16 new researchers at Sciences Po

  • Guillaume Lachenal, University Professor who joins the médialab ©Alexis LecomteGuillaume Lachenal, University Professor who joins the médialab ©Alexis Lecomte

This year, 16 new permanent faculty members have joined Sciences Po. Discover their research and specialisations.

Meet our new faculty

Sciences Po's academic community

Sciences Po's academic community consists of approximately 230 researchers and 350 doctoral students across 11 research centres or departments and a doctoral school. Their work mainly lies in one of Sciences Po's five major disciplines: law, economics, history, political science and sociology.

The development of our academic community is one of Sciences Po’s priority objectives, with a strong focus on the internationalisation of profiles and the place of women.

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Stiglitz et Zelizer, doctors honoris causa

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  • J.P. Fitoussi, J. Stiglitz, V. Zelizer and J. Lazarus ©Alexis LecomteJ.P. Fitoussi, J. Stiglitz, V. Zelizer and J. Lazarus ©Alexis Lecomte

During a moving ceremony on 13 November 2019, Sciences Po awarded the sociologist Viviana Zelizer and the economist Joseph Stiglitz the titles of Docteur honoris causa. This distinction was given to Dr. Zelizer for her work as the founder of a new school of economic sociology, and to Dr. Stiglitz as the figure of the new Keynesian economy. The invaluable contributions made to their respective disciplines were highlighted in the praises of Jeanne Lazarus and Jean-Paul Fitoussi, respectively.

Created in 1918, the title of Doctor honoris causa is one of the most prestigious distinctions awarded by French higher education institutions to honour "people of foreign nationalities because of outstanding services to science, literature or the arts, to France or to the higher education institution that awards the title."

Source: Sorbonne Université

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Sustainable campus: share your ideas and vote!

An online consultation is open from 4 to 15 November 2019
  • An online consultation is open from 4 to 15 November 2019An online consultation is open from 4 to 15 November 2019

How can Sciences Po become a more sustainable university and workplace? An online consultation, "Sustainable Campus", is open now until 15 November in order to gather your ideas, proposals and votes to help us become a more ecologically responsible university. This consultation is one of the pillars of our Climate Action: Make it Work initiative and concerns all of the Sciences Po campuses.

To participate, visit the Climate Action: Make It Work collaborative platform and log in using your Sciences Po address.

You can suggest one or more ideas and/or vote on other ideas amongst any of the six themes of the consultation:

  • Waste Management
  • Transport & Food
  • Suppliers & Partners
  • Energy Consumption
  • Green Spaces
  • Events & Debates

Following the consultation, the ideas with the most votes under each theme will be subject to a comprehensive review. These ideas along with a summary of all contributions will be presented to the governing entities of Sciences Po. This consultation will nourish the institutional action plan on sustainability and our ecological transition, which will be presented early 2020 by our sustainability officer.

We're counting on you !

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Cutting-Edge and Accessible Research

Interview with Guillaume Plantin, Vice President for Research
  • Guillaume Plantin, Vice President for Research at Sciences Po  ©Alexis LecomteGuillaume Plantin, Vice President for Research at Sciences Po ©Alexis Lecomte

Guillaume Plantin, Vice President for Research and professor at the department of economics, worked abroad for many years before joining Sciences Po. This experience was conducive to his understanding of research in a global context: global in terms of the issues to explore – environment, digital technology, populism – and global in terms of the global competition in which science is evolving. He believes that research at Sciences Po has a solid record and has demonstrated the necessary creativity to meet these challenges – in its own way. He explains in this interview.

What are the particularities of research at Sciences Po?

I would say that Sciences Po’s research has four key features. First, our research is dominated by political science. It’s a hallmark since this discipline was born within our walls in France, over a century ago. Law, economics, history, and sociology then gradually developed. This focus on a limited number of disciplines is a second feature. It is one of our strengths because it allows us to work collegially by adopting multidisciplinary approaches, i.e. when a “subject” is separately studied by several disciplines, and interdisciplinary research, i.e. when disciplines jointly approach a same subject. This is the third pillar. The fourth dimension, which is just as important, is our faculty’s involvement in public debate. Since its creation, Sciences Po has assigned itself the mission of using the products of its research to engage with society beyond academia. Finally, our research faithfully reflects Sciences Po’s pedagogical goal, for which it is also a resource.

What are current areas of focus?

We are already tackling increasingly pressing issues: the environment, digital technology, territories, gender, populism, and economic and financial instabilities. We are now launching new interdisciplinary groups, like the one seeking to bring together law and economics to address common themes. There is much to do in this area. For example, what economic tools are used in the legal process and the development of its rulings? We also make our researchers communicate about their methods. It is necessary and conducive to new ideas and practices. The medialab is a major asset in this regard, and is unique in the French academic landscape. It has fostered the development of cutting-edge methods, such as ones to harvest and analyse big data. Many researchers use these new tools. The medialab and participating researchers from all backgrounds also created a working group on digital transitions. Finally, we will start exploring subjects that are usually confined to the so-called “hard” sciences. An example is biotechnology, which is raising ethical, political, and social questions that the social sciences must consider.

