• 30 places in 3 Business Schools in India : we have really made the most of the relations we have with Bangalore. You don’t realize how huge the potential of this country is. A development project is underway in towns such as Bombay and New Delhi, the base being the same conditions as in Bangalore, but of course improved by past experience.


• 30 places at Ohio University for the Cluster Program: we are actively thinking about the possibility of sending 30 ESC students to Ohio who would then come back to Pau accompanied by American students, this would be equivalent to a six month period abroad. The same set up can even be envisaged with the Indian students. We would like to promote the transformation of our identity from « territorial » to « mobile », an essential quality for future employment, by mixing academic, cultural and professional experiences.

• How do you choose a country ?

As I was saying, various economic indicators guide our choices. The objective is to follow the great trends in terms of rapid development in the world. Otherwise why speak to our students about adaptability? It’s the case in India and in Brazil.
A large number of our partner universities are in the USA, as they are historical attractions.
Finally, we would like to sign agreements with developing countries that share our values and those of our students, those of the Little Big School.
We would like to think in terms of spirituality, of values, take a more humanist approach. It’s vital.
But you should also note how flexible we are in our relationships with foreign universities. Recently, an agreement was found for a student wishing to go to St Petersburg.

• Are there priorities ?

Considering that we can’t « cover the world » and that we don’t wish to disperse our actions, we concentrate on one country per continent:
          - Ireland for Europe
          - The United States for the North American continent
          - Brazil for South America
          - India for South-east Asia

• What are the stakes for the students ?

Firstly language. Today, speaking English is an established condition. That’s why a substantial amount of work is required upstream so that the students can adapt, exchange and learn more rapidly.
The perpetual movement in our economic environment results in an acceleration of exchanges at a global level and requires permanent adaptability of organizations and employees. This is a reality that is learnt in the field, by exporting know-how and ideas.

Today, we talk a lot about Outsourcing in terms of production relocation, with a strong industrial implication. However, in our case, it is more a question of exchanging gray matter, know-how and R&D. That’s why large companies relocate their R&D departments to emerging towns such as Bangalore. We have noticed a strong import of services and intelligence. It is difficult to understand this phenomenon and these intelligence campuses without experiencing them. Our students have to acquire a “mobile” identity.

• But also learn how to welcome foreign students ?

It’s part of a whole. The presence of foreign students is a fantastic opportunity to generate opportunities for exchanges, debates, presentations, etc…
Individual inward mobility implies a personalized welcome, organizing French lessons for foreign students, splitting them up and including them in groups of students who are working on projects and other assignments and, of course, at the end of their stay, assessment and the transmission of their results to the relevant universities. Our students make the newcomers feel perfectly at home so that they can study successfully.

Since January 2005, foreign students have been given the possibility to do a 6-month course in English: this program allows 30 second year students to practice English and to share in a multicultural experience with foreign students, before embarking on the Cluster program which is organized with Ohio University and the Finance and Management-Strategy departments of the Group.

Imagine a consulting project grouping American, Indian and French students and professors for businesses in this region: it could only be enriching.
The contribution of know-how and cultural open-mindedness is tangible, for the businesses, the students and the teachers.
In the same way as our students had to understand and adapt to Indian work logic and methods in Bangalore, this situation will confront foreign students with French culture - and a strong local identity – applied at a personal and professional level.

• Do you demand a lot from the students ?

Yes, we impose high demands on the two courses.
For the Bachelor program, each student must do a 6- month placement abroad and have a good command of the English language. They must also obtain a result of at least 700 points in the TOEIC exam.
Internationalization of the entrepreneurial program is developed through double mobility, inward and outward, promoting « international mixes » Some routes, delivering a « double diploma » require up to18 months abroad.
These demands are high, but so are the benefits acquired by the students.

• What message would you address to the students in the ESC PAU Group ?

Make the most of all the contexts to develop your personal network, to learn tolerance, the respect of other cultures, to become a creator of international connections.