Learning objectives

At the end of the course, the student should have acquired: ► an understanding of underlying environmental factors that shape Sustainable HRM policies and practices; ► conceptual, critical and analytical abilities in the examination of Sustainable HRM issues. The student should also be able to: ► identify and explain sustainable HRM practices and tools with their respective consequences for the functioning and the performance of organisations; ► highlight and discuss current issues and challenges when implementing Sustainable HRM in organisations and make recommendations to improve organisational performance through effective Sustainable HRM.

References

Non obligatory references: SOL Database : http://gse.publisher.ingentaconnect.com.thebe.icn-nancy.fr/ Laasch, O., & Conaway, R. (2014). Principles of responsible management: Glocal sustainability, responsibility, and ethics. Nelson Education. Cohen, E. (2010). CSR for HR: A necessary partnership for advancing responsible business practices. Greenleaf Publishing.


201aF Principles of Management or 201aA Principes du Management AND 201aF Human Resources Management or 201aA Management de RH


121


Session 1 30 October 2017 Topic: Introduction to Organisational Strategy and CSR Lecture (morning), Practical case (afternoon) Lecturer: Jean-François Stich Session 2 31 October 2017 Topic: Future HR challenges: New tasks in old jobs and new jobs Lecture (morning), Practical case (afternoon) Lecturer: Jean-François Stich

Session 3 13 November 2017 Topic: How HR can foster sustainable organisational behaviour Lecture (morning), Practical case (afternoon) Lecturer: Krista Finstad-Milion Session 4 14 November 2017 Topic: Sustainable HR Practices Lecture (morning), Practical case (afternoon) Lecturer: Krista Finstad-Milion Session 5 21 November 2017 Topic: HRM in sustainable organisations Lecture (morning), Practical case (afternoon) Lecturer: Jean-François Stich Students will be grouped in teams. In every afternoon, session students will be asked to analyze a case study and prepare a powerpoint presentation (2 hours), which must be uploaded to MyICN at the end of the session. Groups will then present in the remaining time. Groups are encouraged to prepare questions to discuss during the presentation. In the end, constructive feedback will be provided. Therefore, each group will prepare 5 presentations.

Assessment Methods


☐Written ☐ MCQ ☒ Oral ☒ Report ☐ Participation



In-class participation: 10% Group presentations: 40% (marking criteria will be circulated in class) Exam: 50%

122


ICN Grande Ecole 3A TMO

Title %DDRSE

HR AUDITING < 20%


FINSTAD MILLION Krista S5_4 3 ECTS 20 h ENG


A formal HR audit is typically the starting point to launch new HR projects in an organisation or to adapt and improve existing initiatives. It enables companies to assess risks and ensure compliance. Performing an audit of an HR function or part thereof is not a one-fits-all exercise. Both the type of audit and approach taken varies according to the part of the function that is being looked at and the expected outcome. The module is highly interactive and mixes interactive discussions, concrete examples and role-playing, group work and concrete examples.

Content

This module provides the students with the key audit tools to assess HR processes and practices.

- Introduction to auditing - HR Strategy and auditing - Risk assessment of HR Practices - Preparing and leading the audit - HR reporting and KPI’s - Consequence of HR auditing and change management

Learning objectives

At the end of this course the student should be able to: - Understand what an audit is and how it applies to HR Management - Make the difference between an internal audit, an external audit, controlling and counselling - Demonstrate an appropriate attitude of an auditor - Outline key steps of an audit - Understand the role of Reporting and KPI’s - Understand HR benchmarking - Identify objectives of a formal audit and the different kinds of risks that have an impact on the HR function

Référence

Auditing Your Human Resources Department - John H. McConnell (2011 Edition) HR from the Outside In: Six Competencies for the Future of Human Resources – Dave Ulrich (2012 Edition)


Talent Management in Organisations O201 Talent Management in Organisations


123


Session 1: Topic: Introduction to HR auditing Session 2 : Topic : What is an HR audit? Session 3: Topic: The different steps of HR auditing Session 4: Topic: Auditing key HR practices – part 1 Session 5: Topic: Auditing key HR practices – part 2

Session 6:

Topic: HR reporting and KPI’s

Session 7:

Topic: Consequences of HR auditing and change management

Assessment Methods

In class Assessment: 50%

☐Written ☐ MCQ ☒ Oral Report X Participation



To be announced

124

Management of innovation (Nancy)

125


ICN Grande Ecole 3A S_INO

Title % DDRSE

Organising Public and Private R&D %


Nicolas Battard S5_1 4 30 h ENG


This course focuses on providing a global understanding of how innovation is organised within companies but also on national and supra-national science and technology policies. It aims at training students to be able to solve complex issues related to (1) the organisation of innovation and human capital, (2) relationships with public research organisation, (3) national systems of innovation, and (4) how to transfer a technology on the market. Each topic is illustrated through example of specific technologies, fields or industries. Active participation of students is required in each session. Materials (PowerPoint presentations, articles, case studies, videos, etc.) will be available in advance on the intranet and must be read before each session. Each session is divided into two subsections. First, based on the reading of the class materials, basic concepts are discussed and clarified. They are then applied to case studies or articles and presented.

