École nationale de l'aviation civile
The École nationale de l'aviation civile is one of the 207 schools that offers engineering degrees in France. ENAC has been classified as a Grande école by the Conférence des Grandes Écoles. Conférence des Grandes Écoles is a non-profit organisation which accredits and delivers the master's degrees of all Grandes écoles; the group of Grandes écoles in France, was founded on August 28, 1949 to provide initial and continuing education in the field of civil aviation. This university is a établissement public à caractère scientifique, culturel et professionnel and functions under the supervision of the Ministry of Ecology, Sustainable Development and Housing, it is member of the following apart from Conférence des Grandes Écoles, University of Toulouse, Aerospace Valley and is one of the five founders of France AEROTECH. ENAC offers 30 engineering degrees in civil aviation/aeronautics; some of the most notable ones include aerospace engineering, aircraft technicians, commercial airline pilots licenses, air traffic control, flight instructors.
The university offers 3 masters of science programmes and 12 Advanced masters degrees for students with industry/relevant experience. In 1945 after the WWII, the French air transport industry witnessed a rapid growth. To ensure safety and compliance to regulations, there was a high demand for qualified staff, as well as a need to harmonise communications between various sectors of the aviation industry. ENAC was founded to address this issue. Among the founders was Max Hymans, the secretary general of civil and commercial aviation at the time, who played a prominent role in ENAC's creation. In the years following the Western Front, there was a distinct lack of unity within the civil aviation industry due to the recruitment of people with various backgrounds. In order to standardize backgrounds, many centers were created to train aeronautic personnel. Airfield commanders were trained in Orly while technical staff for air navigation were trained in Le Bourget. Wireless operators and radio technicians were trained in Orly, although under the Department of Telecommunications and Signaling, not connected directly to the world of aviation.
Technical managers were trained in engineering schools, including Arts et Métiers and the National School of Meteorology. Designers were trained by the École spéciale des travaux aéronautiques while aircrew were trained by other public or private institutions. ENAC's mission was to unify the training of all aviation personnel. Through Decree No. 49-970, the rules of the French public administration were laid down. A complete overhaul of the regulations applying to civil aviation officials was made, affecting the technical staff in particular. Several new bodies of civil servants were established: air traffic engineers, air navigation operation engineers, aerial telecommunication civil engineers, air traffic controllers, telecommunication controllers and air navigation agents; the creation of these new bodies was followed by a ministerial decision on 12 August 1948 that paved the way for the first recruitment by competitive examination. The examinations themselves were organized in October 1948.
Independently of these events, on 14 April 1948, the International Civil Aviation Organization established prerequisite conditions for air crew licensing, notably including a minimum number of flight hours for each category of aircraft pilots. Before adopting the name ENAC, the school was called a "service of education and internships" and was provided by the General secretariat for civil and commercial aviation; that contrasted with that the longstanding tradition of French civil service personnel being trained in higher education institutions called Grande écoles. Jules Moch, the Minister of Works and Tourism at the time, proposed the name: "École nationale de l'aviation marchande", a name, not chosen. ENAC was created on 28 August 1949 in Paris at the initiative of Max Hymans, Secretary General of Civil Aviation, Jules Moch. in order to train all the professionals of civil aeronautics and harmonize all the air transport stakeholders, aircrew or not, commercial or technical, including the civil services of civil aviation.
The university is located at Orly, south of Paris. René Lemaire considers ENAC as "a university of aviation safety"; this priority given to aviation safety is somehow consubstantial with ENAC, being the first reason for the training of future technicians and future airmen in a single university. As noted in a report of the Inspection générale de l'aviation civile, "It was in the minds of the creators of the university, to develop between the aircrew and the ground staff a community of ideas, reciprocal knowledge, esteem, that are essential for the teamwork required by air transport." However, it is doubtful that the "community of ideas" the author of the report wishes could be only expressed by the coexistence of different courses in the same university. Other factors work in opposite directions, including the significant disparity of durations of the training cycles. Thus, air navigation civil engineers of the branch "telecommunications" stays 30 months in the university. To realize the chemistry that, in the m
The École Navale is the French naval academy, in charge of the education of the officers of the French Navy. They are educated at the academy for responsibilities onboard surface ships and submarines, in French Naval Aviation, with the fusiliers marins and commandos, on the general staff; the École Navale and its research institute are in Lanvéoc-Poulmic, south of the roadstead of Brest. The academy was founded by order of King Louis-Philippe; the academy was based on ships, anchored in the harbour of Brest, such as the Borda, hence the nickname of "Bordache" given to the students. In 1914, the École Navale was transferred ashore in Brest; the school was destroyed by Allied bombing raids during World War II, was moved to nearby Lanvéoc-Poulmic, on the opposite side of the bay of Brest. The academy remained in this location after the war, was inaugurated by Charles de Gaulle in 1965; the École Navale, created in 1830, was located onboard vessels harboured in Brest all of which were nicknamed Borda.
