Description
During this detailed data in regard to entrepreneurial creativity intercultural management.
0
1
2
Students who wi sh to take part i n thi s programme wi l l have a total of
250 contact hours of courses i ncl udi ng 4 mandatory courses and a
choice of 1 opti onal course. Student s can theref ore val i date 32 ECTS
(European) credi t s.
Each student wi l l have an i nsi ght i nto French cul ture, as wel l as the
French busi ness and management envi ronment.
The opti onal courses wi l l al l ow students to gai n knowl edge i n topi cs we
speci al i ze i n.
• France and Rei ms are synonymous wi th Luxury. Bei ng i n
the heart of the Champagne regi on and i n a country whi ch
i s devoted to l uxury products, thi s opti on wi l l gi ve an
i nsi ght to “l uxe à l a f rançai se”. Wi th prest i gi ous partners
and a hi stori c background, thi s opti on i s perf ect for
students wi l l i ng to work wi th some of the most successf ul
French i nternati onal compani es.
•
• Fi nance i s one of Neoma Busi ness School ’ s areas of
strength. Thi s opti on i s f or al l students wi l l i ng to get an
i nsi ght on current f i nanci al aspects, meeti ng wi th
renowned compani es i n the f i nanci al worl d.
• Strategy and Ent repreneurshi p wi l l al l ow students to gai n
an enthusi asti c and enl i ghteni ng approach to creat i ng and
managi ng thei r own busi ness.
3
Deadline to apply to our University : November 1
st
, 2013
International Welcome Day January 31, 2014
Beginning of Semester February 3, 2014
MANDATORY COURSES (26 ECTS)
French Language & Culture (6 ECTS)
* Winter Holidays
February 3 to 21, 2014
* February 24 to 28
Europe: Ideas, Identity and Institutions (6 ECTS)°
March 3 to 21, 2014
No class March 24 to 28
Entrepreneurial Creativity (2ECTS) March 31 to April 11, 2014
Intercultural management (ou) European Business
practices (6 ECTS)
*Spring Holidays
April 14 to May 7
* April 22 to 25
Integrated Business Management (6 ECTS) June 2 to 20, 2014
OPTIONAL COURSES* (6 ECTS)
* student must choose only one courses during that period
- Luxury Marketing
- Auditing and International Reporting
- Strategy & Entrepreneurship
May 13 to 28, 2014
End of Semester June 20, 2014
4
Course Organization
Maximum number of
students :
Périod spring : 40 students
Prerequisite :
none
Department :
Finance, Accounting and
Taxation
Number of hours : 45h
ECTS credits : 6
Language of study :
English
Context, subject matter, objective
The objective is to:
- Discover the accounting for corporate groups and international accounting
standards
- Get to know the world of auditing: what is auditing? What do auditors do? What are
the main auditing standards? How is an audit carried out? What is involved in an
audit, and what is its context?
- Study the role of internal control in risk management auditing.
- Better understanding of the current financial situation: financial scandals, crises,
harmonization of accounting standards, etc.
- Enable you to discover the major audit firms and prepare to meet in the context of
requests for training
Knowledge acquired by the end of the course
At the end of this option, students will have acquire knowledge about:
• The various types of audit: financial audit, accounts audit, bank audit…
• The role of the external audit
• The legal and regulatory context of the audit
• What is involved in an audit and current changes
• The difference between accounts and consolidated accounts
• Accounting for corporate groups
• International Accounting Standards
5
Teaching methods and recommended reading
The course will be given in English, with the participation of professional speakers drawn
from some of the principal auditing firms.
In this context, the presence of students at lessons is essential and mandatory.
It will be monitored and more than two unauthorized absences at a lecture given by a
professional, and / or, an unjustified day simulation proposed by KPMG absence, will
lead to a non-validation of the course and will prevent you to sit for the final exam.
Lessons combine theory and practice through exercises and case studies, as well as
feedback.
The course is organized with the cooperation of Price Waterhouse Coopers, Ernst &
Young Audit, Deloitte, KPMG and Mazars
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Coordinator: Sonia Boussaguet Credit: 2 ECTS Level: Undergraduate
Language: English Hours: 24 h
Period: Spring 2014
Prerequisite: None
Context, issues, objective
The seminar relates to the re-creation and the development of an existing company.
Re-creation meaning to reproduce and model the starting of the company, after
having included/understood and having integrated the context and the personal
history of the creator.
This formalization is integrated in a business Plan written and presented in front of
the creator and a professor of RMS.
Knowledge to be acquired when completing the course
Appropriation fundamental knowledge in management.
Drafting of business plan
Teaching methods and recommended reading
The method of teaching is: Problem based learning
Plan of course (sample dates only)
1. Presentation of seminar
2. Methodology of financial modelling / marketing
3. Meet 1 - Presentation of case (context, history…) - Elements for the drafting of a
"portrait" of entrepreneur
4. Meet 2- key elements of the business model of the cases studied
5. Meet 3 - Development of company
6. Meet 4 - Final presentation (Business plan)
Assessment Methods
Group work: Written “portrait” = 25%
Group work: Business Plan (exposed oral and written synthesis) = 75%
Invited lecturers
Founders of SME
Bibliographic Elements
Papin R. (2005), Stratégie pour la création d’entreprise: création, reprise,
développement, Dunod
7
Verstraete T.et Jouison-Laffitte E. (2009), Business Model pour entreprendre: Le
modèle GR : théorie et pratique, Entrepreneurs, Dunod
Léger-Jarniou C. et Kalousis G (2010), Construire son Business Plan: Les clés du BP
professionnel,
Collection: Entrepreneurs, Dunodhttp://www.apce.com /http://www.oseo.com
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Coordinator: Paul Sanders Credit: 6 ECTS Level: Undergraduate
Language: English Hours: 45 h
Period: March 2014
Prerequisite: None
Context, issues, objective
Complexity and the management of complexity is one of core notions in educating
the 21
st
century’s transformational leaders. And so is the appraisal of systemic
components in a given business environment. This module departs from the idea that
an in-depth understanding of the European business environment needs to factor in
systemic elements that go beyond the understanding of EU institutional
arrangements and legal frameworks. In order to understand the European business
environment we need to understand the cultural and historical underpinnings that
have forged European identity over the past century, and which then led to the
creation of the EU and its unique institutions. This historical process cannot be
treated as a foregone conclusion. The ‘happy ending’ was not inevitable and things
could have turned out very differently. Even today, economic crisis and a rising tide of
Euro-skepticism indicate that the possibility of regression - last seen during the period
from 1914 to 1945 - still exists. It is therefore worthwhile to remember history’s
lessons. Without this current-day Europe makes no sense; it remains
incomprehensible and impenetrable.
