English courses Spring 2018 ISTC · 2018. 1. 15. · 3. Consumer-based brand equity pyramid 4....

ISTC English Course Catalogue

ENGLISH PROGRAMME

SPRING 2018


LIST OF COURSES

SPRING SEMESTER

Course title Level Number of

ECTS credits Page

MODULES

Focus on Africa B1 3 3

Business news B2 2 5

Media Theory B2 2 7

Focus on Europe B2 3 9

Graphic Design for Social Media B2 3 11

Focus on North America B3 3 13

Brand and Communication Management B3 3 15

Communication and sustainable Dvt M1 1 18

Serious Game M2 3 20

Public Relation Seminar M2 1 23

Crisis Communication M2 1 27

Visual Communication All levels 3 30

+ French class

French as a Foreign Language All levels 4 32

(Intermediate

/Advanced)

+ OPTIONS

Foreign languages All levels 2 each Non available

Sport All levels 2 Non available


Focus on Africa

Level Bachelor 1

Semester 2

Number of ECTS credits 3

Language of instruction English

Teacher in charge _

Course description

Learning outcomes

- Being able to analyse the impact of history, culture on the communication processes in African

countries.

Prerequisites

- Being proficient in English

Content

- History of Africa

- Presentation of cultural aspects in Africa

- Analysis of communication (media, advertising…)

Workload

Type Number of hours Remarks

Practicals 12

Estimated homework 12

Total student workload 24


Teaching methods

• Lectures

• Debates

• Group work

Assessment

Oral presentation

Reading list


Business News

Level Bachelor 2

Semester 2



Teacher in charge M. LE FLOCH

Course description

Learning outcomes

- Growing aware of economic affairs through an organised, regular reading of the press.

- Analysing and grasping our strategic and economic environment.

- Appraising the various participating economic segments.

This course develops the following professional skills:

- Understanding, analysing and interpreting one’s environment (general knowledge), including the

global context.

- Developing your personality with an emphasis on values of integrity, open-mindedness,

tolerance, and respect.

- Being able to lead a team and manage projects from start to finish, including in an international

context.

Prerequisites

- Good level of academic English.

- In order to follow this course, students need to be curious and to follow important economic

events (reading the press, following current affairs on TV or on the radio).

Content

- Analysing the economic, political and social current events.

- Explaining daily news.

- Analysing and explaining current affairs in a given business segment.

- Creating economic files related to a business’ social or economic environment or current affairs.


Workload


Seminar 18

Homework 36 Reading and understanding economic

news, group assignments.


Teaching methods

• Analysis of documents

• Interactive classes

• Lectures

Assessment

Reading list


Media Theory

Level Bachelor 2

Semester 2



Teacher in charge Benjamin W.L. DERHY KURTZ

Course description

Learning outcomes

The course aims at understanding the mass media, mastering critical analysis of the content and

presentation, as well as the related vocabulary, in order to facilitate access to the globalized media

world.

Prerequisites

- Being proficient in English (be able to read a newspaper article, understand a radio or television

program, and be comfortable with the English-language online content).

Content

The first courses will study the media in the broad sense:

• History of mass communication and mass media;

• Written platforms: books, newspapers, magazines;

• Physical / oral platforms: lectures, plays;

• Industrial revolution: radio and television, different goals of different TV entities and measures of

'success' of these entities;

• Online technological revolution: websites, social networks, etc.;

• Transmedia

The course will then focus on the "media" part and especially on the mass media, at the theoretical,

critical and practical levels:

• Concepts of mass media, popular culture, globalization (Morin, Macé, etc.)

• Contents and audiences: global ratings and demographic categories (Ang); Bourdieu: the

"omnibus"; different audience attitudes: audience and "distinction" (Bourdieu), occasional

audiences, engaged audiences (Mittell)

• Ways in which the news outlets influence and are influenced

• Angles given to information, biases, advertisements in the form of false reports, etc.


• Space given in the media to certain subjects or parties / political figures

• Case studies (adaptations, Donald Trump, etc.)

• Group presentations

Workload


Lectures 18



Teaching methods

• Lectures

• Documents analysis (written, video, online)

• Group Presentations in class

Assessment

• Participation: 16,7%

• Group presentation: 16,7%

• Individual performance at the group presentation: 16,6%

• Final Exam: 50%

Reading list

Bourdieu, Derhy Kurtz, Jenkins, Macé, Mittell, Morin.