Content

The course is at the crossroad of organisation theory, sociology of science, and management of technology and innovation. It therefore tackles the basic structures of organisation and the capabilities required to organised innovation along with the challenges of multidisciplinarity. Then, at a more macro level, it focuses on the importance of science in innovation systems, the collaboration with companies, the barriers to develop an innovation and to transfer it to the market. Each session is illustrated by example and during the final session, a comparison is made between three different fields that present different dynamics and types of innovation.

Learning objectives

1.1- to analyze and prioritize the major facets of a management problem, making confident use of all useful tools available. 1.2- to design an appropriate and, where possible, creative solution to a given problem.

References

Tidd, J., and Bessant, J., 2009. Managing Innovation: Integrating Technological, Market and Organizational Change (4th ed). Chichester: Wiley.

Lundvall, B.Å. ed., 2010. National systems of innovation: Toward a theory of innovation and interactive learning (2nd ed). Anthem Press.

Each session will be completed by academic and/or professional articles


Introduction to innovation management Motivated to learn and participate

126


Session 1: Organisational building blocks of R&D: structure and human capital Core concepts

• Structural organisations of R&D • How to generate ideas or source them • Formations of teams

In-class work • Case studies and discussion on team composition and structure

Session 2: Science and public research organisations Core concepts

• What is science? • Types of research organisations • Relationships between public research organisations and companies

In-class work • Presentation of a company on its original structure and management of human capital • Case study and discussion on public research organisation

Session 3: National systems of innovation, and science and technology policies Core concepts

• Characterisation of national systems of innovation • Understanding science and technology policies • Description of the main policy mechanisms

In-class work • Presentations on public research organisations • Case study and discussion on national science and technology policy and H2020

Session 4: Technology transfer Core concepts

• Actors of technology transfer • Challenges of technology transfer • How to get an innovation to the market

In-class work • Presentation of a specific policy scheme and a company • Case study and discussion on technology transfer

Session 5: Fields dynamics Core concepts

• Identifying field dynamics • Comparing biotechnology, nanotechnology and connected health • What are today’s challenges for innovation managers

In-class work • Presentation on technology transfer • Case study and discussion on the new challenges for innovation managers

Final exam Please note that the syllabus is not definitive and changes are likely to occur.

Assessment Methods





marks will be weighted in proportion of attendance

127



Title % DDRSE

Strategic Analysis in High Tech and Digital Industries

70%


Marianna Marino ECTS 30h ENG


Innovation is a fundamental ingredient for competitiveness and economic growth. Innovation, and particularly technological innovation, is inherently difficult, uncertain and risky. Some organizations are routinely more innovative than others whereas most of companies investing in new technologies fail to translate them into successful products and services. The course aims to understand these dynamics, to analyze industrial change and to equip students with an appreciation of the relevant skills needed to manage innovation at strategic level in high tech industries. The course provides evidence of innovation dynamics in different high tech industries based on real-world examples. The class format is a mix of lectures and discussions. Students are expected to participate actively in the discussions and to read the assigned material for each topic before class. Material to be prepared is made available through MyICN before each session. In each session, there will be an in-class exercise. The exercises are designed to deepen the student’s knowledge of topics raised in the lectures. All students are expected to participate in the exercises, and they will be graded at the end of the session. Student presentations on specific issues are organized during the course.

Content

Topics to be discussed include � the relationship among innovation, economic growth and economic development; � the role of innovation in the dynamics and evolution of industries; � innovation in high-tech industries:

� coping with the uncertainty and ambiguity of high-tech sectors, � enabling knowledge creation and conversion within the firm, � competition and the dynamics of high-tech sectors; digital innovation.

Learning objectives

At the end of the course students will be able to demonstrate understanding, and make critical assessments of the following:

� interpret innovation dynamics in different high tech industries such as streaming media, digital music, home video gaming, wireless service providers, and mobile television.

� Develop and formulate managerial strategies to shape innovative performance. � Diagnose different innovation challenges and make recommendations for resolving them.

Refeences

� Hall, Bronwyn H., and Nathan Rosenberg, eds. Handbook of the Economics of Innovation. Vol. 1. Elsevier, 2010.

� Evans D., R. Schmalensee, Matchmakers, Harvard Business Review Press 2016 � Christensen C. M. The innovator’s dilemma, Harvard Business School Press, 1997 � D.J. TEECE, Managing Intellectual Capital: Organizational, Strategic, and Policy Dimensions, Oxford

University Press, 2002 � A list of additional selected readings is made available at the beginning of the course.