Aren’t there older and more persistent subjects like inequalities that are and will always be worth studying?

Of course, but these issues are evolving. Inequalities are a case in point: the transformation of economic, financial, and technological systems are deeply changing them. It behoves us to understand why, how, and what are the social and political effects it entails. We must also help imagine public policies and societal changes to stem inequalities deemed out of control in many countries. One of our laboratories – MaxPo, the product of an alliance with the prestigious Max Planck Institute – focuses on this. Another example is research pursued within the Laboratory for interdisciplinary study of public policies (the LIEPP). Its research addresses the longstanding need to measure the effectiveness of public policy. But by combining an interdisciplinary approach, scientific rigor, and a desire to make proposals understandable to a broad audience, it reinvents this type of study.

What challenges should the institution and its researchers address?

It is essential that we continue to pair disciplines and be open to society. This objective may seem self-evident but it is not easy to reach. We were able, in several years, to lift ourselves to the rank of a world-class research university, and we must now continue growing in an extremely competitive global environment. It is therefore key that our faculty members conduct advanced research in their disciplines and publish in the best international journals. Besides the pursuit of this classical academic excellence, we ask that they dialogue with other disciplines and reach out to the general public. The vast majority of our researchers appreciates the need for this multi-pronged effort, and it is our duty to help them by allowing them, among other things, to manage their time, and by providing them with solid administrative support.

What are the major institutional developments?

First, we are mindful of applying to ourselves our research findings on gender equality, for example. While much progress remains to be made, we are on the right path. Another challenge is to continue to internationalise. We have very satisfactorily succeeded in combining these objectives. Over the past years we have recruited many researchers from abroad who are studying key issues. The idea is to strengthen cooperation, like the Alliance program connecting us to Columbia, our joint PhDs, and our partnerships with universities located in countries that are crucibles of globalisation, such as China and Brazil. Finally, we would like to emphasise our efforts to integrate foreign academics visiting Sciences Po. Over a hundred of them come every year. It is a wonderful means for us to open ourselves to other ways of thinking and to different perspectives on questions that affect all societies. Another objective is to not rest on our laurels. Hence, our faculty’s activities are regularly assessed internally and externally. There are obviously quantitative indicators, but we are especially committed to a qualitative analysis of the research and its long-term impact.

All this requires significant resources…

Indeed! Sciences Po devotes around a third of its own resources to research. A significant part of this effort focuses on the next generation – our PhD students – who must be able to pursue their research in the best conditions. We also secure public funding on the basis of highly competitive calls for proposals, especially those of the European Research Council, and of the National Agency for Research. Finally, we deploy private funding, without ever compromising on the most precious good: academic independence and freedom.

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Reims students will now study in the Dean Awn Library

A Tribute to the Late Dean Emeritus of Columbia University’s School of General Studies
  • The Reims campus library, renamed in honor of Peter J. Awn ©Martin ArgyrogloThe Reims campus library, renamed in honor of Peter J. Awn ©Martin Argyroglo

Energetic. Supportive. Eccentric. Intellectual. Non-traditional. Witty. Brilliant. Passionate. When colleagues and alumni are asked to describe the late Dean Emeritus Peter J. Awn of the Columbia University School of General Studies, adjectives begin to flow. As of September 2019, his name will adorn the state-of-the-art library of our Reims campus.

On September 4th, 2019, current Dean of General Studies of Columbia University, Lisa Rosen-Metsch, the President of Sciences Po, Frédéric Mion, former Vice-President of International Affairs, Francis Verillaud, the Dean of the Undergraduate College, Stéphanie Balme, campus director, Tilman Turpin, family, friends, alumni and current students, gathered on the Reims campus for a dedication ceremony that would name the campus library after the late Dean Awn.

Dean of the School of General Studies from 1997 to 2017, Peter Awn, together with Francis Verrillaud, was the co-founder of the dual BA program between Columbia University and Sciences Po. Their shared vision of a world-class, international and multicultural education resulted in the creation of a program that would allow students to study two years at Sciences Po (in Reims, Le Havre or Menton), and two years at Columbia University in the city of New York.

According to students and colleagues, both past and present, Peter J. Awn was more than just a professor or a Dean - he was an inimitable institution of the Morningside campus. His fame was not limited to Columbia, however, as he was well-loved and respected by all who had the privilege of meeting him. He possessed an inexhaustible desire to improve the lives of students, and it was this shared desire that helped Columbia University and Sciences Po make the dual BA program between Columbia University and Sciences Po the success it is today. But his role did not end there: Dean Awn visited the three participating campuses twice a year, meeting students from the incoming cohorts and ensuring that they already felt part of Columbia University. President Mion described him as a francophile, and Vice-Dean Curtis Rodgers recounted how much he cherished meeting students during his bi-annual visits to France.

Dean Awn was part of the School of General Studies for four decades, and it is not difficult to understand why he became almost synonymous with the institution. “GS” (as it is informally known) was created in 1947 with the purpose of allowing WWII veterans to return to university and rebuild their lives. A former Jesuit priest-turned-scholar of Islam, Dean Awn believed in second chances, and so he took this vision and expanded it to all 'non-traditional' students (be it veterans, performers, entrepreneurs, career-changers, or clergymen) who had had to interrupt their higher education or start at a later age due to various circumstances. The dual BA, launched in 2010, was perhaps the most innovative extension of these values.

