REVISED GRID FOR MICRO LEVEL APPROACH

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REVISED GRID FOR MICRO LEVEL APPROACH

Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 1

Cover sheet

Country: FRANCE Sector: Bank IT Level: EQF Level: 5 NQF Level: 3

Institution (private / state): University of Versailles Saint Quentin en Yvelines (UVSQ) Public Institution

Name of the study program: DUT Marketing Techniques (DUT TC)

Duration (in years/months): four semesters, two years

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 2 1) State of play/ macro level

(please provide a short résumé of the macro level grid (1/2 – 1 page), how could the situation in your country be summarized concerning qualifications at Level 5 &6, what is the national context, (what is considered to be HE, how could the learning culture be characterized, etc.)

In France, all the qualifications are accessible as well after the initial education, or a

continuing education programme, as, for the most part of them, by means of validation of prior and experiential learning. The initial and continuing higher education system comprises many types of institutions (Universities, Institutes of Technology, Grandes Ecoles, secondary high schools, consular and private institutions ), which allow different levels of studies. Generally speaking, higher education in France is organized in four levels of degrees: high-level technician (DUT or BTS), Bachelor’s,

master’s, and doctorate’s. These levels of degrees cover three different types of education: job-focusing education, academic education and pre-vocational (qualification-granting) study.

A specificity of the French system is, on one hand, the existence of “grandes écoles” (higher education schools) - engineering and management schools - separated for a part of them from the university system, and, on the other hand, the existence of vocational training programmes implemented as well in secondary school (BTS and other certificates of high-level technician) as in sectoral bodies (Brevet professionnel, Certificat de qualification professionnel – vocational certificates).

The French higher education integrates in its programmes many possibilities for continuation, reorientation, insertion and resumption of studies. The short-term education programmes are implemented at the following institutions :

the Institutes of Technology inside the university ( IUT), which is granting the DUT (university degree of technology ), the university granting the DEUST diploma, the high school or other education institutions granting the BTS (certificate of high-level technician), private institutions, consular institutions (chamber of commerce and industry, guild chamber, or sector-related institutions granting recognized titles or vocational qualifications (CQP)). The long-term education programmes at the university granting Bachelor’s, Master’s or Doctorate’s degrees. The long-term programmes in specialized schools granting engineer titles or more or less equivalent recognized titles.

The higher education programmes in France are situated at levels III, II and I within the classification in term of levels of study (created in 1969). In this list, the levels are organized from I to V, in an decreasing order: the level I is corresponding to the highest level of qualification. The

classification of 1969 allows two approaches: the first one defines a hierarchy on the basis of learning pathway (generally translated in number of years of study), the second one defines a hierarchy on the basis of correspondence with jobs and positions that the holders of qualification can assume

according to the aimed job or position, with defined degrees of responsibility and autonomy. The levels III and II are corresponding to the levels 5 and 6 within the EQF system.

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 3 The national qualifications referential ( RNCP) lists the qualifications with a view to these two

approaches. This referential comprises approximately 11 000 qualifications related to higher education. The development of the RNCP allowed to improve the classic approach in terms of contents towards a presentation in terms of learning outcomes.

2) Short presentation of the institution and the selected program

(please provide a short summary about the institution and the background of the selected program you are presenting (origin and history of the selected program, accreditation and building process,etc, core elements of the organisational structure (e-learning, specific modules in the evening, weekend, assessment procedures, etc..)

Founded in 1991 and strongly supported by territorial bodies, the University of Versailles Saint-Quentin en Yvelines (UVSQ) is participating to the Yvelines regional development and situated in the heart of seven cities (Versailles and Saint-Quentin-en-Yvelines, as well as Le Chesnay, Mantes-la-Jolie, Mantes-la-Ville, Rambouillet and Vélizy). Recently, the university is also implanted in the Hauts-de-Seine department, with the integration of the Medicine pole of study in Garches (Garches, Boulogne), currently has over 16,000 students.

The UVSQ, university of proximity, meets expectations and learning needs of different publics: young people in initial education, employees or job-seekers in resumption of studies in initial or in continuing education, private companies and public institutions (approximately 16 000 students and 2000 learners in continuing education).

The UVSQ, the multi-disciplinary university offers more than 160 programmes in the following domains : pure science, social science, human science, legal and political science, engineering, technology and medicine. The diversity and complementarity of teaching, the multiplicity of methods and educational practices and the range of undergraduate and postgraduate courses enable the education of general practitioners, technicians, engineers, researchers and managers.

Upon creation of the local Rambouillet branch of the Vélizy IUT, part of the University of Versaillles Saint Quentin en Yvelines, it was authorised to deliver the DUT Marketing Techniques.

Companies demonstrated growing need for qualified staff in marketing activities and sales

techniques. A technician level qualification is an attempt to meet this need using an operational approach.

The banking sector in particular has long recruited new employees for sales positions from among DUT TC holders and BTS commercial activity and sales staff.

The design of DUT Marketing Techniques is part of this attempt to train staff with a high ability to adapt to various sectors of activity but also with a potential to promote to lower management levels.