None N/A

128


1. Innovation, economic growth and economic development � Measuring innovation across countries � Innovation policy across countries � The new challenge: system of innovation for green growth

2. Dynamics of technological innovation

� Patterns of industrial innovation � Organizational factors and innovation � Governance models and technological innovation

3. Innovation in high tech industries

� The theory of disruptive innovation � Out-sourcing and in-sourcing strategies for innovation � Understanding the licensing option

4. Digital Economy

� Democratizing Innovation and big data � Smart connected products � The impact of digital technologies on the market structure

5. Multisided Platforms

� Building and operating matchmakers � Creation, destruction and transformation

Assessment Methods

In-class Assessment: pct 50 % Duration : hours

☒Written ☒ MCQ ☒ Oral ☐Report ☒ Participation

Final Exam : pct 50 % Duration : 1 hour

☒Written ☒ MCQ ☐Oral ☐Report ☐ Participation Additional information: The final grade will be weighted for the presence.


129


ICN Grande Ecole 3A Management of innovation

Title % DDRSE

Business Model & Innovation -


Michel MAKIELA S5_3 ECTS 30h ENG


This course focuses on providing a global understanding of how Business Model is instrumental for the success of an innovation. It aims at training students to be able to solve complex issues related to the Business Model design to create, deliver and capture value in an ecosystem. Each topic is illustrated through example of specific technologies, fields or industries. Active participation of students is required in each session. Materials (PowerPoint presentations, articles, case studies, videos, etc.) will be available in advance on the intranet and must be read before each session. Each session is divided into two subsections. First, based on the reading of the class materials, basic concepts are discussed and clarified. They are then applied to case studies or articles and presented.

Content

The course is at the crossroad of strategy, marketing, organisation theory, and management of innovation. It therefore tackles the basic structures of Business Model concept. Then, at a more macro level, it focuses on the importance the collaboration with companies, the barriers to develop an innovation and to transfer it to the market. At the end of the course, students will present a Business Model for an innovative project.

Learning objectives

At the end of this course, students will be able to:

1. Identify which are the basic structures of a Business Model 2. Compare Business Model archetypes 3. Design a new Business Model for an innovative project

References

- Osterwalder, A., & Pigneur, Y. (2010). Business Model Generation. New Jersey: John Wiley and Sons, Inc.

- Osterwalder, A. & al. (2014). Value proposition Design : how to create products and services Customers want. New Jersey: John Wiley and Sons, Inc.

- Each session will be completed by academic and/or professional articles


Introduction to innovation management Motivated to learn and participate

130


Session 1: Business Model Concept & architecture Core concepts

• Concept : origins, definition & description • Business Model Canvas • Other Business Model descriptions

In-class work • Presentation of a real innovation looking for its Business Model

Session 2-5 Case studies and discussion will be instrumental to work on the innovative project until the final exam. Please note that the syllabus is not definitive and changes are likely to occur.

Assessment Methods






131



Title % DDRSE

Innovation Management - Capstone Project %


Nicolas Battard S5_1 4 30 h FRA/ENG


This integrative module aims to apply the concepts learnt from the Management of Innovation but also the other core modules of the Master to real innovative case studies. Students will work on projects that are in current development at the Incubateur Lorrain. The Capstone Project places students in the shoes of hypothetical consultants, who are required to provide suggestions for decisions to be made in the context of real case studies, in alignment with the business strategy and objectives of the incubees. Different cases will require different applications. Thus, students’ job as consultants will be to analyze the business case for the specific project they have been assigned and identify solutions that best serve the long-term innovation and business strategy and objectives of the incubees. By groups of three or four, students will mobilise their knowledge and experience in order to provide the incubees with a comprehensive analyze and suggestion in order to make the project progress.

Content

The course requires mobilizing the basic skills in innovation management but also in terms of oral skills for presentation and writing skills for the reports. Students will participate to the incubees’ project presentations and will have to prepare a final presentation and written report on many of the concepts and frameworks learned in the specialization. Students will need to: (a) Identify a broad business focus of the incubee’s innovative project. (b) Which one of the potential applications must the new company invest in? Why? Provide strategic and financial motivations in support. (c) Thoroughly analyze the various project options to remove redundant or unviable investments. (d) Identify and propose strategies for managing risk associated with the envisaged investment. (e) Define guidelines for the organizational plan that will engage various stakeholders of the organization.

Learning objectives

1.1- to analyze and prioritize the major facets of a management problem, making confident use of all useful tools available. 1.2- to design an appropriate and, where possible, creative solution to a given problem. 2.1- to make well thought-out and well-argued decisions, fully aware of their impact on the organization and its environment. 2.2- to communicate effectively via convincing written and oral presentations.