Focus on Europe

Level Bachelor 2

Semester 2



Teacher in charge _

Course description

Learning outcomes

- Being able to analyse the impact of history, culture on the communication processes in European

countries.

Prerequisites


Content

- History of Europe

- Presentation of cultural aspects in Europe


Workload


Practicals 12




Teaching methods

• Lectures

• Debates

• Group work

Assessment

Oral presentation

Reading list


Graphic Design for Social Media

Level Bachelor 2

Semester 2



Teacher in charge M-A D’Huslt

Course description

Learning outcomes

- Being able to create a page setup for social Medias or other supports (web and print)

- Gain knowledges on technical tools to work with professional partners (agency, community

manager, graphic designer, webmaster…)

Prerequisites


- Computer and Windows operating system skills.

Content

Theoretical knowledges

- Iconographic rules

- Printed and digital norms (resolution, size and color)

Practical skills (Adobe Photoshop and Illustrator)

- Create and custom photographic layouts (selection, color, transformation and adjustment)

- Design vectorial drawings (pictogram, logotype and illustration)

- Text tools

- Export and adapt a file depending on the supports (Website, magazine cover…)

- Page setup options for the main social Medias (Facebook, twitter, Linkedin, Pinterest,

Instagram…)

Workload



Lectures 18



Teaching methods

• For Photoshop and Illustrator:

- Explanation and demonstration of the tools

- Practical works (imposed and free subjects)

Assessment

• Design an advanced graphical layout with Photoshop and Illustrator

Reading list


Focus on North America

Level Bachelor 1

Semester 2



Teacher in charge T. Ragot

Course description

Learning outcomes

- Being able to analyse the impact of history, culture on the communication processes in North

American countries.

Prerequisites


Content

- History of North America

- Presentation of cultural aspects in North America


Workload


Practicals 12




Teaching methods

• Lectures

• Debates

• Group work

Assessment

Oral presentation

Reading list


Brand & Communication Management

Level B3

Semester 2



Teacher in charge Kamil Wyczynski

Course description

Learning outcomes

Throughout the course students you will learn:

� The role of brands, the concept of brand equity, the advantages of creating strong brands

� Three main ways of building brand equity – by properly choosing brand elements,

designing marketing programs and leveraging secondary associations

� Different approaches to measuring brand equity, and how to implement a brand equity

measurement system

� Alternative branding strategies and how to design a brand architecture strategy and devise

brand hierarchies and brand portfolios

� How to adjust branding strategies over time and across geographical boundaries in order

to maximise brand equity

Case study objective:

By working on case studies you will apply your knowledge on brand management referring it to

real business scenarios and international environments. In each case you’ll have to answer a series

of questions concerning the situation in which the studied company was in, discuss your answers

with your group mates and express your opinion on how would your group act if you had influence

over the decision making process.

Prerequisites


- Knowledge concerning the basic principles of Marketing

- Basic knowledge of consumer research methods

- Basic knowledge of positioning approaches


Content

List of topics:

1. What is a brand?

2. What is consumer based equity and why is it important?

3. Consumer-based brand equity pyramid

4. Brand Positioning – frames of reference (POD’s and POP’s)

5. Brand elements

6. Brands and supporting marketing programmes

7. Designing marketing programmes to build brand equity

8. Leveraging secondary associations

9. Measuring sources of brand equity

Students completing this module will have been given the opportunity to:

Participate in a combination of tutor and student-led learning. Students attend lectures,

participate in student-led discussions, and work as part of a team to solve problems.

Assessment is seen as an opportunity not only to test extent of achievement of learning outcomes

but also as an opportunity to extend and deepen the learning of the student.

Workload


Practicals 12 Lecture participation and group work


Total student workload 36 Directed/independent study;

preparation for assessments

Teaching methods

• Lecture – engaging students in a discussion related to the discussed topics

• Case studies – group work and a following in-class discussion of findings


Assessment

There will be two assessment criteria:

30% - Group case studies – This assessment focuses on student-led discussions, working as part of

a team to solve case study problems and sharing resulting findings with other students

70% - Final exam – This summative assessment on this module is an individual assignment which

involves students in the application of key marketing principles in addressing case study questions

and presenting their theoretical knowledge related branding and marketing communication.