Once we have mastered the first part of the module, dedicated to the construction of
Europe from the perspective of ideas and identity, will we proceed to the second part.
This will provide an in-depth view of the EU institutions, at the macro and the micro
economic level, and of their relevance for doing business. This will be accompanied
by relevant case studies.
Knowledge to be acquired when completing the course
By the end of this course, student will be able to:
- Accede to a systemic understanding of the European business environment
- Understand European identity, and the importance of historical memory in
building this identity
- Understand the historical, cultural and political underpinnings of the European
Union
- Understand the place of the EU on the global geopolitical stage
- Understand the Euro crisis, as well as position of the EU in the on-going global
financial and economic crisis
- Understand the uniqueness of EU political and economic institution building
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Teaching methods and recommended reading
Mini-lectures, workshops, student presentations, classroom discussions, 1 field trip
and case studies.
Plan of course (sample dates only)
What is Europe? Ideas and identity
One field trip to European identity and memory site
The Euro crisis and Euro-scepticism
‘Economic powerhouse - political lightweight’: the EU in geopolitical perspective
The European experiment: ideas translated into institutions
The EU institutions in a business perspective
Assessment Methods
Continuous assessment (incl. active course participation): 60%
Final exam: 40%
All documents allowed
Lecturers
Paul Sanders, NEOMA Busines School, Jean-Guillaume Ditter, ESC Bourgogne
Bibliographic elements
- Baldwin R., Wyplosz C., The Economics of European Integration, McGraw Hill, 2009.
- Dinan D., Ever Closer Union: An Introduction to European Integration, Palgrave Macmillan,
2010.
- McCormick J., Understanding the European Union: A Concise Introduction, Palgrave
Macmillan, 2011.
- Nello S., The European Union: Economics, Policy and History, McGraw Hill,
2011.
- Tekin A., Williams P.A., Geo-Politics of the Euro-Asia Energy Nexus: The
European Union, Russia and Turkey, Palgrave Macmillan, 2010.
Additional materials will be assigned incrementally throughout the study period.
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Coordinator: Paul Sanders Credit: 6 ECTS Level: Undergraduate
Language: English Hours: 45 h
Period: April-May 2014
Prerequisite: None
Context, issues, objective
The course is dedicated to what makes doing business in the EU so special from the
practitioner’s point of view. It begins with an exploration of the cultural and theoretical
underpinnings of European business practices, and then continues on to a detailed
investigation of the specifics of European business in the areas of management,
marketing and CSR. At the end of the course the business implications of the EU’s
interaction with three major emerging markets, Russia, China and Brazil will be
probed.
Knowledge to be acquired when completing the course
By the end of this course, students will be able to:
Understand the specific and unique European business and management practices
Assimilate and apply theory on cultural difference and learn to decode intercultural
situations
Describe how European culture impacts its corporate management
Define and distinguish European models of management
Foster the necessary consciousness for negotiation, marketing, HR, CSR and
corporate governance practice in Europe.
Understand the dimensions of European business engagement with other major
economic areas, and their implications
Teaching methods and recommended reading
Mini-lectures, workshops, student presentations, classroom discussions, company
case studies.
Plan of course (sample dates only)
Intercultural management in Europe, 6h
Marketing in Europe, 6h
HR, CSR and corporate governance in Europe, 15h
EU business engagement with emerging global players (China, Russia, Brazil), 18h
Assessment Methods
Continuous assessment (incl. active course participation): 60%
Final exam: 40%
All documents allowed
Lecturers
Paul Sanders, Jane McKinnon, Jutta Stein, Edgar Bellow, Huai-Yuan Han, NEOMA
Business School
11
Bibliographic Elements
GAZIER, Bernard, Restructuring work and employment in Europe: managing change in an era of globalisation,
2008
MAUDE, Barry, Managing cross-cultural communication: principles and practice, Palgrave Macmillan, 2011
KESSLER, Eric H. & WONG-MINGJI, Diana J., Cultural mythology and global leadership, Edward Elgar, 2009.
STONE, Marilyn, MCCALL, Alan, International Strategic Marketing: a European perspective, Routledge, 2004.
Additional materials will be assigned incrementally throughout the study period.
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Coordinator: Liliane Pudles Credit: 6 ECTS Level: 3 different levels
Language: English Hours: 45 h
Period: Feb 2014
Prerequisite: None
Context, issues, objective
Students will learn about some aspects of French culture and how to communicate in
French and in everyday life in France.
Knowledge to be acquired when completing the course
French language tools for daily life
Knowledge about life in France and French culture
Teaching methods and recommended reading
(3 groups will be made – beginners, intermediates, advanced)
Exercises (speaking, listening, reading and writing skills)
Learn by doing, simulations, discussions, audio, video, e-learning platform,
presentations
Plan of course
Beginners
Introduction, greetings,
Counting : numbers,
Expressing an assessment,
Interrogation, negation,
Verbs : present, past, future
Time schedule (days, months, years)
Making an appointment,
Food and gastronomy
Family life
Intermediates and advanced
French history and geography
Reims, Champagne-Ardenne
Paris
Institutions
French society : education, family life, media, culture
Business in France : companies, luxury trade
Assessment Methods : Continuous evaluation
13
Organization of the course
Number of hours: 45 ECTS credits: 6
Number of students: Min : 10 Max : 30
Prerequisite: None
Language of study: English
Topic area: Entrepreneurship
French keywords: Entrepreneur – Evaluation d’une opportunité – Modèle
économique – Plan d’affaires -
English keywords: Entrepreneur - Opportunity assessment – Feasibility analysis –
Business model – Business plan
Context, issues, objective
This course is designed to provide students with the understanding of
entrepreneurship through the analysis of both the role of entrepreneurs in the society
and challenges related to creating new ventures, including evaluating the
entrepreneurial opportunity, the business model, business plan, financing options,
and growth perspectives. Concepts, skills, attitudes and know-how relevant for
creating and setting a venture as well as the preparation of a business plan are
covered.