References

References must be selected according to the problems students are solving


Basics of innovation management Motivated to learn and participate

132


Session 1 • Presentation of the projects from the incubees • Q/A

Session 2 to 5

• Group work based on document research and analysis • Development of the diagnosis • Construction of solutions and suggestions

Session 6

• Presentation to the incubees: oral presentation and report • Q/A

Assessment Methods





133

Arts and enternainment industry management (Nancy)

134


ICN Grande Ecole 3A AEM

Title % DDRSE

Art, Image and Communication -


Kamel Mnisri 5_1 4 ECTS 30h ENG


This course aims to make the most out of the visual tools you have at hand to your message across in the most convincing manner. This deals not only with the image and graphic elements of display, but also how these elements are integrated into various communication formats. Focus is on both the content and how effectively it is used. Moreover, the participants of this particular course will leave this module with a full understanding of what goes on in the world of art and culture and how it applies to the Art and Entertainment industry.

Content

Foundations for the study of entertainment, communications and society. Brand identities and visual communication for the Arts and Entertainment industry, which includes sporting events, theme parks, theaters, museums, cinema, live music and art galleries. Communicating effectively in a visual age. The interconnectivity of visual and verbal communication. The components of visual communication:

- Visual cues (color, form, depth, movement) - Visual theories (sensorial and perceptual theories) - Visual persuasion (in advertising, public relations, journalism and social media) - Visual stereotyping (reinforcing positive stereotypes with images) - Visual analysis (from different perspectives: personal, historical, technical, cultural and critical)

Visual impact of typography, graphic design, cartoons, photography, motion pictures, videos and digital media. Visual communication and media: print media, broadcast media (TV & radio), video/film and the Web. Creating effective visual presentations.

Learning objectives

Students gain lifelong skills, including: • The ability to learn leadership, creative and technical skills to visually communicate with the world. • The ability to identify and solve problems visually using critical analyzing techniques. • The ability to develop ideas from initial needs assessment to project completion. • The ability to present any project in a persuasive way via visual aids. • The ability to collaborate as part of a team on creative projects.

References

Visual Communication: Images with messages, 6th edition by Paul Martin Lester (2014) Essentials of Visual Communication Paperback by Bo Bergstrom (2008) Design for the Real World by Victor Papanek (1985) Creative Industries and Innovation in Europe: Concepts, Measures and Comparative Case Studies, by Luciana Lazzeretti (2016) Images in Use. Towards the Critical Analysis of Visual Communication: Edited by Matteo Stocchetti and Karin Kukkonen (2011)


No prerequisites for this course N/A

135


Lecturer : Angie Celaya Class participation: Students are not only required to attend every lecture but are expected to make informed contributions to class discussions and in-class activities. Attendance will be taken and missing more than three half-day-classes will result in an automatic reduction of a full point from your grade. Missing more than three classes will result in an incomplete grade. Group Presentation: Students will be separated into small groups, which will each be assigned an Arts or Entertainment company. The groups will research and analyze their companies, considering the crises and opportunities they have faced in the rapidly evolving media landscape. They will evaluate the companies’ strengths, weaknesses and visual communication approaches and discuss the strategic decisions that they came up with to deal with these challenges. Each group will give a 15-20 minute presentation to the class. Individual Paper: After the group presentations, students will write a follow-up assessment with their personal take on the companies they studied. They should not just restate the findings of their groups; they should comment and elaborate a visual proposal for the company. They should emphasize different perspectives or even contradict points made in the group report. Weekly Participation: In addition to the assigned readings, students will be expected to keep up-to-date with current developments in the entertainment industry. Each week students will be required to write a brief commentary on one or two articles they have read, with links to the articles. Students should also be prepared to comment on their articles in class if asked to do so. Note: The instructor will sometimes distribute current articles to the class. Students should write their commentaries on articles they have researched on their own and not on these distributed articles. The final project: This will be a written paper. The theme is the role of visual communication in a specific area related to the Art and Entertainment Industry, which includes sporting events, theme parks, theaters, museums, cinema, live music and art galleries. The paper should consist of 3 parts: (a) Part 1: a pertinent review of the literature in your planned area that discusses the role of visual communication and/or visual objects in general. When writing this section, be sure to mention the range of topics searched, your sources, and the parameters of your research (How far back in time did you go in your research? Was your research limited to one language?) (b) Part 2: identifying what you think are the major issues related to visual communication in your future area of work. (Some people may want to focus on three critical issues; others may prefer a top-ten list.) Whatever you choose, identify why these issues are important in these fields. (c) Part 3: A personal opinion of why you think visual communication is important (or not) and what effect it has on your field. This paper should take at least 6 full pages (double spaced, Ariel font size 10), and should demonstrate proper development and pertinent, insightful content that reflects a certain maturity in your understanding of the subject. You are encouraged to submit drafts of your paper early enough for me to comment upon and return to you.