Level and field of activity: III (nomenclature 1967), Code NSF: 312 Commerce, sales DUT TC is currently governed by the following regulations:

General Decree:

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 4 Decision of July 20, 1998 on the organisation of studies leading to a technological university degree in

certain specialisations.

Objectives: activities and competences targeted Description of activities related to the commercial field

On daily basis, traders sell, buy and distribute products and services. They contact their customers (individuals or professionals) as registered in computer files and schedule appointments. They present and offer company products and services and negotiate terms of sale and service provision. They ensure commercial and administrative monitoring of sales. They look for new customers using IT tools (corporate directories, commercial databases, professional publications). They contribute to determining the marketing policy (market surveys, sales promotion, advertising

campaigns). Provided they have the necessary experience, they recruit and coordinate teams of sales agents.

In order to train higher technicians able to perform such activities, the course focuses on the following learning outcomes:

• Communication skills, including a foreign language • Be dynamic and available

• Be at ease with making new contacts and have listening skills • Know the different distribution channels

• Know how to implement a trade policy • Be able to manage a business budget • Be able to develop a sales pitch

• Be able to analyse a market at national and international level and to identify opportunities

• Be able to negotiate with counterparts LIST OF DISCIPLINES

1. Each academic year is divided into two semesters: S1 and S2 , S3 and S4

2. A jury meets at the end of each semester to analyse the scores obtained by students. Validation of semester is granted to any student who obtained an average higher than or equal to 10 for all disciplines, as well as a grade higher than or equal to 8 for each group of disciplines. For al other cases, validation of semester depends on the jury decision.

3. Disciplines taught during S1: Economic and legal environment

• Economics

• Business organisation • Law (general principles) Company commercial management

• Accounting • Marketing • Logistics

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 5 Methodological tools

• Office automation • Mathematics

Interpersonal relationships tools

• Communication and general knowledge • English

• Negotiation

4. Meanwhile, new activities are introduced

«Learn and Work Differently» Days (ATA): thematic events based on a common problem used to teach various disciplines.

For example, ATA days during S 1 in our department were as follows:

- Versailles: a cultural place, a communication adapted to the specificity of this place and nowadays distribution of gardening products starting from a renowned brand as a study example. These lessons organised during the day were supplemented by a site visit accompanied by a series of conferences.

- Journalism: Journalism terminology in English, two personalities in journalism, media occupations, media and publicity …

This activity was supplemented by a visit to the Radio Museum and participation to a radio recording session.

- PPP (Personal Professional Project) Days: these days focus on exploring the business environment, the occupations in the field, the student personality as well as progressive pursuit of an individualised career development. Just like ATA Days they are subject to specific assessment. During these days, the students should “learn to know themselves better and be able to produce a relevant dossier presenting their future job-seeking strategies and training pathways.” (New National Curriculum). These days are organised as workshops supervised by teaching staff and allow for contribution of professionals in the field.

5. Disciplines taught during S2: Market Analysis

• Marketing

• Basics in foreign markets • Market Surveys and Research Management Techniques

• Applied IT • Statistics

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 6 • Management accounting

Languages and Communication • Commercial Communication • Expression and Culture

• Social Psychology of Organizations • English

Sales and Distribution • Direct marketing • Negotiation • Distribution

• Law and Commerce

These courses are supplemented by ATA, PPP days as well as a three-week internship. 6. Tutored projects:

Tutored projects are organised throughout the year to facilitate practical application of knowledge and participation to business initiatives. They correspond to a specific activity of 300h. These projects are supervised and are subject to specific assessment.

7. The second year follows the same semester organisation system. The disciplines are divided: there is a volume common to all students, also called «core commercial competences» equivalent of about 80% of total disciplines. The rest of the courses are organised as complementary modules whose content varies. The content of these modules is presented under the complementary modules section.

8. “Core commercial competences” are trained during S3 and S4 though the following disciplines Commercial Techniques (S3)

• Operational Marketing • Foreign languages

• Negotiation, Sales, Purchase • International Trade Techniques Customer relationship tools (S3)

• Commercial Communication • Law and Commerce

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 7 Commercial Competences (4) :

• Quality Strategy • Foreign languages • Distribution

• Customer Relationship Management • ICT and multimedia

9. ATA and PPP days are maintained. 10. Internships

Semester 4 includes a 10-week internship. The student must achieve a commercial mission, under partial autonomy and responsibility conditions, so that to lead to a positive assessment of a written report with an oral defence.

3) Access regulations/ recognition of prior learning or prior experiential learning

Please describe in full detail

• Who are the target groups for these programs (traditional students/adults)

• What access conditions exist (explaining regulations/procedures/agreements with other institutions, also for ‘case by case’ practices, role of involved ministries, etc.)

• Standards for validation of prior/experiential learning

DUT is available both as initial and continuing training, and selection is based on an analysis of applicants’ dossiers. Validation of prior learning may be performed for those who meet the requirements.

Students from series S and ES

If they are interested in the world of business and in the occupations within the field, these students may find in the DUT TC training a course adapted to the general education specific to their

baccalaureate, which provides new competences: accounting, distribution, logistics, marketing, IT, including introduction to international trade.