The course is framed in terms of new ventures, but skills developed are not restricted
to new or growing enterprises. The course also seeks to assist students to
understand how to convert strategic intentions into reality, whatever the kind of
activity under consideration (for profit or not-for profit).
Objectives
To provide students with tools, ideas, understanding, experiences and resources that
can be useful to start a new venture or to develop a new business/activity in the
context of existing company or organization;
To help them sharpen and integrate skills useful in coordinating objectives of the
venture with its strategy;
To understand the characteristics of successful entrepreneurs
To help them acquire the mindset necessary to consider entrepreneurship as a viable
alternative career path.
Knowledge to be acquired when completing the course
By the end of this course, students should be able to:
• Assess their potential as an entrepreneur and acquire the skills to systematically
analyze new opportunities for commercialization;
• Identify new opportunities and screen them for commercialization;
• Identify and act on new opportunities through new products or new business
models;
• Look at new opportunities from the perspective of their underlying business model;
• Write a feasible business plan;
• Sell a project professionally.
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• Apply concepts of the course to areas of interest to them.
Teaching methods
This course is not a traditional lecture-based course. Conceptual material will be
illustrated and applied to the “real world” through class discussion of business cases,
exercises, etc. Specific methods comprise discussion with various guest speakers,
case discussions, creative business models, written business plan and coaching.
Moreover, we will use several techniques and tools, as follows:
Opening profile case: most of the major topics will use a case that introduces the
lecture’s main topic by focusing on a company that was started while its founder or
their founders were still students, showing that students do not have necessarily to
wait until they have years and years of experience to launch their entrepreneurial
venture
Videos: relevant videos will be used to provide descriptions of both successful and
unsuccessful approaches to confronting the challenges discussed in the class.
“What went wrong?” short cases: Where relevant, we will use short cases to explain
the missteps of seemingly promising entrepreneurial firms. The purpose of these
cases is to highlight the reality that things can go wrong when the fundamental
concepts learned aren’t carefully followed.
“You be the VC” cases: Each of these short cases present a pitch for funding from
an emerging entrepreneurial venture. They are designed to stimulate classroom
discussion by sparking debate on whether a particular venture should or shouldn’t
receive funding.
Depending on class circumstances, student questions and comprehension, we may
at times move at a lower or faster pace. As a result, the above schedule is subject to
minor changes but without any impact on the objectives of the course.
Ressources
Guest speakers: Deirdre Mathelin (phD Candidate), Lise Werle (entrepreneur);
Guillaume Tostivint (entrepreneur) and Yvon Gasse (Professor at Laval University –
Canada)
References
Bruce BARRINGFER and Duane IRELAND, 2012. Entrepreneurship successfully launching new
ventures,Pearson Prentice Hall. Global Edition. 4th Edition. [Main reference]
Bhide, AMAR. 1996. "The Questions Every Entrepreneur Must Answer." Harvard Business Review,
November-December: 120-130
William A. SAHLMAN, 1997. How to Write a Great Business Plan? Harvard Review, July-August: 98-
108
Web sites
Inc. Magazine (http://www.inc.com/)
America’s Most promising Startupshttp://images.businessweek.com/ss/08/06/0627_fresh_entrepreneurs/index.htm?chan=rss_topSlideSh
ows_ssi_5
Evaluation methods
The final grade will be based on :
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Type of
examination
Weighting Evaluation Observations
Individual 10%
Continuous
assessment
Portrait of an entrepreneur
individual Short
essay
10%
Continuous
assessment
Business opportunity-« Why didn’t I think of that entrepreneurial
opportunity? » (1 page report)
Group work 10%
Continuous
assessment
Business model exercise
Group work 60%
Continuous
assessment
Final project: Business plan on an innovative project or academic paper
on an entrepreneurial topic
Individual 10%
Continuous
assessment
Class participation
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Academic year 2013-2014
Academic course coordinator Sharam Alijani
Operational course coordinator Sharam Alijani
Department Strategy & Entrepreneurship
Number of hours 45 (ECTS credits)
Language of study English
Course Description and Objectives
The course provides an understanding of the underpinnings of strategic thinking and
action within the context of regional, national and global markets. The coherence of
the vision and mission of corporations is closely associated with their distinct
capacities to sustain their competitive advantage in an increasingly global context.
Upon the completion of this course student should be able to:
Understand the relationship between strategic thinking and practice put strategy into
within different market contexts,
Assess different dimensions of value and process of value creation,
Master of the concepts of strategy and strategic tools in order to achieve a sustained
competitive advantage,
Analyze different business environments through the use of a wide array of analytical
skills,
Identify and resolve ethical issues pertaining to managerial and organizational
decision making and their impact to firm performance,
Demonstrate critical thinking and ethical judgment when making strategic and
operational decisions within different organizational and market contexts.
Teaching Methods
The course covers lectures, workshops and case discussion. Workshops have been
structured with the objective of enhancing students’ understanding and awareness of
the management practice. Students are expected to play an active role in class
thorough individual and collective learning efforts. Assignments encompass action-
based learning methods via teamwork, immersion and simulation exercises.