Assessment Methods

In-class Assessment: 50% of grade Duration: 30 hours

☒Written ☐ MCQ ☒ Oral ☒ Report ☒ Participation

Final Project: 50% of grade Duration: 3 week to complete at home. To be handed during the last class.

☒Written ☐MCQ ☐Oral ☒Report ☐ Participation

136


ICN Grande Ecole 3A R_AEM

Title Code

Entertainment Marketing R_AEM5_2


Wissal AYADI 4ECTS 30H ENG


This course provides insights and knowledge of the marketing of entertainment and the arts. It presents the basic concepts and skills taught in Marketing and Advertising. It expands your understanding of marketing theories and demonstrates how you can apply them to the marketing of entertainment and arts products, services and organisations

Content

We will examine marketing and communications principles as they apply to the entertainment and arts industries, from live performances and events (including sports, music concerts and theatre performances) through to film and television. We will explore the convergence of commerce and entertainment.

You will gain an understanding of the experience culture from both the theoretical and practical perspectives, and an insight into the motivations and behavior of entertainment and arts audiences.

Learning objectives

1/ Have an understanding of the Entertainment industry, the experience culture, and Entertainment audiences through investigating the theory and approaches to Entertainment Marketing 2/ Understand how Entertainment and arts marketing works in the "real" world through investigating industry applications and case studies 3/ Apply Marketing and Communications to solve problems and gain opportunities entertainment industry 4/ use ICT and communications technologies to coordinate and develop team projects, and to use multimedia technologies to enhance the effectiveness of presentations.

Référence

Daragh O'Reilly, Larsen Gretchen, Krzysztof Kubacki (2013) 'Music, Markets and Consumption', Goodfellows Publishers, UK; Shay Sayre (2008) 'Entertainment Marketing & Communication', New Jersey Pearson; Shay Sayre (2010) 'Entertainment Promotion & Communication', Kendall Hunt hay Sayre (2008) 'Entertainment Marketing & Communication', New Jersey Pearson


Il faut avoir suivi… Indiquer, s’il y a lieu, le processus de sélection (ex : résultats académique en…)

137


1- Marketing and Communications principles 2- Entertainment Marketing

2-1 Entertainment and arts industries 2-2 The experience culture 2-1 Entertainment audiences through investigating the theories and approaches to Entertainment Marketing

3- Convergence of Commerce and Entertainment 4- How Entertainment and Arts Marketing works in the "real" world through investigating industry

applications and means 5- Teamwork on group projects and discussion

Assessment Methods


☐Written ☐ MCQ ☐ Oral ☐ Report ☒ Participation


☒Written ☐MCQ ☐Oral ☒Report ☐ Participation Additional information:

Active involvement in class reading and discussion cases; Leadership and teamwork on group projects and presentation preparation; Quality of analysis and Creative and strategic thinking

138


ICN Grande Ecole 3A AEIM

Title % DDRSE

Creative Industries Management -


Kamel Mnisri 4 ECTS 30H ENG


This course is dedicated to studying creative industries and their managing specificities. The course helps to develop an understanding of the creative industries and their principles of operation as well as to identify factors inherent to influence the success or failure in the creative sector. Through concrete cases and exercises, the students will think and develop their ability to manage companies from the creative industries as well as projects in specific contexts such as theatres/opera, orchestras, museums, exhibition centers, film and the art market … and any other place where creativity and arts melt with business.

Content

Please see details in the section “Course sequence and homework description”.

Learning objectives

After the course, the students will be able: - to understand the specific context of and challenges of managing companies from the creative sectors - to manage issues such as business models, financing, marketing etc. and people (HRM, leadership) in

such sectors

Référence

Références


None None

139


Course sequence : 10.10.2016: Session 1 (Silke Geithner): Introduction - Discovering creative industries (LEGO session) Session 2 (Silke Geithner): Discovering creative industries – specificities and key concepts (value, symbols, taste, philanthropy, organizational structures…) 11.10.2016: Session 3 (Silke Geithner): Leadership Session 4 (Amélie Boutinot): Business models 17.10.2016: Session 5 (Silke Geithner): HRM – Part 1 Session 6 (Silke Geithner): HRM – Part 2 18.10.2016: Session 7 (Amélie Boutinot): Financing 25.10.2016: Session 8 (Amélie Boutinot): Marketing 08.11.2016: Session 9 (Amélie Boutinot): Intellectual property 15.11.2016: Session 10 (Amélie Boutinot): Final presentations Applications and Homework: Work will be divided in two main topics: readings and teamwork about a creative institution.