Awn, who had since retired from the position of Dean but continued to teach at Columbia University, kept a close relationship with students and alumni of the dual BA until his death in February 2019. Sciences Po chose to honour its colleague and friend through the naming of the recently created Reims campus library, a place of intellectual reflection and curiosity.

The dedication ceremony was conducted in the former refectory, where campus director Tilman Turpin, President Mion, Vice-Dean Curtis Rodgers, Francis Verillaud, Dean Rosen-Metsch, Elif Naz Coker, an alumna of the program, as well as Norman Laurila, a lifelong friend of Dean Awn, addressed the gathering. In a poignant series of tributes, speakers recounted memories, told anecdotes, and paid their respects to a figure who dedicated his life to the pursuit of excellence in education, but most importantly, to education that is accessible to all. To close the ceremony, President Mion and Dean Rosen-Metsch unveiled the plaque honouring Dean Awn that will henceforth adorn the entrance of the bibliothèque, a sacred space that symbolizes knowledge and education and where students spend countless hours during their studies.

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U7+ Alliance: A University Alliance To Weigh in on the G7 Agenda

The 1st U7+ Summit took place at Sciences Po
  • U7 Alliance Summit at Sciences Po in July 2019 ©Sciences PoU7 Alliance Summit at Sciences Po in July 2019 ©Sciences Po

Under the high patronage of the President of France, Emmanuel Macron, the first annual U7+ Alliance Summit took place at Sciences Po on July 9 & 10, 2019, with 47 university leaders from 18 countries. The purpose of the summit was to formalise and vote on a series of founding principles for the U7+ Alliance, and for universities to commit to associated concrete actions to tackle global issues, within their own communities, in the context of the upcoming G7 Summit in Biarritz in August 2019.

Weigh in on the Multilateral Agenda

The U7+ Alliance is an international alliance of university leaders, from G7 countries and beyond, who are committed to academic freedom and scholarly values and convinced of the key role of universities as global actors, to engage in discussions leading to concrete action to address pressing global challenges. It is the very first alliance of university leaders aimed at structuring and advancing their role as global actors across the multilateral agenda.

French Minister of Higher Education, Research and Innovation, Frédérique Vidal, opened the inaugural summit with a powerful message: "The U7+ summit that is about to open will be a unique space for debate on the global roles of universities beyond academia." Frédéric Mion, President of Sciences Po, addressed the conference room stating, "This meeting is not yet another academic symposium, nor is it a place for us to advocate for increased support. This summit is a circle for group reflection and action on the future and development of higher education in the world, and our role as global players."

At the July 9 & 10 Summit, the U7+ Alliance members voted and adopted 6 principles to address 5 major challenges of the multilateral agenda:

  • Universities as key actors in a global world
  • Climate and energy transition
  • Inequality and polarized societies
  • Technological transformation
  • Community engagement and impact

Six Principles Voted; 247 Individual Commitments to Action Made

Associated with the 6 adopted principles, 247 individual commitments to action were made by U7+ Alliance universities. 

>>> Read the final U7+ declaration

  • Principle 1. We recognize that the U7+ embodies our common will to identify and address the global challenges our contemporary societies face in order to accelerate the development of solutions. We commit to pursuing joint action through the U7+, including meeting each year in the context of the G7 process, so that our actions can weigh in the discussions and contribute to making positive change a reality.
  • Principle 2. We recognize that our universities have a distinctive responsibility to train and nurture responsible and active citizens who will contribute to society, from the local to the global level.
  • Principle 3. We recognize that our universities have a major role to play in addressing the environmental issues and challenges to sustainability such as climate change, biodiversity and energy transition. This should include leading by example on our own campuses.
  • Principle 4. We recognize that universities have a distinctive and major responsibility in widening access to education and promoting inclusion and opportunity. We will also foster respectful and evidence-based public debate, in order to combat polarization in our society. 
  • Principle 5. To engage with stakeholders and solve complex issues of global relevance we recognize that universities must promote interdisciplinary research and learning, in particular bridging in our research and teaching between social sciences, humanities, the life sciences and STEM disciplines.
  • Principle 6. We recognize that the U7+ has the power to serve as a lab to consolidate best practices that can be shared both within our network and more broadly with universities and similar institutions worldwide for inspiration.

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Blended Learning: Focus of the 2019 International Teaching and Learning Workshop

  • Delphine Grouès ©Sciences PoDelphine Grouès ©Sciences Po

This June 2019, Sciences Po hosted the second annual Teaching and Learning Workshop with our global university partners to discuss, debate and share research and methods on the latest innovations in education. This year, the focus was "Blended Learning and Educational Impact," with participants from Harvard University, the National University of Singapore, the Ecole Polytechnique de Lausanne, LSE, King's College London, the African Leadership University, and more.