Understanding Strategic Management
Strategic management process, vision and mission statement, strategic
implementation, strategic evaluation
Environmental Analysis and Diagnosis
Internal and external analysis, competitive analysis, value chain analysis, capabilities
and competencies
Strategy Formulation and Implementation
Situational analysis: corporate and business strategy, local and global strategies
Governance, Structure, and Leadership
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Strategic leadership, strategic change, organizational structure, organization culture,
ethical and sustainability issues
Strategic Evaluation and Control
Evaluation and control in strategic management, performance measurement, and
balanced scorecard approach.Grading and Assessment Methods
Participation and Workshops: 20%
Case Studies and Group Project: 30%
Simulation assignments: 50%
Selected Bibliography
Johnson G., Scholes, K., & Whittington, R. (2008) Exploring Corporate Strategy.
Prentice Hall.
Ireland, R. D., Hoskisson, R. E., & Hitt, M. A. (2009) The Management of Strategy.
Cengage Learning.
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Course Description
Luxury = accessible to few, desirable by many. This course will allow students to
better understand the general premises of marketing luxury brands and products, the
considerations required for this type of activity, and the implications of the current
market environment on luxury initiatives. Using case studies and real world examples
the economic, marketing, and emotional dimensions of luxury will be reviewed.
Course Learning Outcomes
Luxury marketing is a 45 hour class that consists of 30 hours of class lectures and
work and 15 hours of professional interventions and conferences. Potential partners
and/or studied cases include: Printemps, Kempinski Hotels, Champagne houses,
Groupe Richemont, Longchamps …
Topics that will be covered include, but are not limited to:
Defining luxury and luxury brands
Design, creation and lifecycle of luxury brands
Types of luxury positioning (upscale to super luxury) and examples of
Brand portfolios and the management of brand value
Product focus: Champagne
Consumer behaviour and luxury
Demographic shifts and psychographic profiles
Trading up, downsizing to maximize
Emotional aspect of luxury brands
Experiencing luxury (service, atmospherics, sensorial and experiential marketing)
Product focus: Luxury retailers (i.e. Printemps, Hediard, Hotels)
Distribution and consumption of luxury brands
“Massclusivity,” niche marketing, pay as you go luxury 12
Distribution and liquidity of luxury brands
Products with blurred value lines – democratizing luxury (perfume, designer brands)
Purchase cycles and frequency
Product focus: Perfume and designer clothing
Advertising and marketing strategy of luxury brands
Price = luxury?
Co-branding of luxury brands
Advertising luxury brands, even in times of crisis
Product focus: Diamonds, automotive
At the end of the course, students will be able to:
• Understand the specificity and the evolution of luxury companies in terms of
consumption and market: the paradox of luxury products, the impact of
democratization of luxury sector, the picture of the new consumer of luxury products.
• Understand the concepts of marketing and the strategies which are settled by
big brands of luxury products in order to develop and conserve their personal “touch”.
19
• Allow students to apply the methods, techniques and specific approaches of
marketing of luxury products in different contexts.
Pedagological Approach
Teaching methods used are meant to engage the students to better understand not
just the fundamental principles discussed in class but to also learn how to think about
target markets and learn to think ‘in the shoes of others’. As such, techniques that will
be used include:
• In class case study evaluations
• Group work – create a luxury marketing strategy
• Examination of current luxury brands and campaigns and evaluations of them
• In class discussions and debates
This constructivist approach means that participation from the student as well as from
the instructor are essential to the learning process. The instructor facilitates the
desire to learn but the student must willingly engage and input to the process.
Materials used for the course could include key academic articles as well as readings
from the public domain and advertising campaigns. Case studies will be the main
learning tool to demonstrate the application of learning, supplemented by
professional interventions and perspectives.
Assessment
• Exam (30%)
• Individual project (20%)
• Group term project (30%)
• Participation (20%)
20
The French grading system is based on a 20 point scale; where 0 is the lowest grade and 20 is
the highest. Overall to pass, a student must obtain an overall average of 10 and not less than
8 in any one class.
Grade Comments
15-20 Exceptional Performance:
Detailed in-depth knowledge of the theory and techniques taught in class; able
to easily communicate this knowledge; independent and original practical
application of the theory and techniques
12-14.99 Good Performance:
Good overall understanding of the theory and techniques taught in class and
ability to apply as well as to communicate them well
10-11.99 Satisfactory Performance:
Satisfactory understanding of the theory and techniques taught in class and
ability to adequately apply and communicate them
8-9.99 Unsatisfactory Performance:
Elementary understanding of most of the theory and techniques taught in class
but considerable weaknesses in some areas as well as in the ability to apply and
communicate this understanding
Less than 8 Failure:
Inadequate and fragmented knowledge of the theory and techniques taught in
class or failure to complete assignments
Below, the average grade distribution at Neoma Business School :
... 0 and
1,99
2 and
3,99
4 and
5,99
6 and
7,99
8 and 9,99 10 and 11,99 12 and 13,99 14 and 15,99 16 and
17,99
18 and 20
% of grades
between...
0,5
1,0
1,5
5,5
21,0
27,5
24,0
13,0
5,0
1,0
Comments
given for completely
and unacceptable
performance
given for a very
hesitant,
insufficient, and
unsatisfactory
performance
given for a
mediocre
performance,
slightly below
average
Given for the
average
performance
given for a
good
performance a
little above
average
given for a very
good
performance
given for an
exceptional and
excellent performance
10 = PASS
7
21
( for incoming students)
Mrs Brigitte PANCIERA
Director of International Relations
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 12 / Fax : +33 3 26 77 54 25
[email protected]
Mrs Lydie KOPEZUN
Head of International Relations Sup de Co
(Incoming)
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 10 / Fax : +33 3 26 77 54 25
[email protected]
Mrs Agnès GRISON
Incoming Students Advisor( Europe)
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 87 / Fax : +33 3 26 77 54 25
[email protected]
Mrs Sylvie Thuillier
Bachelor Exchange coordinator (outgoing + incoming)
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 37 / Fax : +33 3 26 77 54 25
[email protected]
doc_403784116.pdf
During this detailed data in regard to entrepreneurial creativity intercultural management.
