Abstract:

We present an original deployment of a competence-based approach in a three years’ curriculum to prepare and achieve a Services Innovation Management (SIM) master's degree at the University of Paris-Est Marne-la-Vallée (UPEM). Our purpose is to build on a competence-based approach, as a mediation towards a sustainable ecosystem, which balances interactions between students, professionals and university and develops responsible forms of learning.

Context and scientific positioning: The SIM program promotes, in innovation management logics, the notion of engineering in two different fields: digital on one hand, targeting especially business analysts or digital project managers’ profiles, and on the other hand professional real estate with jobs of facility, property and asset manager. All students of SIM master are in apprenticeship (young people under contract of employment with a company). We seek to produce knowledge for action, using notions of situation (Suchman, 1987), context and meaning (Mucchielli, 2010), in an ecosystemic approach (Tansley,1936), centered on interactions more than on actors. Our purpose is to better understand how learning actors interact in an ecosystem connecting together students, professionals and academics, rather than the actors itself through professional situations. In this perspective competences play the role of a mediator (Coulet 2011).

Evaluation as a tool to build a sustainable training ecosystem, building on company sequences: the competence-based approach at the SIM master associates academics, professionals and students to produce five competences. It is one among the first experiences lead by the UPEM and the innovation task team « IDEA » of University Paris-Est using J. Tardif's method (2006) since 2014. In this communication, we specifically question the company sequences which represent half the time of the learning program. We mobilize a methodological system combining evaluation and self-evaluation tools, as well as questionnaires to evaluate and understand how evaluation dynamics link in a narrower way the actors toward a common goal of learning throughout competence acquisition.

Development prospects: From the promising results of the deployment of competences during the companies sequences, our program aims at methodologically systematizing competences as quality-analysis metrics for academic programs, notably to complete traditional approaches followed during official accreditation processes.

References:
[1] Coulet, J-C.(2016). « Les notions de compétence et de compétences clés : l’éclairage d’un modèle théorique fondé sur l’analyse de l’activité », Activités [En ligne], 13-1 | 2016, mis en ligne le 13 avril 2016, consulté le 20 mai 2016. URL : http://activites.revues.org/2745
[2] Goudreau, J., Pepin, J., Dubois, S., Boyer, L., Larue, C. and Legault, A., 2009. A second generation of the competency-based approach to nursing education. International Journal of Nursing Education Scholarship, 6, 1-15.
[3] Mucchielli, A. (2010). Communication & Influence. Approche situationnelle, Les Editions Ovadia, Nice, 124 p.
[4] Suchman, L. (1987). Plans and situated actions: the problem of human machine interaction. Cambridge: Cambridge University Press.
[5] Tansley A.-G. (1935), The use and abuse of vegetational concepts and terms, Ecology, Vol.16, N°3, p. 284-307.
[6] Tardif, J. (2006). L’évaluation des compétences. Documenter le parcours de développement. Montréal : Chenelière Éducation.

Keywords:

Learnings, Students, Interactions, Ecosystem, company sequences.