- App Icons ©Zeeger Vink
The explosion of the mobile app market has completely changed the way that consumers interact with logos and trademarks. Apps now rely on their icons to distinguish them from large numbers of brands offering similar and rival services. Zeeger Vink, Intellectual Property Lawyer and Lecturer in Communications, Media & Creative Industries at the School of Management and Innovation, gives ten recommendations to ensure the creation of a strong, distinctive, and protected app icon. Watch his tutorial.
- Master of Communications, Media and Creative Industries
- Course in Intellectual Property, Communication and Media
The 2019 Graduate Employability Survey asked the Class of 2017 what they were up to now. Their responses indicated that Sciences Po graduates are entering the job market even more quickly than in previous years, with 87% landing a job less than 6 months after graduating (compared to 83.6% for the Class of 2016).
Graduates’ attractivity amongst employers is stronger than ever before. More young graduates declare that they are in a stable job with a permanent contract (76%), and they are also better paid with an average gross annual salary outside of France reaching 40.611 euros. The majority of the Class of 2017 responded that they are satisfied with their job taking into account new measures of professional well-being.
Survey Results in 5 key figures
91% of graduates who decided to enter the job market are currently working (this figure remains stable compared to last year)
87% found their first job less than 6 months after graduating (compared to 83.7% in the 2018 Graduate Employability Survey)
70% work in the private sector (69% in the 2018 survey)
34% are working outside of France (this figure is stable)
The average gross annual income outside of France has gone up to 40.6K€ (compared to 37.4K euros in the 2018 survey)
A Quicker Entrance onto the Job Market
82% of graduates decided to enter the workforce, a stable figure compared to last year’s survey. 91% of them are currently working (either in a stable job, internship, newly created position or student civil servant).
87% of graduates who are working found their job in less than 6 months post graduation (compared with 84% in the 2018 survey), and 44% of them had found their job before graduation (+5 points compared to the previous class).
Stable jobs (CDI/permanent contracts, civil servants, international civil servants, public service contracts) have increased compared to the 2018 survey, from 72% to 76%.
Salaries Are on the Rise
The average gross annual salary is 38.6K euros all countries combined -- or 40.6K euros outside of France. This is higher than last year (the average was 37K euros for the Class of 2016). The average income remains higher abroad than in France with an average gross salary of 40.6K euros, compared to 37.4K euros in the 2018 survey.
70% of Graduates Work in the Private Sector
70% of employed graduates work in the private sector (compared to 69% in the 2017 survey); 10% joined an international organization or work in the European institutions (compared to 9% in 2016) and 20% work in the public sector (22% in 2016).
A Wide Variety of Paths
Auditing and consulting (19%), the public sector (15%) and banking, finance and insurance (10%) remain the top choices for graduates. A new sector that is emerging is technology, data and computing. These jobs attract 4% of graduates.
More Than a Third Start their Career Abroad
As in the 2018 survey, 34% of graduates started their career outside of France. All in all, Sciences Po graduates work in 77 different countries. This strong internationalization is linked in part to international students returning to their country of origin, but it also concerns French students - 21% of them decide to start an international career abroad.
Previous Professional Experience Pays Off
In the search for a first job, statistics show that previous professional experience obtained before graduation- whether it be internships or apprenticeships - is a decisive lever. 40% of the Class of 2017 found their first job thanks to their previous experience, compared to 30% of graduates of the Class of 2016.
Furthermore, the majority of apprenticeship students (59% of them) found a job before even graduating, compared to 42% of the rest of the students. Learn more about apprenticeships at Sciences Po.
The Power of Dual Degrees and One-Year Master Programmes
In general, the situation of young graduates with a dual degree (17% of the class) is similar to that of the entire class but with one significant difference: the choice of a dual degree turns out to be more profitable (13% higher salaries before bonuses). Consequently, it is safe to say that dual degrees tend to give access to higher-paying jobs internationally.
The same is true for graduates of the one-year master’s programmes for young professionals. They benefit from a gross annual salary that is 18% higher than that of other graduates of the Class of 2017. However, this can most often be explained by their previous professional experience.
Job Satisfaction is High
For the first time, the Graduate Employability Survey asked graduates about their professional well-being and their level of satisfaction with their jobs. 86% responded that they were satisfied. More specifically, the satisfaction rate is at 77% for job conditions, location and autonomy. However, it is at 55% when it comes to salary. Over 75% of graduates say they are satisfied with their relationships with their colleagues.