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Lifting the Barriers to Female Entrepreneurship

Sciences Po's Women in Business Chair
  • Anne Boring ©Sciences PoAnne Boring ©Sciences Po

Whether setting up a new business, negotiating a pay rise or taking on more responsibility in the workplace, women can be supported in reaching leadership positions. As of 2018, Sciences Po's Women in Business Chair aims to improve understanding of the obstacles women face and spearhead action to remove them. Interview with Anne Boring, researcher in charge of the Chair. Anne’s work focuses on the analysis of gender inequalities in the professional world.

Anne Boring, the idea for this chair began with an observation: that fewer female students at Sciences Po are involved in creating start-ups than their male counterparts...

Yes, the idea was sparked three years ago when I was doing research for PRESAGE, Sciences Po's Gender Research and Academic Programme. Maxime Marzin, Director of the Sciences Po Business Incubator, told me about a phenomenon she had observed: that female students at Sciences Po are less involved in the creation of start-ups than their male counterparts. This is despite the fact that 50% of the two to three hundred students attending the introductory course in entrepreneurship each year are women, whose results are good and on par with those of the men. This phenomenon can also be observed outside of Sciences Po. For example, only 26% of the beneficiaries of National Student Entrepreneur Status (figures 2015-2016) are women. Our interest in this anomaly led us to travel to Stanford, USA, to study best practices in Silicon Valley. We returned to Sciences Po with the idea of creating a Chair, whose aim would be to lift the barriers to the development of women's entrepreneurial and professional ambitions.

Have you identified any of the specific barriers that hold women back from starting up a business? 

Along with Alessandra Cocito, who founded a start-up and teaches at the Centre for Entrepreneurship, I’ve been interviewing female Sciences Po students to find out what prevents them from taking the plunge. The main obstacles that we’ve identified are a lack of self-confidence, an absence of belief in their own credibility, difficulty managing risks, less appetite for competition, scarcity of female role models, qualms about public speaking, and a sense of isolation when operating in an environment where women are very much the minority. More broadly speaking, these are also the barriers to women taking up leadership positions within companies.

How will the Chair be linked to teaching at Sciences Po?  

The Chair is intended to work with the different Sciences Po entities: the Undergraduate College; the various Masters programmes; PRESAGE and the Careers Service. In particular, the Chair is intended to develop a better understanding of which competencies female students need to develop to prepare female students for the obstacles they are likely to come up against. Research shows that women tend not to develop as many of the core skills in the workplace as men, including some soft skills. To give an example that might seem a bit caricatured but is described in the research, let’s consider the so-called ‘good female student’. During her studies she’ll keep a relatively low profile, she won’t speak up a lot in class and is unlikely to advertise or promote her abilities. Social norms and conventions often value modesty among women. However, once women enter the job market, making their skills and competencies known becomes essential to progressing in their careers. Women find themselves at a disadvantage to men who are more used to speaking up, making their voices heard, and putting themselves forward. 

How will your work have an impact?

Our work will have an impact through research, training, and improved dissemination of good practices. On the research side, the objective is to forge collaborations with researchers in the areas of economics, sociology and psychology, to create new teaching strategies and workshops designed to empower women. The Chair will also inform the wider public about effective ways of fostering entrepreneurship and promoting women's leadership. It is this combination that makes the programme particularly innovative: offering new teaching based upon the research and becoming a resource for all institutions wishing to establish teaching programmes. Our effectiveness in this area will have been proven by a scientific approach.

You have previously said that institutions are often misguided in their attempts to facilitate women’s access to positions of responsibility and that the effect of some initiatives is actually counterproductive.

Companies understand that it is in their interest to have more women in positions of responsibility. Their intentions are generally well-meaning and some companies go as far as establishing specific initiatives. However,  the research shows that some of these initiatives can be counterproductive; they may even contribute to strained working relations between women and men, and in some cases reduce promotion opportunities for women. Furthermore, there is a notable lack of communication between researchers studying these issues and the companies themselves. This Chair is also intended to improve the information companies receive about initiatives whose impact has been evaluated scientifically.

Does the Chair aim to bring about lasting changes in attitudes?

As an economist, I don’t necessarily seek to change attitudes, but I do want to inform decision-making, for example by improving understanding of how women's career choices are shaped. Research shows that women tend to choose studies that lead to careers that are less well-paid and have inferior career development prospects. These choices are largely influenced by gender stereotypes and a lack of information. If women better understood how these stereotypes influence their choices, and if they were better informed about the consequences of their choices, they might make career decisions that are better aligned with their true ambitions. My objective is the following: to help women achieve their own individual ambitions.
The Women in Business Chair was created at the initiative of the Sciences Po Centre for Entrepreneurship, in partnership with the Sciences Po Interdisciplinary Laboratory for the Evaluation of Public Policies (LIEPP) and the Gender Research and Academic Programme (PRESAGE). It is supported by the CHANEL Foundation and Goldman Sachs.

Anne Boring is an Assistant Professor in the Department of Economics at Erasmus University Rotterdam and associate researcher at LIEPP and PRESAGE. Her work has a particular focus on econometric analyses of gender inequalities in higher education and the world of work.

