This course is an introduction to the contemporary sociology of innovation, science and technology. It addresses the concerns, theories, fields and methods that have structured this field since the 1970s, linking them to the main sociological traditions that feed into it, the debates that fragment it, and the major results that characterize it. After a presentation of major theoretical proposals from the "Strong Programme" of the Sociology of Scientific Knowledge (SSK), the Social Construction of Technology (SCOT), and the Actor-Network Theory (ANT), the course adopts a thematic and empirical approach, familiarizing students with recent developments in the politics of technological artefacts, the roles and figures of users in innovation, the production of knowledge and information in organizations, and issues of technical democracy.

Langue de l'enseignement

Français

Ce cours est une introduction à la sociologie contemporaine de l’innovation, des sciences et des techniques. Il aborde les préoccupations, théories, terrains et méthodes qui structurent ce domaine depuis les années 1970, en s’efforçant de les rattacher aux principales traditions sociologiques qui l’irriguent, aux débats qui le fragmentent, et aux grands résultats qui le caractérisent. Après une présentation de propositions théoriques importantes, issues du « Programme fort » de la sociologie de la connaissance scientifique (SSK), de la construction sociale des technologies (SCOT), et de la théorie de l’acteur-réseau (ANT), l’enseignement adopte une entrée thématique et empirique pour familiariser les étudiants à certains développements récents touchant à la politique des artefacts technologiques, aux rôles et aux figures des usagers dans l’innovation, à la production de connaissances et d’informations dans les organisations, et à des questions de démocratie technique

Langue de l'enseignement

Français

This course aims to provide students with the knowledge and skills necessary to build and use the various tools for collecting data, usually in the form of a questionnaire, interview and observation. One of the main objectives is also to know when to use the different methods, That is, understanding why, in some cases, it is preferable to use the questionnaire method and why, in other situations, it is more useful to carry out interviews or observations. Fundamentally, the choice for a survey method is determined by the researcher's abstract conception of social phenomena and actors. Finally, from a general point of view, the choice of methodology can be linked to the great theoretical traditions that have emerged in the social sciences.

Langue de l'enseignement

Français

Ce cours a pour but de transmettre aux étudiants les savoirs et savoir-faire indispensables à la construction et à l’utilisation des différents outils permettant de recueillir des données, à savoir, principalement, le questionnaire, l’entretien et l’observation. Un des principaux objectifs est aussi de savoir quand utiliser les différentes méthodes, autrement dit de comprendre pourquoi, dans certains cas, il semble préférable d’utiliser la méthode du questionnaire et pourquoi, dans d’autres situations, il paraît plus utile de réaliser des entretiens ou des séquences d’observation. De façon fondamentale, le choix pour une méthode d’enquête est déterminé par la façon dont le chercheur conçoit abstraitement les phénomènes et les acteurs sociaux. Enfin, d’un point de vue général, les choix méthodologiques peuvent être reliés aux grandes traditions théoriques qui ont émergé dans le domaine des sciences sociales.

Langue de l'enseignement

Français

Improving communication skills in general and business English (level B2- C1). Enriching knowledge of the English-speaking world and understanding humn resources. Producing well-structured written documents (CV, emails), practising dynamic oral presentation and interactions.

Approach: using articles and videos, learning vocabulary and structures, role-playing and interaction between different roles. Evaluation: 100% continuous assessment - Attendance: mandatory

Oral 1: 10% participation (involvement, quality of expression)

Oral 2: 20% interaction (improvised, 8 min in pairs)

Oral 2: 20% presentation (prepared, 6 min)

Written 1: 25% written and/or oral comprehension/vocabulary and/or grammar exercises

Written 2: 25% written expression

Langue de l'enseignement

Français

Améliorer ses compétences de communication en anglais général et anglais des affaires (niveau B2- C1). Enrichir sa connaissance du monde anglophone et approfondir sa compréhension des ressources humaines. Elaborer des documents écrits structurés (CV, emails), s’entraîner à la présentation orale dynamique et à l’interaction.