The 2019 edition of the Graduate Employability Survey was conducted by Sciences Po Careers under the scientific supervision of Roberto Galbiati (Professor of Economics at Sciences Po and CNRS) and with the expertise of the Sciences Po Socio-Political Data Center (CDSP). 1,575 graduates of the Class of 2017 responded, which amounts to a participation rate of 66%.
- Read the Press Release
- Sciences Po Careers
- See the 2018 Graduate Employability Survey on the Class of 2016
- Actualité Sciences Po
Today’s consumer is young, connected, curious and looking for a sophisticated & personalized offer online & offline. This new reality explains the roaring success of new beauty players that smartly capture and reflect the modern mindset.
Welcome speech: Frédéric Mion Director of Sciences Po
Inroduction: Nathalie Jacquet, Director of Strategy and Development, Sciences Po
Presentation: Marie-Laure Djelic, Dean, Sciences Po School of Management and Innovation
With guest speakers:
Patrick Chalhoub, CEO, Chalhoub Group
Michael Jaïs, Co-founder and CEO, Launchmetrics; Teacher at Sciences Po’s master of marketing, School of Management and Innovation
Olivier Billion, Founder and CEO, Ykone
Sania Ramdane, Entrepreneur & influencer manager.
Moderator: Jonathan Siboni, CEO, Luxurynsight; Teacher at Sciences Po’s master of marketing, School of Management and Innovation.
Inscriptions : http://bit.ly/2OeGDkw
- Anders Sandberg, Senior Research Fellow at the University ©University of Oxford
Anders Sandberg is Senior Research Fellow at the Future of Humanity Institute at the Oxford Martin School, University of Oxford. His research centres on societal and ethical issues surrounding neuroscience, human enhancement and new technologies. Stream his keynote speech, ‘Making better intelligence: attempts at imitating or improving biological intelligence, and what we can learn from them’, at the School of Management and Innovation.
- Meggy Pyaneeandee, 2018 graduate, in the gardens at Sciences Po ©Sciences Po
Dear Sciences Po,
It was very important to me to express my gratitude for these last six years.
Six years ago, a panel of three people decided to make me a student at Sciences Po. Without knowing, these admission officers changed my life. Sciences Po was my first dream come true. I was admitted via the CEP (Convention Education Prioritaire) (fr.), which, as Richard Descoings had so well understood, was a necessity. A necessity because to study in a ZEP (Zone d'Education Prioritaire) is nothing less than a daily battle. Yet, a battle for education is one of the greatest battles, because it is what arms us for the rest of our lives. Our university has proved that to me over and over.
I grew up with a builder as a father and a mother who was illiterate upon arriving in France. Like many immigrants, they came to France hoping to live in better conditions. They left the sun of Mauritius to settle for a little Parisian studio. For 13 years, we lived in 10 square meters. My parents clung to the hope that this country they had chosen was one that would offer their children everything they had never had.
So, I could not begin to explain how much my acceptance into Sciences Po was a joy, an achievement and a source of pride for my parents. Everything they had worked for and all the sacrifices they had made became meaningful when they saw me enter through the doors of the 27 rue Saint-Guillaume. You offered me the life I always used to dream of. A life full of encounters, journeys, lessons, experiences, culture, and an opening out onto the world.
I arrived as a young stranger from the outskirts of Paris, ill at ease in my own skin and struggling to find my place in the world. At Sciences Po, I not only found that, but became aware of my capacity to change it. More than a university, Sciences Po became a home, sometimes a refuge. I grew up in here. I gained self-confidence, I met some of my best friends, many of whom I am sure will be by my side for the rest of my life. I got to live in New York thanks to Sciences Po’s financial aid system, which allowed me to work there without getting into debt. A second dream come true.
© Meggy Pyaneeandee
You allowed me to socialise with students from backgrounds completely different to my own. You allowed me to participate in the Miss France competition, representing in my own small way the minority group I come from. You gave me so much, without ever asking anything in return, and I don’t know how to thank you all.
I have countless reasons to be grateful for this life that you have offered me, which is ultimately nothing less than the basis for the rest of my existence.
Sciences Po is a unique university. Its teachers, its values, its history, its structure, its students, its diversity, its magic, make for an experience that is unique to every one of us. We are all so different and yet each of us finds our own place here. We are all so different, yet we manage to form a single and united body, that of a class of Sciences Pistes, proud to call ourselves this way.
I have had to interrupt the writing of this letter many times to dry my tears. It’s with a heavy heart that I say goodbye to you. I know that us French people love to grumble, but sometimes it is good and necessary to express one’s love and one’s gratitude.