0
1
2
Students who wi sh to take part i n thi s programme wi l l have a total of
250 contact hours of courses i ncl udi ng 4 mandatory courses and a
choice of 1 opti onal course. Student s can theref ore val i date 32 ECTS
(European) credi t s.
Each student wi l l have an i nsi ght i nto French cul ture, as wel l as the
French busi ness and management envi ronment.
The opti onal courses wi l l al l ow students to gai n knowl edge i n topi cs we
speci al i ze i n.
• France and Rei ms are synonymous wi th Luxury. Bei ng i n
the heart of the Champagne regi on and i n a country whi ch
i s devoted to l uxury products, thi s opti on wi l l gi ve an
i nsi ght to “l uxe à l a f rançai se”. Wi th prest i gi ous partners
and a hi stori c background, thi s opti on i s perf ect for
students wi l l i ng to work wi th some of the most successf ul
French i nternati onal compani es.
•
• Fi nance i s one of Neoma Busi ness School ’ s areas of
strength. Thi s opti on i s f or al l students wi l l i ng to get an
i nsi ght on current f i nanci al aspects, meeti ng wi th
renowned compani es i n the f i nanci al worl d.
• Strategy and Ent repreneurshi p wi l l al l ow students to gai n
an enthusi asti c and enl i ghteni ng approach to creat i ng and
managi ng thei r own busi ness.
3
Deadline to apply to our University : November 1
st
, 2013
International Welcome Day January 31, 2014
Beginning of Semester February 3, 2014
MANDATORY COURSES (26 ECTS)
French Language & Culture (6 ECTS)
* Winter Holidays
February 3 to 21, 2014
* February 24 to 28
Europe: Ideas, Identity and Institutions (6 ECTS)°
March 3 to 21, 2014
No class March 24 to 28
Entrepreneurial Creativity (2ECTS) March 31 to April 11, 2014
Intercultural management (ou) European Business
practices (6 ECTS)
*Spring Holidays
April 14 to May 7
* April 22 to 25
Integrated Business Management (6 ECTS) June 2 to 20, 2014
OPTIONAL COURSES* (6 ECTS)
* student must choose only one courses during that period
- Luxury Marketing
- Auditing and International Reporting
- Strategy & Entrepreneurship
May 13 to 28, 2014
End of Semester June 20, 2014
4
Course Organization
Maximum number of
students :
Périod spring : 40 students
Prerequisite :
none
Department :
Finance, Accounting and
Taxation
Number of hours : 45h
ECTS credits : 6
Language of study :
English
Context, subject matter, objective
The objective is to:
- Discover the accounting for corporate groups and international accounting
standards
- Get to know the world of auditing: what is auditing? What do auditors do? What are
the main auditing standards? How is an audit carried out? What is involved in an
audit, and what is its context?
- Study the role of internal control in risk management auditing.
- Better understanding of the current financial situation: financial scandals, crises,
harmonization of accounting standards, etc.
- Enable you to discover the major audit firms and prepare to meet in the context of
requests for training
Knowledge acquired by the end of the course
At the end of this option, students will have acquire knowledge about:
• The various types of audit: financial audit, accounts audit, bank audit…
• The role of the external audit
• The legal and regulatory context of the audit
• What is involved in an audit and current changes
• The difference between accounts and consolidated accounts
• Accounting for corporate groups
• International Accounting Standards
5
Teaching methods and recommended reading
The course will be given in English, with the participation of professional speakers drawn
from some of the principal auditing firms.
In this context, the presence of students at lessons is essential and mandatory.
It will be monitored and more than two unauthorized absences at a lecture given by a
professional, and / or, an unjustified day simulation proposed by KPMG absence, will
lead to a non-validation of the course and will prevent you to sit for the final exam.
Lessons combine theory and practice through exercises and case studies, as well as
feedback.
The course is organized with the cooperation of Price Waterhouse Coopers, Ernst &
Young Audit, Deloitte, KPMG and Mazars
6
Coordinator: Sonia Boussaguet Credit: 2 ECTS Level: Undergraduate
Language: English Hours: 24 h
Period: Spring 2014
Prerequisite: None
Context, issues, objective
The seminar relates to the re-creation and the development of an existing company.
Re-creation meaning to reproduce and model the starting of the company, after
having included/understood and having integrated the context and the personal
history of the creator.
This formalization is integrated in a business Plan written and presented in front of
the creator and a professor of RMS.
Knowledge to be acquired when completing the course
Appropriation fundamental knowledge in management.
Drafting of business plan
Teaching methods and recommended reading
The method of teaching is: Problem based learning
Plan of course (sample dates only)
1. Presentation of seminar
2. Methodology of financial modelling / marketing
3. Meet 1 - Presentation of case (context, history…) - Elements for the drafting of a
"portrait" of entrepreneur
4. Meet 2- key elements of the business model of the cases studied
5. Meet 3 - Development of company
6. Meet 4 - Final presentation (Business plan)
Assessment Methods
Group work: Written “portrait” = 25%
Group work: Business Plan (exposed oral and written synthesis) = 75%
Invited lecturers
Founders of SME
Bibliographic Elements
Papin R. (2005), Stratégie pour la création d’entreprise: création, reprise,
développement, Dunod
7
Verstraete T.et Jouison-Laffitte E. (2009), Business Model pour entreprendre: Le
modèle GR : théorie et pratique, Entrepreneurs, Dunod
Léger-Jarniou C. et Kalousis G (2010), Construire son Business Plan: Les clés du BP
professionnel,
Collection: Entrepreneurs, Dunodhttp://www.apce.com /http://www.oseo.com
8
Coordinator: Paul Sanders Credit: 6 ECTS Level: Undergraduate
Language: English Hours: 45 h
Period: March 2014
Prerequisite: None
Context, issues, objective
Complexity and the management of complexity is one of core notions in educating
the 21
st
century’s transformational leaders. And so is the appraisal of systemic
components in a given business environment. This module departs from the idea that
an in-depth understanding of the European business environment needs to factor in
systemic elements that go beyond the understanding of EU institutional
arrangements and legal frameworks. In order to understand the European business
environment we need to understand the cultural and historical underpinnings that
have forged European identity over the past century, and which then led to the
creation of the EU and its unique institutions. This historical process cannot be
treated as a foregone conclusion. The ‘happy ending’ was not inevitable and things
could have turned out very differently. Even today, economic crisis and a rising tide of
Euro-skepticism indicate that the possibility of regression - last seen during the period
from 1914 to 1945 - still exists. It is therefore worthwhile to remember history’s
lessons. Without this current-day Europe makes no sense; it remains
incomprehensible and impenetrable.