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Introducing Sciences Po's New Researcher

18 new researchers were recruited for the start of the 2018 academic year at Sciences Po
  • Jeanne Hagenbach ©Caroline Maufroid, Sciences PoJeanne Hagenbach ©Caroline Maufroid, Sciences Po

With the arrival of 18 new academics this year, Sciences Po proves its status as a highly attractive global centre for research. As well as contributing to the university’s network and research output, these new additions to the faculty will play a vital role in the education of students, introducing them to the latest developments in the humanities and social sciences. Scroll through to learn more about their research interests and backgrounds or download the pdf (4.84Mb).

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Priorising Mental Health at Sciences Po

  • Students at a lecture in Sciences Po ©Sciences PoStudents at a lecture in Sciences Po ©Sciences Po

With a busy academic schedule and a wealth of extra-curricular activities to balance alongside, life at Sciences Po can feel intense at times. With this in mind, the university is committed to prioritising questions of mental health and promoting the welfare of its students. It sees the provision of emotional and mental support as a responsibility of equal importance to teaching in order to help students reach their full academic and personal potential at Sciences Po.

The Sciences Po Health Centre provides a number of different services in support of student well-being.

Psychological Support

To help students manage their psychological health, Sciences Po offers individual meetings with mental health professionals appointed to listen and to provide personalised support and counselling. French, English, and German speaking psychologists are available by appointment. Find out more.

Anyone registered with the French social security system can also access France’s specialised BAPU psychological support centres for students (Bureaux d’aide psychologique universitaires), which are free of charge with your student card.

On the Reims campus, two general doctors and two psychologists are on site all week.

Wellness Workshops and Stress Management

Sciences Po offers an innovative range of personal development tools focused on stress management, mindfulness, meditation, and creativity. These include workshops in self-massage, sophrology, and various exercises designed to relieve physical and mental strain.

Art and Creativity Workshops

The various creative workshops available at Sciences Po provide students with a counterbalance to their studies and an opportunity to express themselves outside of academic assignments. An art therapist is also available to help students manage stress through creative activities.

Yoga in the Classroom

Bringing the methods of the Health Centre into her classroom at Sciences Po, lecturer Sophie Flak incorporates yoga breaks into her Master’s course on sustainable development and communications. She explains that yoga can aid concentration and recall as well as easing stress and anxiety, making it as useful academically as personally.

Talk to your Advisor

As well as the services offered by the Health Centre, students are always encouraged to speak to their Academic Advisor regarding any problem they encounter during the course of their time at Sciences Po, whether academic or personal.

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The Alliance Programme Celebrates Its 15th Anniversary

  • 15th Anniversary event ©Pascal Levy/Paris 1 Panthéon-Sorbonne15th Anniversary event ©Pascal Levy/Paris 1 Panthéon-Sorbonne

On 10 October in Paris, a symposium titled “Bridging Ideas” marked the 15th Anniversary of the Alliance Programme, an innovative partnership between Paris 1 Panthéon-Sorbonne, Columbia University, École Polytechnique and Sciences Po.

This academic event gathered over 150 participants from the four universities, who collaborate to develop scientific partnerships and exchange through joint projects, visiting professorships, doctoral mobility grants, and student-driven initiatives.

“What the Alliance Program shows is that innovation in higher education is often made possible thanks to the mutual respect and trust between the men and women who work daily within our institutions to advance initiatives for generations to come”, said Frédéric Mion, President of Sciences Po.

Frédéric Mion stressed the strategic importance of the Alliance program in fostering the relationship and collaboration between France and the United States: “The Alliance Program has significantly contributed to ensuring that the dialogue between France and the United States has remained open and active, and has as such not only remarkably fulfilled its role as a tool for transatlantic academic and scientific cooperation, but has also succeeded in reinforcing the contribution of universities such as ours to global civic debate.”

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Bridging research and teaching

  • Paris Campus Library ©Sciences Po / Manuel BraunParis Campus Library ©Sciences Po / Manuel Braun

In June 2018, Sciences Po held the first edition of the International Teaching and Learning Workshop, around the theme: Putting Theory into Practice: Bridging Research and Teaching.

Colleagues from LSE, King's College, Harvard University, Princeton University, University of Columbia, Hertie School of Governance, Bergen University, Instituto de Empresa, Polytechnique, National University of Singapore, and many more discussed and shared best practices in pedagogical innovation linking research and instruction. Hear from participants.

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Searching for the Grand Paris

  • À la recherche du Grand ParisÀ la recherche du Grand Paris

What is the reasoning for the Grand Paris? What does the transformation of the relationship between Paris and its suburbs imply? Sign up for the second edition of the MOOC: "Searching for the Grand Paris" available on Coursera*.

*To view this teaser with English subtitles, click on the "CC" button on the bottom right of the video, then click "English."

In partnership with the City of Paris, “Searching for the Grand Paris” is an original MOOC animated by the Dean of the Sciences Po Urban SchoolPatrick Le Galès, featuring accounts from residents, association representatives, experts, and researchers. 

The MOOC contains archival footage and documents, as well as a comparative analysis of Brussels, London, and other French cities. Combining historical and comparative approaches with a discussion of controversial topics, it also reflects upon the notion of scale and questions what is at stake in the implementation of the Grand Paris. It discusses the evolution of Paris and its region, as well as issues such as ethnic and social segregation, economic growth, safety, the environment, housing, transportation, city construction, education, and culture.