These new disciplines are part of the main sectors of the life of any company. Their association with more traditional disciplines of general education such as foreign languages, mathematics, economics, communication allows students to continue their studies without difficulties: Business Schools, IUP, Master’s

Students who graduated a technological bacalauréat (STG)

These students find in IUT an education provision which directly continues their final high school year. In particular they have the opportunity to study more in-depth everything related to sales,

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 8 negotiation techniques and some company-specific elements: law, administration, management. DUT training is more general than the BTS and it opens opportunities to continue studies for those who wish so.

Meeting within IUT of students from various BAC - ES, S or STT is beneficial to all: everybody has the opportunity to build on their initial strengths and to develop.

Team work allows for interaction of students with various skills and competences and exchanges leading to synergies.

The Rambouillet TC Department also welcomes more particular students.

Students who graduated L series find here the opportunity to broaden their competences. Initially good in foreign languages and communication, upon completion of the 2-year programme they will be equipped with business-specific competences and may quite logically turn to jobs in the

communication field – at least if they don’t find the sales sector or the customer relationships appealing, which is not excluded.

Other students who have followed a somewhat “uncertain” pathway in the university or who might have been wrongly guided may find within this department what they had missed previously;

moreover, due to the multidisciplinary education focused on understanding the company life and the related commercial occupations, they might find their way out and discover a lively universe, rich in professional opportunities.

Even if the Rambouillet TC Department would naturally find its pool of prospective candidates among BAC ES, S or STG graduates, it also welcomes more atypical but interesting students. For the latter, the letter enclosed with the application dossier may be a good opportunity to advocate their strengths and motivation. The same is valid for those who want to obtain certification by means of continuing training, with possible application of validation of prior learning.

4) Relationships with employers and institutions Please provide detailed information about

• contributions of companies in programs, equipment, finances

• participation of professionals in normal courses, together with academics • university courses combined with periods in companies, apprenticeship

• The viewpoint of the employers regarding the described programs (e.g. how is the level of acceptance, attractiveness of the program/the graduates, preferences of certain levels, etc.)

Professionals in the field were part in the accreditation and re-accreditation of this specialisation.

Professionals are involved in training delivery both in the initial training and in the alternate training (apprenticeship or professionalization contract)

Professionals contribute in different ways in training delivery: - Some courses are taught by professionals in the field

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 9 apprenticeship foreman in cooperation with the pedagogical tutor.

- Industry representatives are present to accreditation works

Sometimes, an entire group of students is trained to meet the needs of one or several companies.

Businesses contribute through the apprenticeship tax and financing of continuing vocational training.

Special partnerships were developed for alternate training with large retailers, banks and SMEs. Companies participate in financing of training through apprenticeship (apprenticeship contract, apprenticeship tax) and continuing training (funds raised by joint collector organisations for training purposes).

5) Current situation regarding learning outcomes

(please describe to which extent and how the presented program is based upon the principals of learning outcomes, meaning the three descriptors of –EQF (knowledge, skills and personal and professional competences) and/or how much the design of the program is representing the content based approach)

Although the description in terms of training content has prevailed in the past, there has been an evolution in the national curriculum towards a description in terms of activities and competences expected upon completion of training programme.

Thus, the RNCP fiche includes partly such information, but the presentation of learning outcomes based on the 3 EQF descriptors is still to be developed.

6) Links between the subsystems (vocational, general and higher education) Please describe

• Which kind of links and bridges exist between the different subsystems?

• Links and bridges existing with other qualifications for access to the programme and for continuity after completion of the programme

• Are these links and bridges negotiated? • Are they only a form of recognition?

• Are these links and bridges included in a strategy or just happening?

• What are the obstacles (institutional, legal, pedagogical, cultural, and technical?) In terms of career opportunities, graduates will have access to various positions within the commercial function scope, in private or para-public organisations.

This professional may undertake activities in all sectors (industry, commerce and services)

The banking sector is also interested in recruiting DUT and BTS graduates for customer management positions.

They may also perform functions of commercial attaché, customer advisor, commercial assistant, department manager, head of product, area manager, purchaser.

As they gather experience, they may advance to management positions: sales manager, marketing manager, department manager, supermarket manager, advertising manager.

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Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 10 Closest ROME codes: 14314 12223 14113 14114 33122

Gradates may continue studies in business schools as well as in the second university cycle (IUP, MSG, MST, professional bachelor…).

7) General reflexive section Please state

• What were the challenges in obtaining all necessary information for the case study?

• What are your prepositions and recommendations?

• What hasn’t been said?

DUT TC, through competences expected upon completion of training, fully meets the Banks expectations for recruiting customer advisors.

However, the evolution of banking activities towards financial advice together with the growing complexity of products imposed higher competences for advisors.

Does the creation of a LP Insurance Finance Banking in connection to the development of

competences required for customer advisors reinforce the DUT TC role as the foundation of generic and transversal competences required to continue studies with a LP and to develop a banking career or it rather indicates the development of a specialised pathway reserved for students who have acquired an economic and financial background under L1 and L2 of economic sciences?

The latter assumption was accepted for the accreditation of this new programme in cooperation with the Training Centre for the Banking Industry.