- Readings: before every session, students will be asked to prepare some readings of academic articles about the topic to be developed in class, so as one group will be asked to present a 10mn summary of the challenges of the given topic.

- Teamwork: it will be organized during and between sessions. Each group of students will choose a creative institution to study – ideally with which they already have contacts – and will apply the concepts and theoretical instruments on this institution along the way. The aim is to provide the students with an overall view of the challenges a creative institution can face, and how the latter can overcome such challenges.

Finally, for the final session, each group of students will be asked to prepare an oral presentation and a written report on their work.

Assessment Methods



Final Exam : pct % Duration : hours

☐Written ☐MCQ ☐Oral ☐Report ☐ Participation Additional information:


140


ICN Grande Ecole 3A R_AEM

Title % DDRSE

The Art and Entertainment Industry Management Seminar

-


Dr. Kamel Mnisri 3 ECTS 20H FRA/ENG


This seminar is a project based approach to learning. Applying information and techniques gained from lectures, guest speakers and case analysis, you will have the opportunity to work on real life project. The project this year is sponsored by le Musée de La Cour d’Or – Metz Métropole (http://musee.metzmetropole.fr/ ). The museum is not a private institution. It is a service offered by the local authority of Metz Metropole and subject to administrative law. The Museum management team have asked for your advice on how to improve the visibility and the attractiveness of the museum and the museum store. The management team wants to have a benchmark to analyse how other museum and art galleries stay competitive despite the challenges of the business environment. A detailed assignment brief will be provided!

Content

You will work as a team following an approach of experiential learning (learning through doing). This involves working on a real life project dealing with various ambiguities. Your team task is to evaluate the issue, identify its significant features, and come up with creative recommendations and a plan of actions to the sponsor. You will need to prepare a presentation for the museum’s management team.

Learning objectives

• Develop an understanding and critical appreciation of today’s business challenges of an organisation within the Art and Entertainment Industry

• Apply theoretical concepts and knowledge appropriately and effectively in specific organisational contexts

Référence

http://musee.metzmetropole.fr/


NA NA

141


Instructors Dr. Kamel Mnisri (Associate Professor - ICN Business School) Rénilde Lecat (Responsable du service des Publics - Musée de La Cour d’Or – Metz Métropole) Phase 1. Museum presentation and assignment brief (Date to be provided) This session will take place at the museum premises where a guided visit including a presentation of the museum is planned. The aim of the visit is to help you to get to know the museum. During this visit you will have the opportunity to meet professionals who are passionate about art and culture. A detailed brief about your project assignment will also be delivered. Phase 2. Project development During this phase each team will work autonomously under the responsibility of a supervisor. The role of the supervisor is to provide the needed help and ensure the best progress of the project. There will be personal time slots in your planning dedicated to the project and two mandatory project checkpoints. At each checkpoint each team submits by email a 1 page progress report covering following points:

• What has been completed • Problems encountered • Next steps • Teamwork information

Each checkpoint should also be supported by a 2 hour meeting with the supervisor to discuss and debrief the progress report. These meetings are mandatory for all the team members. Phase 3. Presentation and feedback At this stage each team will present their work to an audience of two/three examiners. On presentation day, each group must hand in a 3 page report to the jury, detailing the teams work methodology, recommendations and a plan of actions.

Assessment Methods

Inclass Assessment 50% Duration : hours




Progress reports and regular contact with the supervisor will be part of the grading scheme.

142

Management de la supply chain et des achats (Metz)

143


ICN Grande Ecole 3A SCM

Title % DDRSE

Supply chain strategy < 20%


Thierry HOUE (Interv. : M. HEMARD / Mme HOUPERT) S5_1 4 30 FRA/ENG


2 cours traitant des grandes orientations stratégiques en Supply Chain Management et de problématiques douanières et fiscales en SCM : Partie 1 Global logistics strategy (en anglais) : M. HEMARD Partie 2 Financial & tax aspects of supply chain (supports en anglais) : Mme HOUPERT De petits exercices, un mini-cas et des situations de problème sont utilisés en tant que méthodes pédagogiques.

Content

Partie 1 (15h) Partie 2 (15h)

I. Creating value in Supply Chain

II. New challenges in supply chain design

III. Collaboration issues & challenges

IV. Integrating supply Chain services

V. Managing risks in supply Chains

I. Customs operations : formalities and opportunities

II. Intracommunity VAT

III. Business Case

Learning objectives

A l’issue du module, l’étudiant devra être capable de :

- comprendre l’impact de la mondialisation sur le management de la chaîne logistique globale ; - concevoir le supply chain management comme une source d’avantage compétitif et de développement ; - appréhender les avantages d’une meilleure collaboration le long de la supply chain ; - évaluer les impacts des opérations logistiques internationales en matière de TVA, de douane et de tax

compliance.