“Searching for the Grand Paris” is not exclusively directed towards universities. It is free and open to the general public. This dynamic MOOC was made in collaboration with students from the University of Sciences Po along with many other contributors.

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CORE: A different way to study economics

  • Yann Algan presenting CORE ©Sciences PoYann Algan presenting CORE ©Sciences Po

In recent years, students and teachers alike have come to realize that there is an insufficient culture and knowledge of economics in our society. The study of economics and the reality of how our world operates differ enormously. This realization led to the creation of CORE, a new course and manual developed by professors of economics from around the world, including Yann Algan at Sciences Po. The goal of this course: to show that economic tools, often considered too abstract and theoretical, can help solve real-world problems and crises.

"What is the most urgent issue that economists should address?" - "Inequalities!" shout students all around the world when prompted. But there is also climate change, financial instability, unemployment. Faced with these expectations, economics courses disappoint or even divert students from the subject.

"During the 2008 crisis,” explains Wendy Carlin, Professor of Economics and Macroeconomics at UCL and co-author of CORE, “economics students were embarrassed: they went home to celebrate the holidays and when their families asked them for explanations, they were unable to give them any answers."

Too theoretical, too far removed from contemporary issues

It is from this observation that the CORE project was created in 2016 (CORE: Curriculum Open Access Resources in Economics): if citizens of the world are so critical vis-à-vis the economy, it is undoubtedly that the way it is being taught is partially responsible. "The teaching of economics is strongly questioned around the world, and particularly in France, because it is considered too theoretical, too far removed from major contemporary issues, and too reductive on human behavior", explains Yann Algan, Economist and Professor at Sciences Po and one of the authors of the project. CORE, “an open-access platform for anyone who wants to understand the economics of innovation, inequality, environmental sustainability, and more”, is led by a team of researchers and teachers from around the world, and already used in over a hundred universities in the world.

"The greatest resistance to change,” continues Yann Algan, “is the lack of alternatives. To make concrete changes, we needed a tool that could be immediately implemented in the classroom.” That is the objective of the CORE ebook, The Economy, a completely free online manual. The French version has just been published online; students from Sciences Po and the Toulouse School of Economics have been using it since last September.

Teach the economy as if the last 30 years had taken place

To better meet the expectations of students, this new method of teaching economics takes the opposite route of conventional textbooks, based on a simple idea: to study reality. First and foremost, the reality of human beings, who are able to both think of their own self-interest, but also capable of cooperating, and being generous. Oddly enough, this has little or nothing to do with the abstract homo economicus depicted in traditional textbooks. The reality of today's world, which takes into account recent discoveries from economics research, addresses issues related to the environment, economic instability, and inequality. The reality of human and social science is not an isolated object but one that is enriched by the contributions of law, history, sociology. "We cannot understand a company if we ignore the power, politics or social law," notes Samuel Bowles, Arthur Spiegel Research Professor and Director of Behavioral Sciences Program at the Santa Fe Institute, and co-founder and author of CORE. “We have made fundamental changes in how we represent individuals, and how we represent our interactions.”

Thus reinvented, the study of economics turns to search for resolutions of the current problems we face. It does not limit itself to opposing the thinking and theories of the great economists, deemed forever irreconcilable: "We don’t want to juxtapose and compare economists’ views," explains Samuel Bowles. "We do pluralism by integration. We borrow heavily from great economists and create new paradigms."

About CORE: Curriculum Open-access Resources in Economics

CORE-based courses have already been taught as a general introduction to economics in more than 100 universities around the world. Since its launch in 2016, more than 60,500 users in 186 countries and more than 6,100 teachers in 131 countries have used CORE. The paper version of the English eBook has already been reissued six times to reflect demand. Translations into Farsi, Italian, Spanish, Portuguese, as well as an adaptation for Southeast Asia are in preparation. An enriched website was launched in September 2017 and a new project adapted to an audience of non-specialists in economics was recently developed by 20 universities.

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Artillerie: discover our future campus!

  • ©Sogelym Dixence / Wilmotte & Associés  / Moreau Kusunoki / RSI Studio©Sogelym Dixence / Wilmotte & Associés / Moreau Kusunoki / RSI Studio

A new chapter in Sciences Po’s history is beginning. The redevelopment project chosen for the Artillerie site acquired in late 2016 has been unveiled: it is the work of the team led by Sogelym Dixence with architect Jean-Michel Wilmotte. Beyond the architectural challenge of transforming a seventeenth-century novitiate into a sustainable, innovative university campus, this plan represents a complete renewal of Sciences Po after 150 years of existence.

Sciences Po acquired the Artillerie site in December 2016 and launched a competitive negotiation process to redevelop it in early 2017. The consortium that has won the contract is a real dream team made up of leading names in architecture, campus specialists and sustainable building experts. Alongside the property developer Sogelym Dixence, the consortium brings together architecture firms Wilmotte & Associés and Moreau Kusunoki, and international higher education specialist Sasaki (read more in our press release (pdf, 56 Kb).