The first vessel to house the École Navale was named Orion. This ship had an inappropriate name for a naval academy, so it was renamed Borda. In 1863, the academy was transferred to the Valmy in 1890, to the Intrépide, in 1913, to the Duguay-Trouin, a school vessel for those applying to the Navy between 1900 and 1912. With the exceptions of the Orion and the Duguay-Trouin, each of these vessels was still christened as Borda; the new pupils are boarded from one day before the others. Crammed like sheep in a gunboat, they were bouncy and happy while launching a goodbye to their families; as soon as arrived, they were sorted, undressed in order to give them the white blouse and linen trousers. Their hair was shorn. Two days the parents were authorised onboard for the opening mass for the new cadets. Flags were placed around the altar, a single seat was reserved for the "Pope", the nickname of the captain commanding the academy; the parents took place on bench, the pupils entered, the senior ones first, tiding themselves on the sides, the new cadets in their new suit under the quip of the others who were screaming "Caillou!
Caillou!" to recognize the new cadets. This was followed by the first formal dinner of the new students. A traditional ceremony onboard the Borda was the presentation and delivery of the sword to the son by his "baille" father, for the first day of outing. In the spring, when the first outing in dinghy occurred, another consecration took place, this of baptism of the new cadets by the senior cadets of the academy, as the latter throw water buckets upon the former; the École Navale is traditionally called "La Baille". Its jargon comes principally from maritime slang. Like every "Grande Ecole", the jargon is wide-used among its student body. For example, the commander in second is the "widow"; the elephants, or the "pékins", are the civilians. The "chafustard" is the mechanic; the songs of the board are crude, but of high musical and literary standard. Nowadays, the student body uses some expressions coming from other military academies and from military high schools; the standard reference book about the jargon at "La Baille" was written by Commander Roger Coindeau, illustrated by Luc-Marie Bayle.
All this will not impede the future Navy officers to work hard. It is the first step. Comes the climbing of the second hune, little by little, everyone gets accustomed not to have dizziness, but to run on the footboard stretched beneath each yardarm, to unfurl the sail. All this is commanded by a whistle. If the job of topsman had become unuseful with the modern war boats, it was still taught to the student-officers, in order for them to be able to bring back a catch in time of war with its sails, because it was part of the old traditions of the French Navy; the two years of school were well filled up with everything that a Navy officer had to learn: rowing, the machines, armed drill and weapons instruction, combat training aboard or onshore, signal flags, vessel maintenance, superior mathematics, hydrography, English language, a lot more. At the 3rd year of studies, the 2nd classmen left the Borda for their training cruises to various parts of the world. In the beginning of the 20th century, a project to move the Ecole Naval, to the ground, had made its way.