Once we have mastered the first part of the module, dedicated to the construction of
Europe from the perspective of ideas and identity, will we proceed to the second part.
This will provide an in-depth view of the EU institutions, at the macro and the micro
economic level, and of their relevance for doing business. This will be accompanied
by relevant case studies.
Knowledge to be acquired when completing the course
By the end of this course, student will be able to:
- Accede to a systemic understanding of the European business environment
- Understand European identity, and the importance of historical memory in
building this identity
- Understand the historical, cultural and political underpinnings of the European
Union
- Understand the place of the EU on the global geopolitical stage
- Understand the Euro crisis, as well as position of the EU in the on-going global
financial and economic crisis
- Understand the uniqueness of EU political and economic institution building
9
Teaching methods and recommended reading
Mini-lectures, workshops, student presentations, classroom discussions, 1 field trip
and case studies.
Plan of course (sample dates only)
What is Europe? Ideas and identity
One field trip to European identity and memory site
The Euro crisis and Euro-scepticism
‘Economic powerhouse - political lightweight’: the EU in geopolitical perspective
The European experiment: ideas translated into institutions
The EU institutions in a business perspective
Assessment Methods
Continuous assessment (incl. active course participation): 60%
Final exam: 40%
All documents allowed
Lecturers
Paul Sanders, NEOMA Busines School, Jean-Guillaume Ditter, ESC Bourgogne
Bibliographic elements
- Baldwin R., Wyplosz C., The Economics of European Integration, McGraw Hill, 2009.
- Dinan D., Ever Closer Union: An Introduction to European Integration, Palgrave Macmillan,
2010.
- McCormick J., Understanding the European Union: A Concise Introduction, Palgrave
Macmillan, 2011.
- Nello S., The European Union: Economics, Policy and History, McGraw Hill,
2011.
- Tekin A., Williams P.A., Geo-Politics of the Euro-Asia Energy Nexus: The
European Union, Russia and Turkey, Palgrave Macmillan, 2010.
Additional materials will be assigned incrementally throughout the study period.
10
Coordinator: Paul Sanders Credit: 6 ECTS Level: Undergraduate
Language: English Hours: 45 h
Period: April-May 2014
Prerequisite: None
Context, issues, objective
The course is dedicated to what makes doing business in the EU so special from the
practitioner’s point of view. It begins with an exploration of the cultural and theoretical
underpinnings of European business practices, and then continues on to a detailed
investigation of the specifics of European business in the areas of management,
marketing and CSR. At the end of the course the business implications of the EU’s
interaction with three major emerging markets, Russia, China and Brazil will be
probed.
Knowledge to be acquired when completing the course
By the end of this course, students will be able to:
Understand the specific and unique European business and management practices
Assimilate and apply theory on cultural difference and learn to decode intercultural
situations
Describe how European culture impacts its corporate management
Define and distinguish European models of management
Foster the necessary consciousness for negotiation, marketing, HR, CSR and
corporate governance practice in Europe.
Understand the dimensions of European business engagement with other major
economic areas, and their implications
Teaching methods and recommended reading
Mini-lectures, workshops, student presentations, classroom discussions, company
case studies.
Plan of course (sample dates only)
Intercultural management in Europe, 6h
Marketing in Europe, 6h
HR, CSR and corporate governance in Europe, 15h
EU business engagement with emerging global players (China, Russia, Brazil), 18h
Assessment Methods
Continuous assessment (incl. active course participation): 60%
Final exam: 40%
All documents allowed
Lecturers
Paul Sanders, Jane McKinnon, Jutta Stein, Edgar Bellow, Huai-Yuan Han, NEOMA
Business School
11
Bibliographic Elements
GAZIER, Bernard, Restructuring work and employment in Europe: managing change in an era of globalisation,
2008
MAUDE, Barry, Managing cross-cultural communication: principles and practice, Palgrave Macmillan, 2011
KESSLER, Eric H. & WONG-MINGJI, Diana J., Cultural mythology and global leadership, Edward Elgar, 2009.
STONE, Marilyn, MCCALL, Alan, International Strategic Marketing: a European perspective, Routledge, 2004.
Additional materials will be assigned incrementally throughout the study period.
12
Coordinator: Liliane Pudles Credit: 6 ECTS Level: 3 different levels
Language: English Hours: 45 h
Period: Feb 2014
Prerequisite: None
Context, issues, objective
Students will learn about some aspects of French culture and how to communicate in
French and in everyday life in France.
Knowledge to be acquired when completing the course
French language tools for daily life
Knowledge about life in France and French culture
Teaching methods and recommended reading
(3 groups will be made – beginners, intermediates, advanced)
Exercises (speaking, listening, reading and writing skills)
Learn by doing, simulations, discussions, audio, video, e-learning platform,
presentations
Plan of course
Beginners
Introduction, greetings,
Counting : numbers,
Expressing an assessment,
Interrogation, negation,
Verbs : present, past, future
Time schedule (days, months, years)
Making an appointment,
Food and gastronomy
Family life
Intermediates and advanced
French history and geography
Reims, Champagne-Ardenne
Paris
Institutions
French society : education, family life, media, culture
Business in France : companies, luxury trade
Assessment Methods : Continuous evaluation
13
Organization of the course
Number of hours: 45 ECTS credits: 6
Number of students: Min : 10 Max : 30
Prerequisite: None
Language of study: English
Topic area: Entrepreneurship
French keywords: Entrepreneur – Evaluation d’une opportunité – Modèle
économique – Plan d’affaires -
English keywords: Entrepreneur - Opportunity assessment – Feasibility analysis –
Business model – Business plan
Context, issues, objective
This course is designed to provide students with the understanding of
entrepreneurship through the analysis of both the role of entrepreneurs in the society
and challenges related to creating new ventures, including evaluating the
entrepreneurial opportunity, the business model, business plan, financing options,
and growth perspectives. Concepts, skills, attitudes and know-how relevant for
creating and setting a venture as well as the preparation of a business plan are
covered.