Reading list

- Keller, K., L., 2013, Strategic Brand Management: Building, Measuring and Managing

Brand Equity, 4th

Edition, Pearson Education Limited

- Keller, K., L., 2008, Best Practice Cases in Branding: Lessons from the World’s Strongest

Brands, Pearson Prentice Hall

- Kotler P. and Keller, K., L., 2012, Marketing Management, 14th

edition, Prentice Hall


Communication & Sustainable Development

Level Master 1

Semester 2



Teacher in charge J.GOLDIAMOND

Course description

Learning outcomes

Students will gain a general understanding of the field of Communicating Sustainability and of its

centrality and importance to the achievement of Sustainability goals.

These goals are set by international organizations, such as the United Nations, as well as by special

climate conferences, governments, activists, NGOs, scholars, and businesses.

A paradox is that while a general consensus has been taking form as to the importance, broadness

and even urgency of change in the area, no one will argue that we are on pace with, say, the

United Nations Millennium Development Goals set for 2015.

This serves to underscore the importance of communicating sustainability effectively. At the same

time, there is much long-term reason for hope, if short-term optimism evades us. New models for

integrating sustainability into the firm’s activities bear the mark of originality and are quite

compelling.

Students will achieve a theoretical understanding of these models, how they differentiate from

more traditional approaches to Corporate Social Responsibility, and the implications they pose for

the Public Relations and Communications professional.

Students will achieve a clear understanding of the field of Communicating Sustainability.

Sustainability will be treated as a complex and evolving field, that embraces the intertwined

themes of the environment, economic development and prosperity, and social progress.

• Effective communications in the field of Sustainability

• Different frameworks of Sustainable Development

• Relation and differences between CSR and Sustainability approaches

• New models for integrating Sustainability into the firm’s activities

• Challenges to the communications professional


• Communicating Sustainability from the societal and firm perspectives

• Creating Sustainability communications plans

The course content will combine theory, case reviews, workshops and teamwork. Student teams

will create concept reports, creative briefs, and communication plans. Each team will treat 1 of 3

Sustainability cases: Chocolate slavery, Nespresso Ecolaboration, and KickStart.

Prerequisites

- Being proficient in English.

Content

The Sustainability Movement.

Introduction and overview.

Communicating Sustainability.

Choosing teams and selecting topic.

Workshop: developing a creative concept.

The Sustainability Story Part I.

To prepare, please:

• Research your topic.

• Read: United Nations Environment Program, “Communicating Sustainability: How to Produce

Effective Campaigns.”

http://www.unep.fr/shared/publications/pdf/DTIx0679xPA-CommunicatingEN.pdf

• Read: AdCracker, “How to write a creative brief.”

http://www.adcracker.com/brief/Creative_Brief.htm

Workshop: developing a creative brief.

The Sustainability Story Part II.

To prepare, please:

• Explore: Futerra, the sustainability communications agency.

http://www.futerra.co.uk/

Workshop: team presentations of sustainability communication plans around a key creative piece

(video, slides, or social media tool you have created).

Workload


Lectures 6

Practicals 12




Serious Game

Level Master 2

Semester 2



Teacher in charge L. Lavogiez

Course description

Learning outcomes

- Discovering the corporate world and companies’ various functions.

- The FirStrat game, through a simple model of how an industrial company functions, is an ideal

way

to grasp its systemic aspect. Students find out about the links between functions: procurement,

production, marketing, financial management.

- This simulation is based on a simple economic situation (two products, one market) and

introduces

students to managing a business in a competitive market subject to a changing socio-economic

environment. Participants discover in a playful spirit the significance of factors such as pricing,

advertising or the sales force, in corporate strategy.

- Learning about management and management control.

- Participants gradually learn the production process for accounting documents and their

terminology. They create their own financial indicators and charts. The lecturer uses the game’s

possibilities to facilitate “smooth” comprehension.

- FirStrat complements theoretical accounting and administration courses. This unit is particularly

helpful to consolidate fundamental notions and to develop skills in these areas.

- An opportunity to get to know each other better and to work together.

- FirStrat and the situations it brings about facilitate teamwork through a decision-making exercise.