The chosen place was in the district of Recouvrance. The project failed due to a lack of money; however the school settled in 1915 in buildings built in Laninon situated in Recouvrance, as the First World War was raging. Work for the campus began November 14, 1929 and was presided by Georges Leygues, minister of the Navy, the school was inaugurated on 30 May 1936 by Albert Lebrun, President of the Republic. Regardless of the grounding of the school, the final year of formation and training at sea has been preserved in the form of traditional cruisi
École nationale supérieure d’électronique, informatique, télécommunications, mathématique et mécanique de Bordeaux
The École nationale supérieure d’électronique, informatique, télécommunications, mathématique et mécanique de Bordeaux is a grande école located in Bordeaux specialized in Electrical Engineering, Computer Science, Telecommunications, Mechanical Engineering and Mathematics. The standard curriculum is a three-year program resulting in the French Diplôme d'Ingénieur, considered by European universities as a master's degree of the European Higher Education Area. ENSEIRB-MATMECA is part of Institut Polytechnique de Bordeaux. 1920: Foundation of the school "Telegraphy School of Bordeaux". At this stage, the school trains engineers for becoming radio operators. 1936: The school becomes "school of Radioelectricity of Bordeaux". 1940: The name changes again for "School of modern applications of radio Bordeaux". 1965: ENSEIRB-MATMECA becomes a national engineering school and renamed to "Ecole Nationale Supérieure d'Electronique et de Radio de Bordeaux" 1986: The Computer Science department is created. 2000: The Telecommunications department is created.
2002: The Networks and Telecommunications track is created. 2009ENSEIRB and MATMECA merge with other Grandes Ecoles to create the Polytechnic Institute of Bordeaux. A new track called Embedded Electronic Systems is created.2010: ENSEIRB-MATMECA is among the Mines-Telecom institute network. 2011: The school confirms its membership to the AEROTECH network with other French Grandes Ecoles such as ENAC, Arts et Métiers ParisTech, Centrale Lyon and Centrale Nantes. As a Grande École, the school recruits the majority of the students after the selection made by the competitive examination, the final step of two years of intensive Classes Préparatoires aux Grandes Écoles; each department has its own required admission rank, determined by the number of candidates that want to integrated the department. Other ways to integrate the school exist, some students are admitted to the school after the University or after two years of specific integrated preparatory classes at the Cycle Préparatoire Intégré de Bordeaux.
The objective of the Electronic track is to train general electronics engineers, able to control electronic modules as well as design hardware and software systems. This track is covering all aspects of Computer Science, both in its theoretical and fundamental aspects. Covers all subjects related to telecommunications systems; the first year in this sector is a core discovery of Telecommunications systems. The second year is offering a panel of effective courses to define a coherent professional project; the third year is divided into four telecommunications main options: software engineering of telecommunication and communicating embedded systems, digital systems engineering, communication systems. Specialty mathematical modeling in mechanics trains engineers in controlling large numerical simulation tools and computer. In the world of industry, many phenomenas from backgrounds or complex systems can be described using systems of equations with partial derivatives. Engineers are able to develop the necessary tools for this type of study and mastery of their use because they would have a good understanding of the physical and mechanical phenomena.
They have a good knowledge of the great mathematical modeling approaches continuum. ENSEIRB-MATMECA has second-tier rating among French Grandes Ecoles. EIRBOT is the robotics association of ENSEIRB-MATMECA; the school's four departments create an ideal setting to build robots. EIRBOT's main goal is to participate to the French Robotics Cup, part of the Eurobot Open; the association has been designing and building robots from scratch since 2003. Knowledge sharing between members is an essential value of the association. EIRBOT is a cradle of ideas and projects. Loïc Dauphin, president of the association in 2013-2014, was awarded a price from INRIA for his Aversive++ project, a generic multi microcontroller API, which he started as a project within the association with the help of Clément Lansmarie and some other members to program robots; this project is now supported by INRIA. In 2015/2016, EIRBOT's sponsors are: ENSEIRB-MATMECA Bordeaux Graduate School, Elsys Design and Armadeus. Official website
École européenne de chimie, polymères et matériaux
The École européenne de chimie, polymères et matériaux of Strasbourg is a public engineering school in the city of Strasbourg, in Alsace, France. It was founded in 1948, is located on the Cronenbourg Campus of the University of Strasbourg; each year 90 students graduate from the school with a diplôme d'ingénieur. It is a National School of Engineers, part of the University of Strasbourg and a member of the Fédération Gay-Lussac, which recruits from the common polytechnic entrance examination, it is part of the Alsace Tech network of nine engineering schools in Alsace. The ECPM offers its students three specialties: polymers or materials. 1919 - Creation of the chemical institute by the professors T. Muller and H. Gault. Lectures are taught rue Goethe in Strasbourg. 1948 - Creation at the same place of the Ecole nationale supérieure de chimie by the professor H. Forestier. 1962 - The Ecole de chimie has place in new premises on the campus central de l'Esplanade. The first practical sessions from the ENSCS in analytical chemistry begin at the start of the school year 1962.
