Catégorie : Teaching Insights

La formation par la recherche à l’ESSEC: un nouveau départ

PedagoLab@ESSEC

Interview de Radu Vranceanu, professeur d’économie à l’ESSEC et responsable académique des “UV de recherche”, menée par Sophie Magnanou, directrice du K-lab.

Depuis la rentrée 2023-2024 le programme Grande Ecole de l’ESSEC a conduit une réforme des projets de recherche menés par les étudiants sous la direction d’un professeur chercheur, communément appelés en interne “UV de recherche”.

Radu Vranceanu, professeur d’Économie à l’ESSEC, est le responsable académique de ce parcours de formation. Il répond à nos questions.

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FeedbackFruits: An Integrated Solution for Peer Assessment

PedagoLab@ESSEC

Promoting Reflective, Collaborative, and Meaningful Learning

By Marion Marx, Instructional designer at the K-lab.

Peer Assessment: Theories & Best Practices

Peer assessment provides a range of benefits that foster meaningful learning*. In his Taxonomy of Significant Learning, Fink highlights six key areas of competence, predominantly focused on the development of soft skills: learning how to learn, foundational knowledge, application, caring, the human dimension, and integration.

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How to Co-construct Inclusive Teaching Practices? A Work in Progress…

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By Valérie Chazalon, instructional designer at K-lab.

This year’s Pedagogical workshops explored the link between pedagogy and inclusion.

After a keynote by ESSEC Professors Karoline Strauss and Junko Takagi (see article “Nurturing Inclusive Leaders: Exploring Pedagogy and Care in Higher Education”, Pedagolab, 22/03/2024), working groups brought together experiences and pedagogical expertise to take a holistic approach to what is being done and/or could be done better for “pedagogy and inclusion” at ESSEC, from three points of view :

  • Group 1: Teaching inclusion
  • Group 2: Teaching inclusively
  • Group 3: Pedagogy as care
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The Three Rs of Science: Relevance, Rigor, and Reach

PedagoLab@ESSEC

By François Longin, Professor of Finance and Adrian Zicari, Professor of Accounting and Management Control.

In this article, Prof. François Longin and Prof. Adrian Zicari explain how they deal with the three Rs of science – Relevance, Rigor, and Reach – in their research on corporate social responsibility (CSR).

A perennial tension

Ivory towers. Byzantine discussions. Detachment from reality. How often we have heard (or pronounced ourselves!) such harsh comments about research. This tension between rigor and relevance is not new, and it will most possibly continue in the future. It is part of our lives as researchers, as educators, as citizens. It has also been reflected by the arts. For instance, Jorge Luis Borges, in his short tale “Rigor in Science” presents the story of the rigorous cartographers who wanted to achieve a perfect map of their country. So accurate that map it was, so big it was, that it ended up being the size of the country it intended to represent. Such unserviceable map was rapidly forgotten and destroyed. Thus, cartographer’s fervor for scientific rigor led to the dismissal of cartography.

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Nurturing Inclusive Leaders: Exploring Pedagogy and Care in Higher Education

PedagoLab@ESSEC

By the K-lab team.

Beyond the transmission of knowledge, education in the XXI century is geared towards creating responsible leaders, able to create and promote inclusive workplaces. This requires higher education institutions to think deeply about the link between pedagogy and inclusion: How to teach inclusion? How to teach inclusively? and how in societies where the caring economy is becoming increasingly central, how can education be considered as “care”.

With this perspective in mind, Estefania Santacreu-Vasut, Associate Dean for Pedagogy, along with the K-lab, have chosen to explore the theme of “pedagogy and inclusion” for this academic year 2023/2024. The first educational workshop took place on November, 17th.

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Adaptable Strategies: Fostering Engagement and Real-World Relevance

PedagoLab@ESSEC

By Cong Tao, a PhD candidate in Accounting at ESSEC since 2018. Cong will be joining Lancaster University in the UK as a Lecturer in Accounting this September.

Cong taught Financial Accounting and Reporting for ESSEC Grande Ecole students. 

How was your experience? Did you enjoy it?

I enjoy teaching as it constantly gives me the feeling of fulfillment and is a way of connecting research with future practitioners. 

How did you prepare?

Before taking on the role of the instructor, I served as a teaching assistant for the same course under the guidance of an experienced professor. In preparation for each session, I reviewed all materials, including slides and case studies, ensuring a comprehensive understanding of the content. Furthermore, I sought out contemporary materials, such as news articles, to augment the real-world relevance of each session.

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Students or pupils raising hands

The PISA 2022 wake-up call

PedagoLab@ESSEC

By Anna Pons, Project Lead of the OECD Global Teaching InSights and the Schools+ Network.

Anna Pons presented her expertise around the theme “An international perspective on teaching practices” at ESSEC Pedagogical workshop on June 20th 2023. The recording is available here. In this article she discusses the latest PISA results and puts them in perspective of the COVID-19 pandemic and of the use of digital devices and emergence of large language models such as ChatGPT.

On December 5th, the global education community’s attention was focused on the release of the PISA 2022 results. This assessment has become the yardstick to measure what students know and are able to do internationally. About 690 000 students representing about 29 million 15-year-olds from schools in 81 participating countries and economies participated in this edition which focused on mathematics. In particular, the test explored students’ ability to think like a mathematician by formulating, solving, applying and evaluating problems.

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‘Mini Cases’ for a ‘mini-attention-span’ world!

PedagoLab@ESSEC

By Javaiz Parappathodi, a PhD candidate in Operations and Data Analytics at ESSEC since 2019. Javaiz has recently joined Durham University, UK as a teaching fellow this September. His research interests are humanitarian logistics, modern slavery and ‘co-opetition’ between firms.

Javaiz taught Operations Management for ESSEC Global BBA students.

How was your experience? Did you enjoy it?

I absolutely loved the experience. Reaffirmed the feeling that, for a change, I picked the right career this time.

How did you prepare?

Preparation was the most difficult part in the whole process. I had all the freedom that I wanted in deciding the course content and direction, thanks to the confidence shown by ESSEC on my capabilities. So, I wanted to completely design the course from start to finish.

I started from the scratch. I prepared the content for each and every session by myself and thoroughly enjoyed the process as well. I also devised my own evaluation strategy (obviously within the guidelines established by the program). I learnt as much as the students at the end of the process.

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Harmonizing teaching and research: embracing the lecture-based method as a junior researcher

PedagoLab@ESSEC

By Huali WU, 5th year PhD student in Economics at ESSEC.

Huali taught for the first time the course Growth and Development in the ESSEC Grande Ecole Program.

How was your experience ? Did you enjoy it ?

I enjoy sharing important knowledge with the students.

What tools or teaching methods did you use? ( Kahoo, Beekast, cases, …)

I used a lecture-based teaching method. In this course, it is crucial to understand the definitions, to know what questions are being asked, and to master the relevant frameworks to answer the questions. Therefore, when I taught, I always discussed the definitions in detail, described the facts with data that raised questions, emphasized the questions that each model or each theory answered, and presented the theoretical frameworks. Moreover, I also introduced additional reading material to show how good researchers have criticized or extended the existing understanding.

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