Référence

CHRISTOPHER M. (2016), Logistics & supply chain management: creating value-adding networks, 5th Edition, FT Press. FRAZELLE E.H. (2001), Supply chain strategy, Mc-Graw Hill. LAMBERT D.M., STOCK J.R. et ELLRAM L.M. (1998), Fundamentals of logistics management, Irwin-McGraw-Hill. LEGRAND G. et MARTINI H. (2007), Management des Opérations Internationales, Paris, Dunod.


Pilotage de la production et qualité. Fonction achats et négociation.

144


Part 1. - Creating value in Supply Chain : 1 h - New challenges in supply chain design : 2 h - Collaboration issues & challenges : 2 h - Integrating supply Chain services : 2 h - Managing risks in supply Chains : 2 h - A few topics in depth (choice during course) : 2 h - eg Specific future Transport challenges : 2 h - Inclass assessment (only based on part 1) : 2 h Part 2. - Customs operations : formalities and opportunities : 5 h - Intracommunity VAT : 5 h - Business Cases : 5 h

Assessment Methods

Inclass Assessment: 50 % Duration : 1:30 (only on part 1)

☒Written ☐ MCQ ☐ Oral ☐ Report ☐ Participation

Final Exam : 50 % Duration : 2 hours (on parts 1 & 2)


145



Title % DD RSE

International Logistics 20-40%


Eileen MURPHY (Interv. : Ms GLIN / Mr SCHUMMER) S5_1 4 30 ENG


2 courses dealing with issues of international logistics operations: Part 1 Logistics of international trade (in English): Ms. GLIN Part 2 International air cargo (in English): Mr. SCHUMMER

Content

Partie 1 (15h) Partie 2 (15h)

I. Globalization issues and context of international distribution.

II. International Trade and INCOTERMS.

III. International Freight Transportation (risks, documentation and insurance).

IV. Transport, warehousing, terminals and concept of

I. Historic information, the Market and the Players.

II. Air Cargo Market Characteristics. Pricing Air Transport.

III. The Carriers and the Carrier (survival) Economics.

IV. Air Logistics, their Value and Positioning with other Modes. Latest disruptions by e-commerce giants.

Learning objectives

At the end of the module, the student will be able to: - Manage export logistics in accordance with relevant regulatory requirements and workplace procedures; - Identify and implement the necessary means to manage international logistics operations; - Establish a specification, solicit offers and choose the best logistics services providers; - Identify and control major logistical risks associated with international trade operations; - Know the regulatory bases of international air cargo; - Develop a strategic and forward-looking vision of air cargo and its reaction to e-commerce in B2B transport

Référence

REUVID J., SHERLOCK J. (2011), International Trade: Essential Guide to the Principles and Practice of Export, ICC. DESCAMPS A. (2008), Le fret aérien pratique, Paris, Pratic Export. IATA (2006), The Air Cargo Tariff (TACT) 2007, IATA. LEGRAND G. et MARTINI H. (2007), Management des Opérations Internationales, Paris, Dunod. Guide des Incoterms - Éditions Chambre de Commerce Internationale. Guide des opérations de crédit documentaire – Éditions Chambre de Commerce Internationale. Peter MORRELL : Moving boxes by Air – Kent GOURDIN : Global Logistics Management


146


Part 1. I. Globalization issues and context of international distribution. 1h

II. International Trade and INCOTERMS. 4h

III. International Freight Transportation (risks, documentation and insurance). 4h

IV. Transport, warehousing, terminals and concept of consolidation. 2h

V. International shipping companies and offered services. 1h

VI. Case study. 3h (Inclass assessment).

Part 2.

I. Historic information, the Market and the Players. 2h

II. Air Cargo Market Characteristics. Historic Pricing developments. 3h

III. The Carriers and the Carrier (survival) Economics, Air freight priority by combination carriers. 2h

IV. Air Logistics, their Value and Positioning with other Modes, mainly Sea and Surface

Challenges from new models, e.g Express/Integration, E-Commerce. 3h

V. Regulatory situation and trends. 2h

VI. Air Cargo Logistics: Facilitation and Hurdles. 2h

VII. Wrap-up. 1h.

Assessment Methods

Inclass Assessment: 50 % Duration : 3 hours (only on part 1)

☒Written ☐ MCQ ☐ Oral ☐ Report ☐ Participation

Final Exam : 50 % Duration : 2 hours (on part 1 & 2)


147


ICN Grande Ecole 3A S_SCM

Title % DDRSE

Conception et pilotage de flux < 20%


Renato GUIMARAES 4 30 h FRA


2 cours traitant des problématiques de conception et d’amélioration des chaînes logistiques : Partie 1 Muda : le jeu du lean (jeu en français) Partie 2 La Supply Chain et les outils et méthodes de pilotage des flux (en français)

