2023-06-10 07:54:59
It is therefore essential to be perfectly consistent with the expectations raised with candidates and their parents, particularly upstream in the so-called “recruitment and competition” processes.
To give rise to this momentum which will have to accompany our students and graduates possibly over several decades, it seems necessary to ensure that each student is taken into account in his or her individuality.
Thus, more than a technician or manager who organizes the deployment of a portfolio of programs, whether in the best possible qualitative conditions, the function of campus director must ultimately help to stimulate, thanks to and with the teams, a dynamic of construction in the uniqueness of each of the individuals who make up our student body.
This is precisely the reason why I make every effort to regularly remind you that when you have, as is currently the case on the Lyon campus of ESSCA, a student body of 1,200 students, they are indeed in the facts 1200 individualities that we have in front of us.
This is also what materializes the very extent and complexity of our responsibility, because it then appears to be essential to forge and maintain a link with each student to accomplish a mission which, in the end, consists of providing the best possible support. each in his construction as an individual, therefore in the revelation and development of his own talents.
What should also guide us in the exercise of our mission is to remember, by broadening the essential field of “student experience”, that the primary mission of a school is indeed to train individuals in their transmitting knowledge and skills, in particular thanks to and through quality academic content, but also to reveal to them the importance, to better give them a taste for it, of work and effort.
Touching on the vast and so important field of “soft skills”, and therefore of behaviors, should we not, coherently, regret that the requirement as a value is insufficiently or irregularly put forward, or even simply appears to be outdated or obsolete?
This is precisely the reason why I make it a point of honor to better bring to life and share these essential values, which are the requirementeffort and work, to regularly cite them, but also to remember that they are the corollary of those of responsibility and co-responsibility.
In other words, the underlying conviction that I express in this way is to get students to act to constantly surpass themselves and in no case be satisfied with any “minimum required”.
This is indeed a language of truth which I understand and assume can go once morest certain discourses. However, it is perfectly consistent, even with regard to our responsibility, also in terms of ambition for our institutions, which is therefore at the heart of our priorities, to work to align the quality of academic content with a spirit of rigour.
Just as our portfolio of training and specializations must respond, particularly in terms of content, to the demand for recruitment from companies, we must fully understand this ambition to allow the best professional integration of our students, as well as their development over time. .
And it is the success in the broad sense of their professional career that is at stake.
Admittedly, and this in itself is both happy and salutary, each of our future graduates will direct their lives according to their own expectations and aspirations. If he nevertheless does so with empathy, responsibility, commitment and rigour, and therefore with ambition and a quest to surpass himself, then we will have truly accomplished our mission.
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