1968 - The ENSCS becomes a public organization. 1981 - The professor M. Daire introduces the European teaching program. 1986 - The ENSCS becomes Ecole Européenne des hautes études des industries chimiques de Strasbourg 1995 - The EHICS, the Ecole d'application des hauts Polymères and the Magistère matériaux de l'université de Strasbourg-I group together and form the Ecole de chimie, Polymères et Matériaux. 1998-1999 - The ECPM moves to new premises on the University's Cronenbourg campus. 2006 - Strasbourg becomes business cluster of the French chemistry. 2009 - The université Louis Pasteur and the other universities of Strasbourg are joined and form l'Université de Strasbourg 2011 - Opening of the new Classe préparatoire intégrée internationale - CHEM. I. ST. At the start of the school year 2011. → To enter the First year: - The school recruit with the «Concours Communs Polytechniques» or the DEUG. - The admission could be done by an interview with a License 3 in Chemistry or in Physics at the university, a DUT for example, in Chemistry, physical measurements optional materials or chemical engineering.
- For international students, they must have a Bachelor of an equivalent foreign degree. - After 2 years in CPI classes at Rennes, Clermont-Ferrand or in Strasbourg. → To enter the Second year, students can have access at the ECPM having an interview, with a Master M1 in Physics with a speciality in Polymers or materials. → Admission to the CP2i class in the ECPM, after the Baccalaureate, or an equivalent foreign degree for the international students. There is no competitive exam. There are interviews to evaluate the motivations with the people in charge of the Chem. I. St programme. 50 students are selected every year. There are nearly 20% international students; this class allows the students to gain admission to a school of the Fédération Gay Lussac after two years. These 2 years consist of studying engineer's trades in the domain of chemistry. There are 5 CPIs in France: Rennes, Clermont-Ferrand, Lille and Strasbourg at the ECPM The last one was opened at the start of the 2011-12 school year in Strasbourg.
The speciality of this school is that it welcomes a large number of international students, as well as that 20% of the courses are delivered in English and 10% are delivered in German. There are 50 students in each year. To gain admission to the CP2I: French students register on Admission Post-Bac and follow the steps. Students are selected on the basis of a 20-minute interview. International students submit their dossiers directly to the school. International students are selected on the basis of their academic record and an interview. General presentation of CPI-CHEM. I. ST: A strong scientific program: a major part of chemistry and maths during the 2 years with a total, for the first year, of around 700 hours of scientific lesson. We must add Lab Work of this scientific formation, with a total of 102 hours for the first year; the CPI-CHEM. I. ST base of more practical work than in an intensive foundation degree, with high-quality laboratory; the program includes group work to develop the communication, the creativity around scientists projects.
Moreover, in 2016, a "videxo" program was created. During, the "videxo" student solves a science problem on a board and in the same time someone films him to send the video to the teachers; the goal of this is to promote self-confidence and the scientist reflexion which are important qualities for the future engineer. An international program in a multicultural environment: many students with different cultures and two foreign languages to learn. At the beginning of the formation, students can participate in an English language session for one week in order to learn the fundamentals of the scientific English. Insertions travels are organised in England; the students will participate in lab work in a foreign university. Most of the time the foreign students come from China; the speciality is chosen in the second year. Students have four possibilities: Chemistry: Organic Chemistry: With this speciality, students attain a high level in synthesis and characterization of organic chemistry. Analytical Chemistry: Students are trained in techniques of analysis within the context of quality control.
Polymers: Students are trained to become fle
A business incubator is a company that helps new and startup companies to develop by providing services such as management training or office space. The National Business Incubation Association defines business incubators as a catalyst tool for either regional or national economic development. NBIA categorizes their members’ incubators by the following five incubator types: academic institutions. Business incubators differ from research and technology parks in their dedication to startup and early-stage companies. Research and technology parks, on the other hand, tend to be large-scale projects that house everything from corporate, government or university labs to small companies. Most research and technology parks do not offer business assistance services, which are the hallmark of a business incubation program. However, many research and technology parks house incubation programs. Incubators differ from the U. S. Small Business Administration's Small Business Development Centers in that they serve only selected clients.
