Home>Collective projects to the service of professional insertion of our students

21.11.2017

Collective projects to the service of professional insertion of our students

Make it Work au théâtre des Amandiers en 2015 (crédits : Martin Argyroglo)

Collective projects rely on the active involvement of students in a project they realize, for, and with, an external partner. Collective projects transform the modes of learning of students, in involving them on a long period of time (a year), according to modalities similar to those encountered by professionals (group project management, regular collaboration and reporting with the partner) and this in order to acquire the soft skills desired by employers (collaboration, communication, creativity, critical reasoning).

This introductory module to project management (the collective project) offers master’s students a new way of learning (within the framework of common courses or at the urban school). Long-term project management is an exercise that students are not used to do in Sciences Po. Put in a professional situation, they develop therefore skills they can highlight in their curriculum vitae, and which help them in their research of internship or employment opportunities. Students are also offered with internship opportunities as soon as the end of the project, and are numerous to ask recommendation letters to the external partner.

Within the framework of Master’s common courses

Each year, a company, an association, a foundation, or other organization, in French or English, proposes a hundred of missions. Put in team of 3 to 5, students who do not know each other, coming from different masters, and often from different nationalities work together during the entire academic year. Indeed, the purpose is to put students in closed to real professional life situations.

Along the year, a professional from the partner institution, which meets with them at least once a month and remains available along the project, tutors them.

Each team must provide a monthly feedback to the collective projects service, which follows the good development of the project and intervenes if needed. Three individual follow-up meetings are organized during the year with the students, the partner and the service of collective projects.

At the beginning of each year, methodological workshops are proposed to the different teams (in French and English) :

  • Introduction to project management
  • Help with documentary research in collaboration with Sciences Po’ Library
  • Fund raising with the DSD from Sciences Po

In order to enable teams to exchange with each other numerically and to diffuse the actuality of the different groups, as they are accustomed to, a Moodle group was created. A repertory by themes of the different projects has been established. Tutorials should complete the Moodle group next academic year. It is also envisaged to create a Facebook page in order to facilitate the communication with the students.

What are students’ opinions ? Feedbacks are extremely encouraging !

A survey realized in April 2017 showed that students were, in their great majority, very satisfied of their own project. When asked about the strong points of their project, and notably about their professional skills they had to demonstrate, they evoke in the first place project and time management. It seems particularly interesting to underline that the importance of communication with the group and the partner project arrives in the third place only.

And from partners’ side ?

They are equally very satisfied. They appreciate the academic level of students and their capacity to grasp the complexity of the issues at stake. They also value multidisciplinary and international teams. The external approach offered by students is therefore extremely helpful.

The Urban School

At the Urban School, the “collective project” is happening along the year of Master 1. From October to June, students answer to a public a private organization’ offer on urban or territorial issues (housing, economic development, transport, mobility, etc.). The organization is called to play a key role in the pedagogical project and benefits form the results of a project rigorously led by the students. During one day and half by week, each team of 4 to 5 students work under the supervision of a tutor, specialist of the treated question (Stratégies Territoriales et Urbaines, Governing the Large Metropolis cycle d’urbanisme). The tutor provides a methodological help and brings advises and scientific credibility. The works of the groups can take many formal aspects: reports and presentations, videos, public presentation, exposition, organization of study trips. Students testify of enriching experiences: put in a professional mindset with its constraints and expectations, they begin to develop know-how and attitudes necessary to master on the work market.

To conclude, collective projects are an essential component of active pedagogy in Sciences Po, because they require students to use their academic qualities and know-how of their field to the service of an organization in a professional context.

Christine PIERS, Responsible of collective projects, Studies and Pedagogical Innovation Division, Sciences Po.

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