A sustainable, innovative campus

It is no small challenge to transform a seventeenth-century novitiate into a campus capable of adapting to tomorrow’s higher education needs and still remain true to the university’s identity, which has been 150 years in the making. The result is a measured, elegant architectural design that sets off this exceptional heritage to full advantage while creating spaces that look to the future. 

A campus to attract talent from around the world

With this new 14,000 m2 site, Sciences Po will consolidate its historic grounding in the heart of Paris and enhance its profile. Redesigned and streamlined, Campus 2022 will be better organised, more coherent and able to cater optimally to more than 10,000 students and 200 faculty members in the middle of the capital. This world-class urban campus worthy of one of Europe’s leading research universities is destined to attract top faculty and students from around the world.

Find out more

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FORCCAST et 340 étudiants simulent un sommet sur le futur de l'alimentation à Reims (test anglais)


Dans le cadre du stage de pré-rentrée des nouveaux étudiants du campus, FORCCAST, le programme de Formation par la Cartographie des Controverses à l'Analyse des Sciences et Techniques, a animé la simulation d'un sommet mondial.

Durant 5 jours, les étudiants ont appris, se sont initiés à la prise de parole en public et à la négociation et ont partagé intensément cette expérience pédagogique complète et inédite.

En savoir plus sur le stage de pré-rentrée du campus de Reims.

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Reims campus: Introducing 8 teaching fellows for 2017/2018

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Dr Benedikt ErforthDr Benedikt Erforth

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

Benedikt Erforth is a Teaching Fellow at Sciences Po's Euro-American program in Reims. He completed a PhD in International Studies at the University of Trento (Italy) in 2015.

His research interests include international relations theory, international security, and foreign policy analysis. He has published in Millennium, the Cambridge Review of International Affairs, and the European Review of International Affairs. He also is a contributor to Foreign Policy Blogs and former contributor to Think Africa Press.


  1. Lecturer for the second year undergraduate core course "Theories of International Relations"
  2. Lecturer for the second year undergraduate elective course "Europe in the World"

Lise Herman, PhDLise Herman, PhD

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

I am a Teaching Fellow in Political Science at Sciences Po (IEP de Paris - Euro-American campus, Reims) and also work as an external analyst for Oxford Analytica on French and Hungarian politics. My broad research interest is in the crisis of modern representative democracy, and I seek more specifically to develop theoretical and methodological tools to study the role of political parties in this crisis.

My PhD in European Studies, defended at the London School of Economics and Political Science in March 2016, was awarded in April 2017 the UK Political Studies Association (PSA) McDougall Prize for best thesis in representation and elections studies. In my doctoral research, I studied the discourses of a total of 118 grass-root party members in an established and a newly established European democracy, France and Hungary. I assessed and compared the democratic merits of these discourses using the works of contemporary political theorists (such as Russell Muirhead, Nancy Rosenblum, Jonathan White, Léa Ypi, Amy Gutmann, etc.) as the basis for my theoretical framework. Methodologically I have relied on focus-groups and software-assisted textual analysis.

My work is published in the American Political Science Review and in the European Political Science Review, as well as in online journals such as the LSE Review of Books and Books and Ideas. I have a co-edited book (with James Muldoon) forthcoming with Routledge on the mainstreaming of far-right populism, as well as articles under review with Party Politics and the British Journal of Political Science.

Main publications

Peer-reviewed articles:


  • Lecturer for the second year undergraduate elective courses "Parties and Democratic change: Europe and the US in comparative perspective" (1st semester) and "Trumping the mainstream, Right-wing populism in the 21st century" (2nd semester).
  • Seminar leader for two sections of the first year undergraduate core courses "Comparative Constitutional Law" (1st semester) and "Introduction to Political Science" (2nd semester).

Ines Charlotte MosgalikInes Charlotte Mosgalik

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

I am a Teaching Fellow at Sciences Po (Euro-American Programme, Campus de Reims).

My research contributes to the vast interdisciplinary field of demand-side energy research. I am, more specifically, interested in the framing of domestic electricity consumer narratives, focusing on the currently biggest EU member countries as well as the EU-level of governance as such. I cover the time period starting with the first Oil Price shock and ending with the endorsement of the large-scale roll-out of so-called ‘smart meters’ in 2009.

I have been educated at the University of Konstanz, Germany, and at Sciences Po Paris.


I have contributed to both purely academic publications (Oxford University Press) as well as policy papers of leading international organisations (OECD) and companies (Fondation EDF).


I am in charge of animating seminars accompanying Professor Piketty’s “The Long European 19th Century” and Professor Ndiaye’s “20th Century Empires” main lectures.

I also propose a BA seminar exploring the issue of “Living sustainably in an era of energy overconsumption”, related to my own research.

Gaetano Di Tommaso

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

Gaetano Di Tommaso is a Teaching Fellow at Sciences Po in Reims (Euro-American Programme). He  holds a joint PhDin contemporary history from Sciences Po - Paris and the University of Bologna.

His broad research interests are in American and transatlantic history and he has worked specifically on the problem of access to and control of energy resources during the twentieth century.


