Abstract:

Since 2016, the Service Innovation Management department has been working on the deployment of the innovation management skills approach in its general Bachelor's and Master's degree courses in the digital (MITIC) and real estate (MIPI) fields. Competence is defined as complex knowledge of act and therefore explicitly refers to the situation in which the actor finds himself (Poumay et al. 2017). In these training courses, students alternate their training time, half of which is spent in companies and half at university. The student's activity in a company constitutes a significant part of his or her career path. It represents a potential for the production of the student's skills. Training by working, or using work as a learning support, is an opportunity to conduct a reflective analysis of skills acquisition through work-study (Argyris et al., 1978).

So how can this activity, which takes place outside the university, be taken into account in the validation of the training pathway? Who evaluates? The university? The company? On what? What explicit links can be established between activity in the company and training at the university? (Dunberry, 2007; Prairat, 2014).

The MIPI MITIC pathways are a privileged field of observation and action to answer these questions because, as of this year, the MIS department is exploring for the first time an accreditation model in competency format.

The communication questions the relevance of the notion of Training in Work Situation (FEST) (Caser et al. 2018) in the implementation of a system for evaluating students in companies on the skills the training focuses on. It is based on two original surveys aimed at company tutors and students to assess in particular the implementation of collaborative work between the company and the university as soon as the missions proposed to the student by a company are validated. On the basis of this information, the communication analyses how the skills portfolio fits into a FEST monitoring system and proposes an original annual approach based on four stages and on various tools that formalize the missions, the theme and access to data for the treatment of a problem.

Keywords:

Competences, Evaluation, Training in work situations.