From period to period, the team learns to organise in order to analyse results and to consider

decisions efficiently. Participants will understand more shrewdly competition and cooperation

logics

(competitive bidding and partnership agreements) and appraise their personal contribution to the

group.


Prerequisites

This business simulation game is organised at the beginning of 4th year. The main goal is to unite

teams and to promote student integration. This course will also brush up on corporate science

(accounting, administration).

Workload


Practicals 15

Estimated homework _


Teaching methods

• Seminar

• Group work

Content

- The course will comprise 12 simulation periods (a year of the company’s life). Teams will start at

the beginning of the 1st cycle (January) and will make 12 decisions overall (January to December).

- Training sequence:

February decision (2nd month) remotely.

Morning: 2 simulation periods (March and April).

- Challenge: working out the production cost for April.

- Afternoon: 3 simulation periods (May, June, July).

- Challenge: cash flow chart for July.

- August decision (8th month) remotely.

- September decision (9th month) remotely.

- Morning: 3 simulation periods (October, November and December).

- Afternoon: oral presentation by the teams (including preparation) and debriefing by the lecturer.


Assessment

Teams will be assessed collectively, based on these three points:

- The company’s “overall” performance.

Each virtual company is rated based on a score that takes into account the most representative

performance criteria (profitability, turnover, market share, etc.) The score also depends on the

team’s administrative skills (cash flow management, maintaining an acceptable debt level).

- The quality of materials turned in during the game.

Several “challenges” are organised during the course: working out a production cost, creating a

cash flow forecast chart, etc. These assignments are marked and each team is debriefed.

- The quality of oral presentations.

The final oral presentation is a summary of results and a justification of future strategic choices. It

is assessed based on recommendation consistency and analysis quality.

Reading list

_


Public Relation Seminar

Level Master 2

Semester 2



Teacher in charge J.GOLDIAMOND

Course description

Learning outcomes

Students will gain a general understanding of Public Relations, a field that plays an increasingly

central and pivotal role in an organization’s ability to attain its strategic objectives and fulfill its

mission.

Historically, Public Relations has been one of the two branches of an organization’s

Communications Strategy, along with Marketing Communications.

However, the field has been undergoing a rapid evolution, as Public Relations is increasingly seen

as a tool through which an organization can present a consistent image of itself to the various

stakeholders upon which its survival and success depend.

Students are expected to gain an understanding of several components of the Public Relations

field and to be able to combine them into an integrated approach. Areas treated include:

Corporate Reputation, Stakeholder Relations, Corporate Social Responsibility, Media Relations,

and Crisis Management.

Students will achieve an integrated view of Public Relations and an understanding of its role as a

key component of any organization’s Communications Strategy. The course will enable students to

gain a fundamental understanding of:

• The strategic role of PR.

• The relation between PR, Marketing Communications and Corporate Communications.

• Current trends in PR.

• Corporate Reputation.

• Corporate Social Responsibility.

• Stakeholder Relations.

• Media Relations.

• Crisis Management.


The course content will combine theory, case review, workshops and teamwork. Starbucks Coffee

Company will be explored and developed as a case study spanning the course.

Prerequisites

- Being proficient in English.

Content

- Corporate Reputation.

Introduction.

Presentation of “The Case”.

To prepare, please read the websites of Starbucks and Fairtrade (FLO, Max Havelaar) for a general

understanding of organizational missions.

- Stakeholder Relations.

Workshop: Corporate Reputation.

- Corporate Social Responsibility.

- Media Relations.

Workshop: EU Chocolate Debate.

- Crisis Management / Exam.

Workload


Lectures 18



Teaching methods

• Case study

• Seminar

• Group work


Assessment

• Participation and Workshops: 50%.

• Exam: 50%.

Participation: this component of your score refers to the QUALITY of your contribution to the

classes’ learning, including listening skills.

Workshops: class sessions are divided between lectures, discussion and workshops, which consist

of team assignments on practical themes. Workshop assignments will be specified during class

sessions.

Reading list

• Starbucks’ corporate website for an understanding of its CSR strategy.