  • Seminar leader for the first year undergraduate core courses "The Long European 19th Century” (1st semester)
  • Seminar leader for the first year undergraduate courses “20th Century Empires” (2nd semester)
  • Lecturer for the second year undergraduate elective course “Energy security in the contemporary world” (1st semester)

Federico Manfredi FirmianFederico Manfredi Firmian

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

Federico Manfredi Firmian is a Teaching Fellow at Sciences Po, in the Europe-North America programme in Reims. He holds Master’s degrees from the Harvard Kennedy School and the City University of New York, and is currently a Ph.D. candidate at the Sorbonne. His research interests include the geopolitics of energy and international relations in the greater Middle East. He has conducted extensive field research in Afghanistan, Iran, Iraq, Turkey, Syria, Lebanon, Israel and the Palestinian territories, Jordan, Egypt, Libya, and Tunisia, and has worked as a political risk consultant on matters related to political and economic outlook, energy, and security.

Main publications

Manfredi Firmian has published in World Policy Journal, H-Diplo, the World Bank En Breve Series, and news related magazines and websites. He is currently working on a longue durée analysis of the political economies of Syria and Iraq.


  • Lecturer in the second-year undergraduate course “The Geopolitics of Energy.”
  • Lecturer in the second-year undergraduate course “The War in Syria: US and European Policies.”
  • Seminar leader in the first-year undergraduate courses “Political Institutions” and “Introduction to Political Science.”

Camila Niño Fernández

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

Camila Niño Fernández is a Teaching Fellow in Economics at Sciences Po, in the EuroAmerican programme in Reims. She holds a Ph.D degree from Aix-Marseille School of Economics. She holds a Master’s in Public Economics from Aix-Marseille School of Economics and a Master’s in Economics from Los Andes University (Colombia). Her research interests include the income taxation, income redistribution, the role of education as a tool for economic mobility. 


  • Teaching Assistant for the course “Principles of Economics” (1st year)
  • Lecturer in the “Introduction to Public Economics” second year major in Economics
  • Lecturer in the seminar “Economics of poverty and income inequality” (2nd year)
  • Lecturer in the seminar “Economics of Education” (2nd year)

Stavros PantazopoulosStavros Pantazopoulos

Teaching Fellow, Euro-American program, Reims Campus

Education and research interests

Stavros Pantazopoulos is a Teaching Fellow at Sciences Po (Euro-American Programme, Campus de Reims). He is a PhD candidate in public international law at the European University Institute under the supervision of Professor Nehal Bhuta. His research focuses on the protection of environment during and after an armed conflict.

Stavros holds an LLB and an LLM in international law from the University of Athens, an LLM in international law from the London School of Economics, and an LLM in Comparative, European and International Laws from the European University Institute. He has also visited the University of Michigan Law School as a Michigan Grotius Research Scholar.

Main publications

Stavros has published in the fields of international environmental law, law of armed conflict, and autonomous weapons systems.

  • ‘Protection of the Environment During Armed Conflicts: An Appraisal of the ILC’s Work’ (2016) 34 Questions of International Law 7-26
  • ‘Autonomy and Uncertainty: Increasingly Autonomous Weapons Systems and the International Legal Regulation of Risk’ in Nehal Bhuta et al, Autonomous Weapons Systems: Law, Ethics, Policy (Cambridge University Press, 2016) 284-300 (co-authored with Nehal Bhuta)


  • Lecturer for the second year undergraduate elective course "New Wars, New Laws? Use of Force and the Conduct of Hostilities in the 21st Century" (2nd semester).
  • Lecturer for the second year undergraduate elective course "Human Rights as a Response to Global Challenges: One-size-fits-all?" (2nd semester).
  • Seminar leader for three sections of the first year undergraduate core courses "Introduction to Public International Law" (1st semester).

Arianna Sforzini

Teaching Fellow, Euro-American and Euro-African programs, Reims Campus

Education and research interests

Arianna Sforzini is a Teaching Fellow at Sciences po – Reims (2017-2018) and an associated researcher to the Bibliothèque nationale de France (2016-2018). She is a member of the Association pour le Centre Michel Foucault, and has been a post-graduate fellow at ICI Berlin – Institute for Cultural Inquiry (2016-2017). She wrote a Ph.D. dissertation on the role of theatre in the philosophy of Michel Foucault (2015, Université Paris-Est Créteil / Università degli Studi di Padova).

Main publications

Latest books: Les scènes de la vérité. Michel Foucault et le théâtre (Pessac: Le Bord de l’eau, 2017); Michel Foucault. Une pensée du corps (Paris: Presses Universitaires de France, 2014). Co-editor of Foucault(s) (Paris: Publications de la Sorbonne, 2017); Michel Foucault: éthique et vérité (1980-1984) (Paris: Vrin, 2013); Un demi-siècle d’Histoire de la folie (Paris: Kimé, 2013).


  • Lecturer for the second year undergraduate elective course "Les politiques du genre" (1st semester).
  • Lecturer for the first year undergraduate course "Parcours de la violence" (1st/2nd semester, two groups).
  • Lecturer for the first year undergraduate course “L’expérience politique à l’épreuve de la violence” (1st/2nd semester).
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