SBDCs are required by law to offer general business assistance to any company that contacts them for help. In addition, SBDCs work with any small business at any stage of development, not only startup companies. Many business incubation programs partner with their local SBDC to create a "one-stop shop" for entrepreneurial support. Within European Union countries there are different EU and state funded programs that offer support in form of consulting, prototype creation and other services and co-funding for them. TecHub is one of examples for IT companies and ideas.. In India, the business incubators are promoted in a varied fashion: as Technology Business Incubators and as Startup Incubators -- the first deals with technology business and the deals with promoting startups; the mission on creating specific innovations among the young minds of researchers via. 101 specialized incubators has been boosted in various parts of India through AIM-India. For instance, AIC-IIITKottayam, a Startup-based Incubator, specializes in IoT Cloud research jointly with world class incubators from Germany, USA, so forth.
The formal concept of business incubation began in the USA in 1959 when Joseph L. Mancuso opened the Batavia Industrial Center in a Batavia, New York, warehouse. Incubation expanded in the U. S. in the 1980s and spread to the UK and Europe through various related forms. The U. S.-based International Business Innovation Association estimates that there are about 7,000 incubators worldwide. A study funded by the European Commission in 2002 identified around 900 incubation environments in Western Europe; as of October 2006, there were more than 1,400 incubators in North America, up from only 12 in 1980. Her Majesty's Treasury identified around 25 incubation environments in the UK in 1997. In 2005 alone, North American incubation programs assisted more than 27,000 companies that provided employment for more than 100,000 workers and generated annual revenues of $17 billion. In 2017, research group named Social Innovation Monitor has identified 171 incubators in Italy where 60% of them are in the North of Italy.
Moreover, big corporations are applying strategies of open innovation through the creation of programme of corporate incubation. Some examples these programmes are: TIM #Wcap FoodForward by Deloitte Italia. Incubation activity has not been limited to developed countries. Since startup companies lack many resources and networks, incubators provide services which helps them get through initial hurdles in starting up a business; these hurdles include space, legal, computer services and other prerequisites to running the business. Among the most common incubator services are: Help with business basics Networking activities Marketing assistance Market Research High-speed Internet access Help with accounting/financial management Access to bank loans, loan funds and guarantee programs Help with presentation skills Links to higher education resources Links to strategic partners Access to angel investors or venture capital Comprehensive business training programs Advisory boards and mentors Management team identification Help with business etiquette Technology commercialization assistance Help with regulatory compliance Intellectual property management There are a number of business incubators that have focused on particular industries or on a particular business model, earning them their own name.
Virtual business incubator - online business incubator Kitchen incubator - a business incubator focused on the food industry Public incubator - a business incubator focused on the public good Seed accelerator - a business incubator focused on early startups Corporate accelerator - a program of a larger company that acts akin to a seed accelerator Startup studio - a business incubator with interacting portfolio companies Hybrid Incubator - A business incubator that combines virtual incubator with on-premise activitiesMore than half of all business incubation programs are "mixed-use" projects, meaning they work with clients from a variety of industries. Technology incubators account for 39% of incubation pr
A business school is a university-level institution that confers degrees in business administration or management. According to Kaplan business schools are "educational institutions that specialize in teaching courses and programs related to business and/or management"; such a school can be known as school of management, school of business administration, or colloquially b-school or biz school. A business school teaches topics such as accounting, strategy, entrepreneurship, human resource management, management science, management information systems, international business, marketing, organizational psychology, organizational behavior, public relations, research methods and real estate among others. There are several forms of business schools, including a school of business, business administration, management. Most of the university business schools consist of faculties, colleges, or departments within the university, predominantly teach business courses. In North America, a business school is understood to be a university program that offers a graduate Master of Business Administration degrees and/or undergraduate bachelor's degrees.