The course is framed in terms of new ventures, but skills developed are not restricted
to new or growing enterprises. The course also seeks to assist students to
understand how to convert strategic intentions into reality, whatever the kind of
activity under consideration (for profit or not-for profit).
Objectives
To provide students with tools, ideas, understanding, experiences and resources that
can be useful to start a new venture or to develop a new business/activity in the
context of existing company or organization;
To help them sharpen and integrate skills useful in coordinating objectives of the
venture with its strategy;
To understand the characteristics of successful entrepreneurs
To help them acquire the mindset necessary to consider entrepreneurship as a viable
alternative career path.
Knowledge to be acquired when completing the course
By the end of this course, students should be able to:
• Assess their potential as an entrepreneur and acquire the skills to systematically
analyze new opportunities for commercialization;
• Identify new opportunities and screen them for commercialization;
• Identify and act on new opportunities through new products or new business
models;
• Look at new opportunities from the perspective of their underlying business model;
• Write a feasible business plan;
• Sell a project professionally.
14
• Apply concepts of the course to areas of interest to them.
Teaching methods
This course is not a traditional lecture-based course. Conceptual material will be
illustrated and applied to the “real world” through class discussion of business cases,
exercises, etc. Specific methods comprise discussion with various guest speakers,
case discussions, creative business models, written business plan and coaching.
Moreover, we will use several techniques and tools, as follows:
Opening profile case: most of the major topics will use a case that introduces the
lecture’s main topic by focusing on a company that was started while its founder or
their founders were still students, showing that students do not have necessarily to
wait until they have years and years of experience to launch their entrepreneurial
venture
Videos: relevant videos will be used to provide descriptions of both successful and
unsuccessful approaches to confronting the challenges discussed in the class.
“What went wrong?” short cases: Where relevant, we will use short cases to explain
the missteps of seemingly promising entrepreneurial firms. The purpose of these
cases is to highlight the reality that things can go wrong when the fundamental
concepts learned aren’t carefully followed.
“You be the VC” cases: Each of these short cases present a pitch for funding from
an emerging entrepreneurial venture. They are designed to stimulate classroom
discussion by sparking debate on whether a particular venture should or shouldn’t
receive funding.
Depending on class circumstances, student questions and comprehension, we may
at times move at a lower or faster pace. As a result, the above schedule is subject to
minor changes but without any impact on the objectives of the course.
Ressources
Guest speakers: Deirdre Mathelin (phD Candidate), Lise Werle (entrepreneur);
Guillaume Tostivint (entrepreneur) and Yvon Gasse (Professor at Laval University –
Canada)
References
Bruce BARRINGFER and Duane IRELAND, 2012. Entrepreneurship successfully launching new
ventures,Pearson Prentice Hall. Global Edition. 4th Edition. [Main reference]
Bhide, AMAR. 1996. "The Questions Every Entrepreneur Must Answer." Harvard Business Review,
November-December: 120-130
William A. SAHLMAN, 1997. How to Write a Great Business Plan? Harvard Review, July-August: 98-
108
Web sites
Inc. Magazine (http://www.inc.com/)
America’s Most promising Startupshttp://images.businessweek.com/ss/08/06/0627_fresh_entrepreneurs/index.htm?chan=rss_topSlideSh
ows_ssi_5
Evaluation methods
The final grade will be based on :
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Type of
examination
Weighting Evaluation Observations
Individual 10%
Continuous
assessment
Portrait of an entrepreneur
individual Short
essay
10%
Continuous
assessment
Business opportunity-« Why didn’t I think of that entrepreneurial
opportunity? » (1 page report)
Group work 10%
Continuous
assessment
Business model exercise
Group work 60%
Continuous
assessment
Final project: Business plan on an innovative project or academic paper
on an entrepreneurial topic
Individual 10%
Continuous
assessment
Class participation
16
Academic year 2013-2014
Academic course coordinator Sharam Alijani
Operational course coordinator Sharam Alijani
Department Strategy & Entrepreneurship
Number of hours 45 (ECTS credits)
Language of study English
Course Description and Objectives
The course provides an understanding of the underpinnings of strategic thinking and
action within the context of regional, national and global markets. The coherence of
the vision and mission of corporations is closely associated with their distinct
capacities to sustain their competitive advantage in an increasingly global context.
Upon the completion of this course student should be able to:
Understand the relationship between strategic thinking and practice put strategy into
within different market contexts,
Assess different dimensions of value and process of value creation,
Master of the concepts of strategy and strategic tools in order to achieve a sustained
competitive advantage,
Analyze different business environments through the use of a wide array of analytical
skills,
Identify and resolve ethical issues pertaining to managerial and organizational
decision making and their impact to firm performance,
Demonstrate critical thinking and ethical judgment when making strategic and
operational decisions within different organizational and market contexts.
Teaching Methods
The course covers lectures, workshops and case discussion. Workshops have been
structured with the objective of enhancing students’ understanding and awareness of
the management practice. Students are expected to play an active role in class
thorough individual and collective learning efforts. Assignments encompass action-
based learning methods via teamwork, immersion and simulation exercises.