Approche : exploitation d’articles et de vidéos, appropriation de vocabulaire et structures, mise en situation et interaction entre différents rôles. Evaluation : 100% contrôle continu - Assiduité : obligatoire

Oral 1 : 10% participation (implication, qualité de l’expression)

Oral 2 : 20% interaction (improvisée, 8 min à 2)

Oral 2 : 20% présentation (préparée, 6 min)

Ecrit 1 : 25% compréhension écrite et/ou orale/ exercice de vocabulaire et/ou grammaire

Ecrit 2 : 25% expression écrite

Langue de l'enseignement

Français

This course aims to show the interest of an activity-sensitive sociology of work to students who intend to work in Human Resources. Based on an analysis of the students' perceptions of work, the course traces the history of the discipline, looking at the sociology of activity and identifying its methodological and epistemological specificities. The following thematic sessions analyse the activity of work in technical environments, the rationalisation of work and its criticisms, the service relationship, and relational skills in the context of increasingly service-based work and the relationship between gender and work. The course uses excerpts from books and texts taken from journals on the sociology of work to familiarize students with this source of knowledge and help them use it independently. There are different forms of evaluation: analysis of texts and writing; oral participation; tests.

Langue de l'enseignement

Français

This course aims to highlight the complex relationships that have developed between occupations and professional identities over the last thirty years. After clarifying the definition of these terms and the stakes involved in their use, both for organisations and for the social professional who work within them, the course presents the sociology of professions developed under interactionism at the Second Chicago School and the sociology of professional identities forged in France, in their wake, by Claude Dubar. To complement the courses in sociology of organisations and sociology of activity, the objective of this course is to provide students with analytical perspectives and conceptual operational tools that will give them a precise understanding of certain fundamental dimensions of the current transformations in the worlds of work.

Langue de l'enseignement

Français

This course provides the main reference points for understanding the world of human resources, its actors and its major fields of action. What is a HRBP? What is a prevention officer? What do the fields of quality of life at work and talent management cover? Among the commonly-used tools, what is an HRMS? The course also provides information on institutions in France (what is a Direccte, what is the role of the ANACT or the INRS?) and discusses the resources from which human resources managers draw ideas and renew their understanding of the issues they deal with. The aim of this teaching is to help students to approach the search for internships and work-study programs by understanding the context what their future missions might entail.

Langue de l'enseignement

Français

L'enseignement fournit les principaux points de repère pour appréhender l'univers des ressources humaines, ses acteurs et ses grands domaines d'action. Qu'appelle-t-on un HRBP? Qu'est-ce qu'un préventeur? Que recouvre le champ de la qualité de vie au travail ou la gestion des talents? Parmi les outils courants, que désigne un SIRH? L'enseignement fournit également de l'information sur les institutions (qu'est-ce qu'une direccte, quel est le rôle de l'ANACT ou de l'INRS?) et traite des lieux de ressources dans lesquels les responsables des ressources humaines puisent des idées et renouvellent leur compréhension des enjeux qu'ils ou elles ont à traiter. La finalité de cet enseignement est d'aider les étudiant.e.s à aborder la recherche de stage et d'alternance en étant informé.e.s de ce qui est familier de leurs interlocuteurs et de ce qui peut entrer dans leurs futures missions.

Langue de l'enseignement

Français

This course aims to familiarize students with the analysis of data from the web and social networks. Students will be introduced to various methods such as automatic data collection from the web (scraping); statistical analysis of online activities; quantitative analysis of textual corpora.

Langue de l'enseignement

Français

Ce cours a pour objectif de familiariser les étudiants à l'analyse de données issues du web et des réseaux sociaux. Les étudiants seront initiés à diverses méthodes telles que la collecte automatique de données issues du web (scraping); l'analyse statistique des activités en ligne ; l'analyse quantitative de corpus textuels.

Langue de l'enseignement

Français

Based on the students' questions, we will look at the issue of accounting: What is accounting? What is its use, its function, and how is it implemented?  What are the company's financial reporting needs? How can accounting be used as a tool to serve the company? We will link accounting to management, law, financial reporting and taxation. This course will also cover the elements of payroll, to enable students to relate it to the quantitative and qualitative cost of employment. The course is interactive, students develop their questions based on discussions. In groups, they choose a topic for study, which they present to the whole class. This presentation is evaluated.

