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 Pedagogy

Pedagogy

Philosophy

What is pedagogy? 

Over the past 25 years, SCBS has been careful to adapt the pedagogy of its programmes not only to new teaching trends, but mostly to new learning trends, which tend to evolve rapidly with the current millennials generation. This is why, to complement the use of traditional pedagogy with face-to-face lectures which still prove efficient, students are also engaged in more proactive pedagogies, such as business cases, business games, group projects such as the Business Plan contest, role play. Furthermore, some faculty members use technology to make the learning experience more interactive; for example, some use Mentimeter, Socrative or Wooclap in order to have instant feedback from students. Others use other pedagogical approaches such as “the Ignorant Master” method, which increases student engagement in the course.

By their own admission (according to a survey carried in 2019), students tend to spend little time working at home, this is why it is important for the faculty to stimulate students as much as possible in class. The role of the Laboratory of Pedagogical Innovation is, in part, to encourage such practices, by presenting the faculty with tools and methods they might not be aware of or comfortable with.

scbs-faculté-pédagogie-illustration

How is it used? 

scbs-faculté-pédagogie-enseignants-permanents

18

permanent
lecturers

scbs-faculté-pédagogie-enseignants-chercheurs

17

lecturer-
researchers

scbs-faculté-pédagogie-intervenants-exterieurs-occasionnels

60

external/
visiting
lecturers

scbs-faculté-pédagogie-nationalité-etrangère

72%

foreign
nationals

scbs-faculté-pédagogie-nationalité

9

nationalities

Our pedagogical areas 

To reinforce the employability of its graduates, SCBS aims to equip students with a solid, up to date knowledge base and a portfolio of skills. Our demanding pedagogy places great importance on action, creative experimentation and professional immersion. Alongside traditional face-to-face teaching, we offer a varied programme of additional activities such as business games, business challenges, hackathons or research missions entrusted by companies.

The SCBS faculty consists of around 120 lecturers in management, with an equal balance of lecturer-researchers and more vocational lecturers, including 72% foreign nationals. As well as the regular teaching staff, there are also a dozen or so visiting professors.

SCBS employs a team of foreign language and culture teachers, 80% of whom are native speakers. In accordance with the European Framework of Reference for Languages, the teaching is organised by level. A significant amount of educational material is produced to meet the specific needs of each student and each course.

LAB3: Educational innovation laboratory

Presentation of the educational innovation laboratory 

The aim of the Educational Innovation Laboratory (LAB3) is to transform pedagogy and educational methods to engage students in their learning, give them comparable experiences to those they will encounter in professional life and to equip them with new tools, methods and skills (learning to learn, co-construction, co-operation, co-design, and so on).

The main missions of LAB3 are as follows:

  • Educational monitoring: Identifying, testing and promoting methods, technologies and equipment that enable students to learn differently.
  • Educational experimentation: testing methods, technologies and equipment.
  • Supporting teachers: supporting teachers with methods, technologies and equipment.
  • Communication and research into pedagogy: feedback and research into (innovative) pedagogy and learning methods.
  • Representing SCBS at various types of events.

Achievements of the educational innovation laboratory 

Since it was founded at the end of 2012, the LAB3 has completed various activities covering its main missions, some of which are presented and detailed here:

  • Generalisation of the use of Business Games on courses
  • Study of the “Voltaire Project” implementation
  • Setting up a flipped classroom with technological recycling
  • Creating the “24 hours of creativity” test
  • Study of setting up and supporting the launch of “Music Week”
  • Setting up “10 minutes to understand”
  • Setting up the improvisation awards
  • “La folle journée” educational experience

FNEGE award for educational innovation in 2014.

Submission to the QPES 2015 symposium.

  • Creation and setting up of the “Starter” seminar

Bachelor degree integration seminar enabling students on the three Bachelors courses to learn to work together on a common topic, get to know the school’s educational ecosystem and understand the ESC mission.

  • Support with setting up the “Ignorant Master” learning method (methodology lesson)

Submission to the Pedagogical Questions in Higher Education symposium (2015).

  • Use of MOOCs instead of general culture lessons

Replacement of general culture lessons with mandatory validation of a MOOC selected by the LAB3.

  • Setting up the “Design Thinking” seminar with teachers from the School of Design
  • CALCEI, D. (2015), Variety of teaching methods in the digital era, 1st conference on educational innovation in higher education, 22-23 April 2015, Reims
  • CALCEI, D. and MARTINEAU, R. (2015) “Learning from the Ignorant Master: analysis of an educational experiment”, “Pedagogical Questions in Higher Education” symposium from 17.06.2015 to 19.06.2015
  • MARTINEAU, R. (2015), “The pedagogy of ignorance tested at ESC Troyes”  http://www.letudiant.fr/educpros/actualite/la-pedagogie-de-l-ignorance-testee-a-l-esc-troyes.html
  • Faculty Survey on the “Panorama of educational innovations in the ESC Troyes Group”
  • Creation and setting up of the “Starter 2” seminar

Co-construction seminar based on the flipped classroom and Do It Yourself learning methods.

  • Lecturer training in LMS “Future Skills”
  • Summary memo on feasibility of a MOOC submitted to the Dean of the Faculty
  • Leading a workshop as part of the Inter-regional Days: “Educational transformation strategies – link between sites and establishments (Reims – 15 April 2016)
  • CALCEI, D. (2016), “Flipped classroom and technological recycling”, CLIC 2016, 1st French-speaking conference on the flipped classroom, 1-2-3 July 2016, Paris-Diderot University
  • “Learning or leaving” – Creation of an educational toolbox for teaching and teachers
  • Leading the UGEI day dedicated to “Educational application resources” (case studies, serious and business games)”
  • Participation in a “Fab Labs” training day organised by the UGEI
  • Participation in a CESIM certified training day “Advanced use of business games”
  • Update of the survey on “Panorama of educational innovations in the ESC Troyes Group”
  • Organisation of educational lunches with the Faculty
  • Participation in writing the White Paper on educational innovation, Chapter on CGE management schools: “Six proposals for recognising excellence and educational innovation in higher education”
  • Presentation to the Educpros conference: “Digital transformation, educational innovations: how to make practical changes to your establishment”
  • Setting up and use of the EdTech tool “Klaxoon”

Technological solution that transforms face-to-face and remote learning, turning it into a game

  • Setting up use of the “HS TALKS” platform and transformation of pedagogy

Platform of management-related videos to encourage blended learning, engage students and liven up lessons.

  • Creation of the “Maker Camp” seminar with lecturers from the Design School

Replacement of the “Starter” seminar with a “Maker Camp” seminar, based on the Maker spirit, in collaboration with Le Coq Sportif and using the Makey Makey technology developed by MIT.

  • Test of the EdTech tool “Wooclap” and study of an educational partnership with the company

Technological solution that transforms face-to-face and remote learning, turning it into a game

  • Participation in an informal club of techno-pedagogical managers from Business Schools
  • Participation in a round table on the theme “Flexibility and success of learners” as part of the National Days of Educational Innovation in Higher Education (JIPES)
  • Evaluation and test of the “Experiential Entrepreneurship Curriculum”

Educational entrepreneurship programme based on experiential learning.

  • Test of the EdTech tool “Mon Bescherelle”

EdTech tool comparable to the “Voltaire Project”

  • ENTPE conference on the theme “Learning through failure”