French, Mauritian, Parisian, Outsider, Sciences Piste,
With love to you all and many thanks,
See you soon,
- Actualité Sciences Po
Active and innovative learning techniques
For its first year of existence, one of the objectives of EMI was the introduction of active and innovative learning techniques in their course offer. In this framework, a climate negotiation was successfully organized in Professor Eloi Laurent’s course “Political Economy of the Environment-Managing our ecological crisis”. Based on the promising student feedback on the exercise, the simulation has laid the first stone for more innovative learning approaches to come.
The simulation was organized in Eloi Laurent’s course “Political Economy of the Environment – Managing our ecological crisis” with the support of Sciences Po’s FORCCAST program (Marine Denis), specialized in the study of scientific controversies and the simulation of debates and negotiations.
The course was attended by nineteen students coming from all master programs offered at EMI, namely Finance & Strategy, Communication, Marketing and Human Resources. The different academic profiles of the participants were a valuable input to the simulation exercise.
Students participated in two debates, which simulated pre-COP24 preparatory negotiations on adaptation to climate change and on mitigation measures to reduce greenhouse gas emissions.
The participants endorsed the role of five country-based delegations (China, the US, the EU, the UN and Fiji). Each of those delegations was composed of a set of actors representing the strategies and interests of the private sector, the civil society, the government bodies and experts. Their objective was to renegotiate the Paris Agreement based on their strategic alliances and interests.
By doing so, the simulation pursued a dual pedagogical goal: First, it aimed at fostering a better understanding of the geopolitical issues on climate change; second, it gave students the opportunity to acquire, next to the thematic course content, the necessary practical negotiation techniques, which prepare them for real-life situations.
Organization and Progress of the Simulation
Integrating a simulation in a course on Political Economy is a challenging task both for the teachers and the students. Indeed, the course design has to take stock of the simulation as an integral part of the evaluation process. For students, courses with simulation exercises require some additional time investment, notably for the drafting of position papers and for setting up strategic group meetings outside the classroom.
The simulation opened with a press conference, which was organized the week before the actual first round simulations, where delegations presented their position papers. The press conference was an interesting way to make students dive into the simulation and its exigency. More specifically, students were confronted with the questions from real life experts posing as journalists invited by the FORCCAST team.
The courses of the following two weeks where dedicated to the two negotiation sessions on mitigation and adaptation respectively. Both adopted an innovative approach to climate justice, in line with the research conducted by Professor Eloi Laurent and the lectures offered beforehand to students.
To render both simulations more lively and realistic, Marine Denis and Isabel Ruck (from the FORCCAST program) aimed at introducing certain unsettling elements into the negotiation process forcing participants to review or realign their previously established agendas and strategies. The simulation exercise also used the channel of social networks (i.e. Twitter : @Simuecocrisis) to diffuse the actors’ positions and opinions.
In this perspective, it was interesting to note how a tweet from the United Nations representative put the previously established inter-delegation harmony into question and forged participants to adopt completely new approaches. This disruption also allowed some positions to emerge more clearly, such as the private market interests in the transfer of technology and insurance mechanisms to reduce climate change disaster risks, the growing political power of megalopolis or the influence of fake news on decision-making. The simulation has equally permitted students to uncover the informal side of climate negotiations, as well as the transcalarity and interconnectedness of the various debates that took place.
“First, lectures enabled us to acquire a strong theoretical background on environmental issues, through an economic, social and political standpoint. The course stresses the importance of interdisciplinary dialogue and cooperation to tackle climate change, showing how environmental conservation is key to achieve justice and development. Furthermore, the innovative pedagogy was crucial to get students involved. It enabled us to develop our critical thinking on our own through our group position papers. At the end of the course, we were engaged in an interactive debate masterfully orchestrated by teachers, allowing us to enrich our perspectives on real-world situations where pressing environmental concerns are deliberated on. All the students really enjoyed the role play during the simulation, where different parties were represented (private, public, NGOs actors were played by students, while press was represented by teachers; even civil society was present through a Twitter account created for the occasion). We all appreciated this new pedagogy that enabled us to interact with other students, and understand better the difficulties of discussing climate change mitigation and adaptation at an international scale.
The lectures were really inspiring and the negotiations simulation was very stimulating for us. We are all thankful for this amazing learning experience we had!“
“The Political Economy of the Environment class is a unique occasion in the Sciences Po curriculum to immerse oneself in the world of climate negotiations and get a solid understanding of the political, economic and ecological challenges related to them.