Langue de l'enseignement

Français

Objectives: Mastering spreadsheet software (Excel); Creating administrative management documents (dashboards, management monitoring table, survey results, etc.) Description: Creating and modifying formulas using simple and advanced operators and functions (text, dates, numbers); Using conditional structures; Formatting documents for presentation; Sorting and filtering data lists; Creating and modifying graphs; Creating and modifying pivot tables and charts.

Langue de l'enseignement

Français

Objectives: Improving communication skills in general and communication English (level C1). Enriching knowledge of the English-speaking world and understanding of corporate culture and human resources. Producing well-structured written documents (CV, cover letter, brief summaries, emails, assessment reports, etc.), practising dynamic oral presentation, interaction and negotiation. Approach: using articles and videos, learning vocabulary and structures, role-playing and interaction in the form of job interviews. Evaluation: 100% continuous assessment - Attendance: mandatory

Oral 1: 10% participation (involvement, quality of expression)

Oral 2: 20% interaction (improvised, 8 min in pairs)

Oral 2: 20% presentation (prepared, 6 min)

Written 1: 25% written and oral comprehension/vocabulary and grammar exercises

Written 2: 25% written expression

Langue de l'enseignement

Français

The workshops aim to help students in the process of joining the working world, and in particular in their search for internships and work-study programs. The content of these workshops aims at helping them to: understand their Master’s degree and value it; know how to identify the corresponding jobs; know about work-study contracts (apprenticeship and professionalisation); find methodological tools for finding work-study positions / management of applications; write their CV and cover letters; prepare the job interview (including interview simulations)

Langue de l'enseignement

Anglais

Les ateliers ont pour objectif d'aider les étudiants dans leur démarche d'insertion professionnelle, et en particulier dans leurs recherches de stages et d'alternance. Le contenu de ces ateliers vise à les aider à :connaitre leur MASTER et le valoriser ; savoir identifier les postes correspondants ; connaitre les contrats en alternance (apprentissage et professionnalisation) ; leur transmettre des outils deméthodologie de recherche de postes en alternance / gestion des candidatures ; rédiger leur CV et leurs lettres de motivation ; préparer l'entretien d'embauche (dont simulation d'entretien)

Langue de l'enseignement

Français

The teaching method is based on flipped learning, and presents the main notions that help to understand corporate strategies. The notions of profitability, productivity, cost and non-cost competitiveness are explained. The main concepts of industrial economics are presented. The course also helps students to master the basics of the service and innovation economy.

Fondé sur une pédagogie de cours inversé, cet enseignement livre les principales notions aidant à comprendre les stratégies des entreprises. Les notions de rentabilité, de productivité, de compétitivité coût ou hors-coût sont exposées. Les principales notions d'économie industrielle sont présentées. L'enseignement conduit également à maîtriser les bases de l'économie des services et de l'innovation.

Over the last few decades, companies have been redesigning many of their human resource management processes from a competency-based perspective. This course explains the difference in focusing on qualifications and the debate to which this gave rise.

In order to help students guide their own professional futures, this course introduces them to professionals in the human resources sector. These people tell them about their career path, the position they hold today, current issues in the field, and interact with the students.

This course distinguishes the different types of social monitoring and presents the methods of collecting, processing and analysing economic and social information. It introduces students to the activity of social monitoring through various exercises: setting up monitoring systems, identifying and selecting public and private, French and international sources of information, choosing topics related to current events, regular monitoring of information, referencing and synthesis, producing and presenting monitoring products orally and in writing, and investigating the monitoring systems that are set up in their internship companies.

The MACOR conferences deal with current topics of interest to students and their tutors, who are invited to attend, as well as members of their companies. This diverse audience allows students to learn about the issues covered but also to experience the reactions of an experienced HR audience. The sessions consist of a presentation by a researcher and testimonials from companies.

Les conférences de Macor traitent de sujets d'actualité susceptibles d'intéresser les étudiant.e.s ainsi que leurs maître.sse.s d'apprentissage, convié.e.s à y assister, tout comme des membres de leurs entreprises. Ce public divers permet aux étudiant.e.s de s'initier aux sujets traités mais également de se mêler aux réactions d'un public RH expérimenté. Les séances sont constituées par une intervention d'un.e chercheur.e qui expose l'état de la recherche et de témoignages d'entreprises.

