The aim of the Master’s Degree in Science and Executive Engineering is to train high-level non-specialized engineers who will be called upon to hold senior posts in industrial enterprises, public administrations and various economic sectors with a high scientific content. The task of these non-specialized engineers will be to respond to the new needs of citizens and society.
The quality of our graduates, their capacity for abstraction, modelling and the analysis of complex systems, their ability to take account of every aspect of a specific problem, including human and societal aspects, have earned international recognition.
Within a brief lapse of time after graduation, they are called upon to undertake the duties of project managers, programme managers and leaders in research, development, design, production, logistics, planning, security, management and, more broadly speaking, in every field where a high level of scientific experience is required for rapid and enlightened decision-making. Their first appointment is, for 50% of them, in industry (mostly in the transport and energy sectors) and, for the other 50%, in services (banking, finance, consultancy and software activities), including services for the benefit of companies.
The content of the training has been developed according to four major axes:
- An excellent scientific training, based on a very high level of skills in mathematics and fundamental physics, involving modelling, observation and experimentation.
- The training also includes very ambitious, coherent and pluridisciplinary studies in technical fields and applied sciences, which can lead all the students to a standard of genuine expertise in the field in which they have chosen to display their talents at the School. The courses cover the principal fields of engineering sciences and cater to the needs of society and industry.
- A sound training in the humanities and the social sciences with particular emphasis on managerial skills and the keys to competitiveness (innovation, productivity, quality, etc.). The practical manifestation of this approach involves implementing an “entrepreneurial” project and acquiring considerable awareness of the needs of society. It also comprises gradual acquisition of fundamental ethical values, including a sense of responsibility.
- Intense training in foreign languages and cultures, combined with growing awareness of international relations, is one of the students’ obligations. A high score obtained in the TOEIC and TOEFL examinations is required for awarding the diploma.
One of the main features of our desire to train non-specialized engineers with considerable managerial skills is reflected in the significant proportion (over one third) of our courses in these two particular fields. Confronting the skills they have acquired during our courses with practical projects in a laboratory context or in industry (several internships are compulsory) enables our students to acquire greater independence and maturity. It is within small groups of 10 to 15 students that the general and specialized knowledge of real problems is validated first at the School and subsequently in industry.
The training we provide comprises courses for all of our students, complemented by optional specialization courses, constituting a coherent, optimal curriculum. This is supplemented by supervised practical experience.
The training involved in the Master’s Degree is based on dynamic teaching methods of which the principal strengths include:
- Individual supervision of the student’s studies leading to continuous tutoring of the students by the research faculty.
- Teaching conducted in small groups which encourages fruitful and efficient exchange between teachers and students with a sizeable contribution of visits and complementary contributions from visiting lecturers.
- A wide selection of courses on offer and considerable freedom of choice for the students within the context of a coherent training process.
The overall coherence of the training process is ensured by pedagogical supervisors who ultimately validate the choices made by the students. The diversity of courses on offer means that the role of the pedagogical supervisor is essential to ensure that students have a better grasp of a high-density educational curriculum. The role of the tutor is vital and enables the students to pursue “high-density” training courses and to validate them through closely monitored practical experience.
Pedagogical activities enable students to apply their acquired skills to an industrial or economic field, in a variety of ways which facilitate the assimilation of the disciplines that have been taught, the development of the students’ creativity and autonomy, their sense of responsibility in the context of projects and the fulfilment of their own personality.
Alternating training courses provide a wealth of internships enabling students to discover the world of industry and research and leading to the submission of reports, continuous assessment and joint School-Company supervision.
The systematic assessment of pedagogical activities ensures that the teaching courses are constantly improved and adapted to the needs of the students, companies and society, which accounts for the importance of research under contract in the life of the three schools as it encourages a free flow of information from companies to the schools.
The faculty is composed in part of figures from outside the institution, professionals from industry and the public administrations, researchers from the academic world and, for a large part, of research academics who exercise their profession in the institutions’ laboratories. The latter provide the close supervision that is required for the individual monitoring and tutoring of the students.
All the teaching courses are the subject of evaluation by the students and by the pedagogical supervisors in the various training courses. Selective recruitment of temporary staff while providing greater reactivity to our courses ensures greater interpenetration between the School and the professional circles of relevance to our students. Over 700 outside experts contribute in this way to the training each year.
Last Modification : Sunday 26 June 2005