• Starbucks Newsroom / 8 November 2010

(http://news.starbucks.com/news/starbucks+honored+with+most+ethical+company+in+europe+a

ward+for+second+year.print)

• Oxfam International / November, 2007: Ethiopia: Starbucks Campaign (Anatomy of a Win).

http://www.oxfam.org/en/development/ethiopia-starbucks-campaign-anatomy-win

• Foreign Policy in Focus (FPIF) / September 15, 2008: Starbucks v. Ethiopia.

http://www.fpif.org/articles/starbucks_v_ethiopia

• Coffee Politics / May 21, 2010: The saga of the Starbucks-Ethiopia affair.

http://poorfarmer.blogspot.com/2010/05/saga-of-starbucks-ethiopia-affair.html

Teaching methods

• Lectures

• Case studies

• Practical exercises

• Oral presentations

• Group work

• Profesionnals’ intervention

Assessment

• Participation and workshops: 50%.

• Final presentation and plan: 50%.


Reading list

See course description (handed out during the first class)


Crisis Communication

Level Master 2

Semester 2



Teacher in charge D.LEFEBVRE

Course description

Learning outcomes

- Grasping crisis communication techniques, tools and strategies, based on practical cases.

- Retaining crisis communication key elements: anticipation, post-crisis communication, media

training, writing a pitch, etc.

This course develops the following professional skills:

- Understanding, analysing and interpreting one’s environment (general knowledge), including the

global context.

- Designing and presenting a through-the-line communication strategy: drawing it up, presenting

and defending it (being able to justify the choices made).

- Implementing a communication plan (creation, budget, follow-up).

- Measuring, comparing and analysing the performance of a communication action.

- Being able to work with all professional partners (agencies, companies, etc.).

- Developing your personality with an emphasis on values of integrity, open-mindedness,

tolerance, and respect.

- Applying “principles” to every action: diligence, autonomy, interdisciplinarity, innovation,

inventiveness.

- Being able to lead a team and manage projects from start to finish, including in an international

context.

Prerequisites



Content

- Reminder: the basics of crisis communication.

- Studying and analysing practical cases.

- Work in subgroups on a crisis communication case: analysing the communication and making

recommendations.

- Sharing the cases analysed in subgroups: presentation and discussion.

- Recap and feedback about the learning elements related to crisis communication.

Workload


Practicals 24



Teaching methods

• Lectures

• Case study

• Research

• Group work

- Case studies to illustrate theoretical concepts.

- In sub-groups: crisis communication case selected by students.

- Books, newspaper articles and crisis communication tools are made available to students.

Assessment

1. Self-appraisal by students of their subgroup and other subgroups’ work.

2. Summative assessment by the lecturer, based on criteria defined beforehand:

a. Case study analysis (relevance, conciseness, detection of stakes, critical thinking)

b. Quality of the communication plan and recommendations (critical thinking, relevance and

feasibility of communication actions).

c. Quality of the oral presentation (persuasiveness, elocution, professionalism, PowerPoint

creation).


Reading list


Visual Communication

Level All levels

Semester 2



Teacher in charge Thierry Ragot

Course description

Learning outcomes

- Being able to analyse and work on a Brief in order to create a visual communication campaign.

Prerequisites


Content

- How to develop a strong creativity

- How to transform ideas in powerful lever


Workload


Practicals 12




Teaching methods

• Lectures

• Debates

• Group work

Assessment

Oral presentation

Reading list

_


French as a Foreign Language

Level Intermediate/Advanced

Semester 2


Language of instruction French

Teacher in charge C. Masse

Course description

Learning outcomes

- Improve grammar knowledge.

- Express yourself in French with more ease.

- Improve vocabulary, esp. in the business area.

Prerequisites

- B1 level in French

Content

- Grammar

o Revision of the past tenses (passé composé/imparfait)

o Learning of future, conditional, subjunctive tenses

o Relative pronouns

o Pronouns y/en as well as definite and undefinite articles

- Oral and written comprehension and expression

o Reading and listening of B1 – B2-level texts.

o Learn how to read a French press article, extract the main ideas and present them.

o Know how to express your opinion in a varied and toned manner on a topic.

o Know how to talk about yourself, your studies, your home country…

o Know how to make a 20-minute presentation on a chosen topic (ex: presentation of your home

country with the exciting stereotypes…).

o Understand a narrative text.


Workload


Practicals 15



Teaching methods

• Lectures

• Discussions

• Group work

Assessment

100% continuous assessment

Reading list

_

English courses Spring 2018 ISTC · 2018. 1. 15. · 3. Consumer-based brand equity pyramid 4....

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