The aim of the course is to provide students with the necessary training to be able to grasp the fundamental concepts of labour law. Students should understand the basic mechanisms of social law, its meaning and its application in real cases. It deals with the foundation of the employment relationship at the time of recruitment, signing the employment contract, executing and terminating the contract. Assessment is made through case studies.

The objective of this course is to reflect with students on the complex and problematic links between the company, a relatively recent organisational and social form in the history of our industrial civilizations, and society. How is the company influenced by its environment (sociological, political, cultural, regulatory, technological, etc.), and how does this social network of interactions modify its form, organisation and activity? From the opposite point of view, while there is still no legal definition of a company today, what is its role and purpose in contemporary society? Is the company's contribution exclusively economic (wealth production) or is it committed to its stakeholders, at both micro and macro levels, by a set of (social and environmental) responsibilities?

L’objectif de ce cours est de réfléchir avec les étudiant.e.s aux liens complexes et problématiques qui relient l’entreprise, forme organisationnelle et sociale relativement récente dans l’histoire de nos civilisations industrielles, et la société. Comment l’entreprise est-elle influencée par son environnement (sociologique, politique, culturel, règlementaire, technologique, etc.), et en quoi ce réseau social d’interactions modifie-t-il sa forme, son organisation et son activité ? Selon la perspective inverse, alors qu’il n’existe toujours pas aujourd’hui de définition juridique de l’entreprise, quel est son rôle et quelle est sa finalité dans la société contemporaine ? La contribution de l’entreprise est-elle exclusivement économique (production de richesses) ou est-elle engagée vis-à-vis de ses parties prenantes, au niveau micro comme macro, par un ensemble de responsabilités (sociales et environnementales) ?

Companies sometimes aim to promote the capitalisation and sharing of knowledge between their teams. Much of this knowledge remains tacit even though it has a strategic dimension. This course provides the notions and theoretical frameworks that allow us to understand the issues of collective competence and innovation to which this corresponds and makes students reflect on companies’ tools for capitalising on knowledge and the limits of these tools. Formalising knowledge is not easy and is not without risk for employees, who will only cooperate with such tools under the appropriate conditions.

Human resources information systems, like company resource planning software, fall into the category of tools that aim to streamline the collection and management of information, in this case staff data. Behind what appears to be a highly technical subject, the challenge for human resources professionals is to see that the categorisations that are made have consequences for the management of professions and careers, for reporting on work or for personal situations. Based on presentations by professionals of the tools used in their companies, this course makes students think about the implications of the technical choices of tool design.

Students design a MACOR conference in project mode. In partnership with one of the year's courses, they will look at how a human resource development issue or tool is approached in other countries. For example, "Is workforce strategic planning the same as GPEC?", "Occupational health and safety in France and abroad". They can set up a forum with foreigners or for students in international groups, they can contact members of the company in other countries. They must conduct their discussions in English. The objective is to make the practice of English less intimidating and to learn how to use tools (Google Translation, etc.) that can help. They go through the steps using project management tools (Gantt chart, Scrum tools, etc.).

Les étudiant.e.s conçoivent une conférence de Macor en mode projet. En partenariat avec l'un des enseignements de l'année, ils / elles cherchent à voir comment un enjeu de développement des ressources humaines ou un outil est appréhendé dans d'autres pays. Par exemple, "Is workforce strategic planning the same as GPEC", "Occupational health and safety in France and abroad". Ils / elles peuvent mettre en place un forum avec des interlocuteurs étrangers ou ils / elles entrent en contact, dans un groupe international, avec des membres de l'entreprise dans d'autres pays. Ils / elles doivent entretenir les discussions en anglais. L'objectif est qu'ils / elles dédramatisent la pratique de l'anglais et apprennent à se servir d'outils (Google Translation...) susceptibles de les aider. Ils / elles assument les étapes à l'aide d'outils de gestion de projet (diagramme de Gantt, outils de Scrum...).