Understanding Strategic Management
Strategic management process, vision and mission statement, strategic
implementation, strategic evaluation
Environmental Analysis and Diagnosis
Internal and external analysis, competitive analysis, value chain analysis, capabilities
and competencies
Strategy Formulation and Implementation
Situational analysis: corporate and business strategy, local and global strategies
Governance, Structure, and Leadership
17
Strategic leadership, strategic change, organizational structure, organization culture,
ethical and sustainability issues
Strategic Evaluation and Control
Evaluation and control in strategic management, performance measurement, and
balanced scorecard approach.Grading and Assessment Methods
Participation and Workshops: 20%
Case Studies and Group Project: 30%
Simulation assignments: 50%
Selected Bibliography
Johnson G., Scholes, K., & Whittington, R. (2008) Exploring Corporate Strategy.
Prentice Hall.
Ireland, R. D., Hoskisson, R. E., & Hitt, M. A. (2009) The Management of Strategy.
Cengage Learning.
18
Course Description
Luxury = accessible to few, desirable by many. This course will allow students to
better understand the general premises of marketing luxury brands and products, the
considerations required for this type of activity, and the implications of the current
market environment on luxury initiatives. Using case studies and real world examples
the economic, marketing, and emotional dimensions of luxury will be reviewed.
Course Learning Outcomes
Luxury marketing is a 45 hour class that consists of 30 hours of class lectures and
work and 15 hours of professional interventions and conferences. Potential partners
and/or studied cases include: Printemps, Kempinski Hotels, Champagne houses,
Groupe Richemont, Longchamps …
Topics that will be covered include, but are not limited to:
Defining luxury and luxury brands
Design, creation and lifecycle of luxury brands
Types of luxury positioning (upscale to super luxury) and examples of
Brand portfolios and the management of brand value
Product focus: Champagne
Consumer behaviour and luxury
Demographic shifts and psychographic profiles
Trading up, downsizing to maximize
Emotional aspect of luxury brands
Experiencing luxury (service, atmospherics, sensorial and experiential marketing)
Product focus: Luxury retailers (i.e. Printemps, Hediard, Hotels)
Distribution and consumption of luxury brands
“Massclusivity,” niche marketing, pay as you go luxury 12
Distribution and liquidity of luxury brands
Products with blurred value lines – democratizing luxury (perfume, designer brands)
Purchase cycles and frequency
Product focus: Perfume and designer clothing
Advertising and marketing strategy of luxury brands
Price = luxury?
Co-branding of luxury brands
Advertising luxury brands, even in times of crisis
Product focus: Diamonds, automotive
At the end of the course, students will be able to:
• Understand the specificity and the evolution of luxury companies in terms of
consumption and market: the paradox of luxury products, the impact of
democratization of luxury sector, the picture of the new consumer of luxury products.
• Understand the concepts of marketing and the strategies which are settled by
big brands of luxury products in order to develop and conserve their personal “touch”.
19
• Allow students to apply the methods, techniques and specific approaches of
marketing of luxury products in different contexts.
Pedagological Approach
Teaching methods used are meant to engage the students to better understand not
just the fundamental principles discussed in class but to also learn how to think about
target markets and learn to think ‘in the shoes of others’. As such, techniques that will
be used include:
• In class case study evaluations
• Group work – create a luxury marketing strategy
• Examination of current luxury brands and campaigns and evaluations of them
• In class discussions and debates
This constructivist approach means that participation from the student as well as from
the instructor are essential to the learning process. The instructor facilitates the
desire to learn but the student must willingly engage and input to the process.
Materials used for the course could include key academic articles as well as readings
from the public domain and advertising campaigns. Case studies will be the main
learning tool to demonstrate the application of learning, supplemented by
professional interventions and perspectives.
Assessment
• Exam (30%)
• Individual project (20%)
• Group term project (30%)
• Participation (20%)
20
The French grading system is based on a 20 point scale; where 0 is the lowest grade and 20 is
the highest. Overall to pass, a student must obtain an overall average of 10 and not less than
8 in any one class.
Grade Comments
15-20 Exceptional Performance:
Detailed in-depth knowledge of the theory and techniques taught in class; able
to easily communicate this knowledge; independent and original practical
application of the theory and techniques
12-14.99 Good Performance:
Good overall understanding of the theory and techniques taught in class and
ability to apply as well as to communicate them well
10-11.99 Satisfactory Performance:
Satisfactory understanding of the theory and techniques taught in class and
ability to adequately apply and communicate them
8-9.99 Unsatisfactory Performance:
Elementary understanding of most of the theory and techniques taught in class
but considerable weaknesses in some areas as well as in the ability to apply and
communicate this understanding
Less than 8 Failure:
Inadequate and fragmented knowledge of the theory and techniques taught in
class or failure to complete assignments
Below, the average grade distribution at Neoma Business School :
... 0 and
1,99
2 and
3,99
4 and
5,99
6 and
7,99
8 and 9,99 10 and 11,99 12 and 13,99 14 and 15,99 16 and
17,99
18 and 20
% of grades
between...
0,5
1,0
1,5
5,5
21,0
27,5
24,0
13,0
5,0
1,0
Comments
given for completely
and unacceptable
performance
given for a very
hesitant,
insufficient, and
unsatisfactory
performance
given for a
mediocre
performance,
slightly below
average
Given for the
average
performance
given for a
good
performance a
little above
average
given for a very
good
performance
given for an
exceptional and
excellent performance
10 = PASS
7
21
( for incoming students)
Mrs Brigitte PANCIERA
Director of International Relations
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 12 / Fax : +33 3 26 77 54 25
[email protected]
Mrs Lydie KOPEZUN
Head of International Relations Sup de Co
(Incoming)
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 10 / Fax : +33 3 26 77 54 25
[email protected]
Mrs Agnès GRISON
Incoming Students Advisor( Europe)
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 87 / Fax : +33 3 26 77 54 25
[email protected]
Mrs Sylvie Thuillier
Bachelor Exchange coordinator (outgoing + incoming)
Neoma Business School
59 rue Pierre Taittinger 51100 REIMS
Tel : +33 3 26 77 46 37 / Fax : +33 3 26 77 54 25
[email protected]
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