Content

Partie 1 (20h) Partie 2 (10h) - Vision globale et stratégique du SCM - La planification des opérations de production - Flux poussés et flux tirés (le système Kanban) - La fonction ordonnancement - Total Productive Maintenance (TPM) - La méthode SMED - Agencement d’atelier - Création d’une solution informatisée pour la planification de la production

- Jeu de simulation par la pratique des méthodes de Lean Management, en trois phases (Diagnostic, Analyse, Plan d’action). - Concepts abordés : VSM, VA/NVA, MUDA, Takt Time, GPA, Écoute clients, Progrès permanent, Flow chart, Indicateurs, Flux financiers.

Learning objectives

- maîtriser les outils contribuant au pilotage des flux physiques et d’information des chaînes logistiques et industrielles - maîtriser les concepts du lean management (cartographier les processus, repérer les gaspillages, différencier la valeur ajoutée de la non-valeur ajoutée) ;

Référence

Références non obligatoires : BAGLIN G., BRUEL O. et GARREAU A. (2001), Management industriel et logistique, 3e Ed., Economica. COURTOIS A., MARTIN-BONNEFOUS C. et PILLET M. (2006), Gestion de production, 4e Ed., Les Editions d’Organisation. GIARD V. (2003), Gestion de la production et des flux, 3e Ed., Economica. JAVEL G. (2003), Pratique de la gestion industrielle : organisation, méthodes et outils, Dunod. WOMACK J. and JONES D. (2007), Système Lean. Penser l’entreprise au plus juste, 2e Ed., Village Mondial.


Aucun Prérequis RAS

148


Déroulement de la partie 1 :

- Présentation du Jeu – 1 heure - Préparation de la phase de diagnostic – 2 heures - Restitution des résultats obtenus de la phase de diagnostic – 1 heure - Préparation de la phase d’analyse – 2 heures - Restitution des résultats obtenus dans la phase d’analyse – 1 heure - Préparation du plan d’action – 1 heure - Restitution finale – 1 heure

Débriefing de clôture – 1 heure Déroulement de la partie 2 :

- Présentation des fondements de la Supply Chain – 2 heures - Techniques de pilotage des flux : flux poussées et flux tirés – 1 heure - Le diagramme de Gantt pour le pilotage des flux poussés – 2 heures - Le Kanban pour le pilotage des flux tirés – 1 heure - Différentes formes d’organisation d’atelier – 2 heures - Méthodes d’agencement d’atelier – 2 heures - Total Productive Maintenance et Taux de Rendement synthétique – 2 heures - Exercices sur les différents outils et méthodes de la Supply Chain – 4 heures - Présentation du projet – 4 heures

Assessment Methods



Final Exam : 40 % Duration : 1h30


Partie 1 : contrôle continu durant le cours (30 % de la note du module). Partie 2 : examen d’une durée de 1h30 (40 % la note du module) et projet réalisé en binôme (30% de la note du module).

149



Title % DDRSE

Achats hors production < 20%


Thierry HOUE (intervenant : M. TAMIOZZO) S5_4 3 20 FRA


Ce cours traite des spécificités des achats hors production en entreprise. A l’aide d’exemples concrets et de petits exercices, il permet aux étudiants d’appréhender les spécificités de ce type d’achats et présente des outils de base pour mieux les gérer. Ce cours est animé par M. Michel TAMIOZZO.

Content

1. La segmentation des achats hors production 2. Les connaissances techniques, contractuelles et financières requises. 3. Les risques juridiques liés à ce type d’achats 4. Les outils de mesure qualitatif et quantitatif

Learning objectives

A l’issue du module, l’étudiant devra être capable de :

- connaître la spécificité des achats hors production (appelés aussi achats indirects). - appréhender l’importance des achats hors production dans le cadre de la politique de réduction des coûts

de l’entreprise. - maîtriser les principes de base de la gestion des achats hors production (contrats, performance, …).

Référence

BOGHOS R. (2012), La fonction achats hors production, Editions EYROLLES


Fonction achats et négociation -

150


1. La segmentation des achats hors production (4 heures) Frais généraux, prestations de services, …

2. Les connaissances techniques, contractuelles et financières requises (6 heures) Gestion des contrats, financement, …

3. Les risques juridiques liés à ce type d’achats (5 heures) Obligations de moyens, de résultat, marchandage, prêt illicite de main d'œuvre, …

4. Les outils de mesure qualitatif et quantitatif (5 heures) Indicateurs pertinents, objectifs, plan de progrès, de réduction des coûts, …

Assessment Methods

Inclass Assessment: 50 % Duration : 1 hour


Final Exam : 50 % Duration : 1:30 hours


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