This course aims to provide a better understanding of the potential impacts of digital technology on the functioning of the labour market. By combining a theoretical approach with more operational aspects, it answers students’ questions on carrying out recruitments in their future jobs as professionals in human resources, but also on finding employment at the end of their training. Different issues are addressed such as the theoretical effects of digital technology on the functioning of the labour market, the results of several evaluations on this subject, the different digital players involved in this market (job boards, aggregators, multi-broadcasters, social networks, institutional players, etc.) and the development of the employer brand in the light of these new tools.

Having acquired the basic mechanisms of social law, by the end of the course students should be able to solve typical cases that they will encounter in their institutions and anticipate future legislative, regulatory and jurisprudential changes. They should be able to resolve procedural issues, know where and how to look for answers to simple labour law questions, know when to seek advice, how to identify problems requiring in-depth research, master practical legal case solving methods, understand the issues of legal monitoring. The entire course is designed in the form of practical cases and case law analysis.

Les étudiant.e.s ayant acquis les mécanismes de base du droit social, ils/elles doivent à la fin du cours être capables de résoudre des cas types qu’ils ou elles vont rencontrer dans leurs établissements et d’anticiper les futurs modifications législatives, règlementaires et jurisprudentielles. Ils ou elles doivent être aptes à résoudre les questions de procédure, savoir où et comment chercher les réponses aux questions simples de droit du travail, savoir à quel moment ils ou elles doivent se faire conseiller, savoir repérer les problèmes qui exigent une recherche approfondie, maîtriser les méthodes de résolution de cas pratiques juridiques, comprendre les enjeux de la veille juridique. Tout le cours est conçu sous forme de cas pratiques et d’analyses jurisprudentielles.

This course teaches students to share their findings and to propose a sociological analysis of organisations (large companies and administrations, but also teams, SMEs, work units, etc.), from the perspective of relationships between actors and the system. The course content details the different levels of analysis used in the formulation of an organisational diagnosis: 1/ systemic analysis (organisation and working conditions); 2/ strategic analysis (social system); 3/ cultural analysis (values, projects, opinions, etc.). The evaluation focuses on the ability to analyse interviews in order to establish a sociological profile of the environment, to highlight the action system of those involved and to report in writing (production of an interview report based on the grid presented during the interview)

Action research is an exercise that leads students to take up a request addressed to them by a company, a public, private or associative organisation, or an institution. The exercise makes them perceive and practise the main stages of this activity: understanding the request and taking it on board; drawing up a research protocol to collect material; analysing this material, drawing conclusions, formulating analyses; giving written and oral feedback. As part of this exercise, the class acts as a team of consultants, to whom the problem has been entrusted and who must help the client look at the issue. The analyses should help the client understand and identify more clearly the options for solving the issue

La recherche-action est un exercice qui conduit les étudiant.e.s à prendre en charge une demande qui leur est adressée par un acteur d'entreprise, une organisation publique, privée ou associative, une institution. L'exercice leur fait percevoir et pratiquer les grandes étapes de cette prise en charge : comprendre la demande et s'en saisir ; élaborer un protocole de recherche pour recueillir des matériaux ; analyser ces matériaux, dégager des conclusions, formuler les analyses ; restituer, par écrit et oralement. Dans le cadre de cet exercice, la promotion agit comme une équipe de consultants, à qui le problème aurait été confié et qui doit aider le commanditaire à revisiter ce problème et les réalités que, pour partie, il connaît. Ses analyses doivent l'aider à y voir plus clair et à identifier plus nettement les voies qu'il pourrait emprunter pour le traiter

The apprentice tutor gives a qualitative and quantitative evaluation of the student's contribution to the company, their professional stance and their progress during the work-study period.

The thesis is based on a research question inspired by a situation the student was confronted with in the company. A particular methodology is used to investigate the subject, for example based on semi-directive interviews and observations. An analysis of the material gathered, including documents, then provides the basis for writing a document of about 80 pages.

Le mémoire est réalisé à partir d'une question que l'étudiant.e aura eu à traiter dans l'entreprise et en l'érigeant en question de recherche. Une méthodologie est déployée, par exemple à partir d'entretiens semi-directifs et d'observations, pour traiter le sujet. Une analyse des matériaux accumulés, y compris documentaires, fournit ensuite la base de la rédaction d'un document d'environ 80 pages.