The structure of the class allowed us students to both learn and understand: the first sessions of in-class traditional teaching supported by tutorials and professionals presentations gave us the tools as well as the theoretical and technical grounds to analyze ecological crises related problematics. On the other hand, the draft of a position paper by delegations, the presentation of this position during a press conference and finally the debate around each delegation’s propositions to amend the Paris Agreement on climate change was a chance for us to really get in the shoes of international climate negotiators.
The innovative aspect of the class lies in this format’s capacity to get us involved in a character’s position thus leading us to a deeper understanding of the challenges related to ecological crises and the way they are managed. Also, it encouraged us to think of concrete solutions to these crises under the constraints of an international negotiation process and taking into account our respective character’s interests.
I particularly enjoyed researching and understanding the context and interests of my character’s position in order to fit as much as possible with the country’s actual position. Also, I appreciated the efforts deployed to recreate the experience of a real negotiation around the simulation. It involved for example the active participation of guests acting as journalists during the press conference or even the use of Twitter to develop the debates and negotiation evolution during and after the the simulation sessions. It has played a crucial role in the immersive learning experience that the class created.“
- Place Vendôme, Paris ©Jose Ignacio Soto/Shutterstock
Starting in September 2019, the School of Management and Innovation is launching a new Master’s degree in marketing entitled “New Luxury & Art de Vivre”. Taught entirely in English, the aim of this new programme is to train high-level marketing managers to specifically master luxury and French art de vivre, with a refined understanding of the sector thanks to a strong background in the social sciences and a clear strategic vision of the new trends in that sector - digitalization and a drive towards social responsibility and sustainability issues.
The programme will host 25 French and International students from a wide variety of backgrounds. A previous degree in marketing is not required.
As part of the School of Management and Innovation’s approach to place the humanities and social sciences at the core of its programmes, "this Master’s aims to reconcile the study of social sciences with a vision of future trends in the Luxury industry,” says Marie-Laure Djelic, Dean of the School of Management and Innovation.
The programme is structured around two dimensions:
- The societal and contextual dimension of luxury (its historical, geographical and cultural roots and its transformation through the evolution of consumption patterns, preferences, values and uses of new generations).
- The impact of the digital revolution and the growing importance of issues of corporate and social responsibility and sustainable development within the sector.
- Robert Tindwa ©Elisabeth Brunet / Sciences Po
Robert Tindwa started as an undergraduate on the Sciences Po Reims Campus. Today he is a Master's student and the recipient of the L'Oréal Excellence Award Africa. Read the interview.
Tell us a little about your background. What are your aspirations?
I am half Zimbabwean, half Kenyan and I grew up in Zimbabwe. Before coming to Sciences Po as an undergraduate, I got my International Baccalaureate (IB diploma) at United World College in Swaziland, a small kingdom in Southern Africa. My long-term goal is to acquire the range of expertise and soft skills I will need to grow professionally, so I can use my skills in an enlightened and responsible way in the era of increasing digitalisation, globalisation and climate change-related challenges.
You chose to apply to the Europe-Africa programme on the Reims campus. Why is that, and what did you get out of it?
I chose the Europe-Africa programme for two main reasons.
First, the academic rigour and originality of the curriculum appealed to me. Euraf was a rare opportunity to complete a bilingual degree programme and learn a third language, not to mention the compulsory year abroad. Who would refuse such a great opportunity? It was also a chance to study important (and often delicate) issues objectively and from a long-term perspective. That was very important to me.
Second, I wanted to be surrounded by the sort of people who would be interested in this kind of programme. I knew I would learn a lot outside the classroom, especially with such a diverse student body. I certainly don’t regret my choice. I learned so much over the last two years, from the importance of teamwork to the need to develop and nurture your critical thinking skills. The experience also broadened my horizons and helped me get to know myself better. More importantly, I made some very good friends over the two years and I am proud to have been part of this exceptional, unique programme.
You have a scholarship from the L’Oréal Group for the duration of your Master’s programme. How will this help you with your studies? What relationship do you have with your sponsor?
I will be eternally grateful to L’Oréal for awarding me this scholarship. In terms of my studies, it has helped me gain perspective and given me a lot of prospects. I am currently doing a Master’s in Economics & Business at the School of Management and Innovation. The programme questions the role of business in today’s connected world. It is a great help for me to have the support of L’Oréal’s leaders, who truly embody the company’s values and vision. I believe that that kind of support and personal commitment play a key role in training tomorrow’s leaders.