In Europe and Asia, some universities teach predominantly business courses. Owned business school, not affiliated with any university. Kaplan classifies business schools along four Corners: Culture: Independent of their actual location, business schools can be classified according to whether they follow the European or the US model. Compass: Business schools can be classified along a continuum, with international/ global schools on one end and regional/ local schools on the other. Capital: Business schools can either be publicly funded or funded, for example through endowments or tuition fees. Content: Business school can be classified according to whether a school considers teaching or research to be its primary focus. 1759 – The Aula do Comércio in Lisbon was the first institution to specialise in the teaching of accounting in the world. It provided a model for development of similar government-sponsored schools across Europe, closed in 1844. Therefore, the Aula do. 1819 -- The world's first business school, ESCP Europe was in France.
It is the oldest business school in the world and now has campuses in Berlin, Madrid, Paris and Warsaw. 1855 – The Institut Supérieur de Commerce d'Anvers and the Institut Saint-Ignace – École Spéciale de Commerce et d'Industrie were founded in the same year in the city of Antwerp, Belgium. After getting university status in 1965 and after 150 years of business education and rivalry between each other, both merged in 2003 into what became the University of Antwerp. 1857 – The world's first public business school, Budapest Business School was founded in Budapest in Austria-Hungary as the first business school in Central Europe. 1868 – The Ca' Foscari University was founded in Venice. It is one of the oldest in the world. 1871 – The Rouen Business School which has merged with Reims Management School under the name of NEOMA Business School. Rouen Business School is the second oldest French business school. 1871 – The ESC Le Havre was created. Created the same year than Rouen Business School it is the second oldest French business school.
1881 – The Wharton School of the University of Pennsylvania is the United States' first business school. HEC Paris was established by the Paris Chamber of Commerce. 1892 – The ESC Lille in northern France which has mergered with CERAM Business School under the name of Skema Business School since 2009. 1898 – On the west coast Haas School of Business is established as the College of Commerce of the University of California with Carl Copping Plehn as the Dean in 1898 and became the first public business school. The Booth School of Business The University of Chicago Booth School of Business traces its beginnings to 1898 when university faculty member James Laurence Laughlin chartered the College of Commerce and Politics. 1898 – Handelshochschule Leipzig, today Leipzig Graduate School of Management, was founded as the first Business School in Germany, so it is the oldest university teaching economics in German speaking regions. 1898 – The University of St. Gallen established the first university in Switzerland teaching business and economics.
1900 – The first graduate school of business in the United States, the Tuck School of Business at Dartmouth College, was founded. The school conferred the first advanced degree in business a Master of Science in Commercial Sciences, the predecessor to the MBA. 1902 – The Birmingham Business School of University of Birmingham is the United Kingdom's first business school. Established as the School of Commerce in Birmingham, United Kingdom. 1903 – The Solvay Brussels School of Economics and Management of Université Libre de Bruxelles is the Belgium's first business school created by an entrepreneur Ernest Solvay, founder of the chemistry company Solvay. 1906 – The Department of Commerce was founded as part of McGill University in Montreal, Canada developing into the Desautels Faculty of Management. 1906 – The Warsaw School of Economics was established as the first university in Poland dedicated to teaching commerce and economics. 1907 – HEC Montréal is founded in Montreal, being the first Schoo
The École nationale supérieure des arts et industries textiles is a French Engineering grand établissement and a member of UP-TEX research cluster. ENSAIT is a higher education and research institute, gathering all the disciplines related to textiles. ENSAIT chairs include four departments related to research. A majority of full-time students requesting admission have to pass a competitive exam in order to attend ENSAIT at the end of their undergraduate studies. International students with a bachelor's degree can request for admission. About fifty percent of students at ENSAIT have an international profile. Professional part-time education is developed. ENSAIT different curricula lead to the following degrees: Ingénieur ENSAIT Master's degree Masters Research and Specialized Masters, in cooperation with the University of Lille, École centrale de Lille and École nationale supérieure de chimie de Lille. Doctoral degreeThe major fields of study and research at ENSAIT are: Technical textiles, Mechanical engineering Industrial and manufacturing engineering Smart material Textiles Chemistry, Biotechnology in Textiles Clothing Technologies, DesignDuring first year at ENSAIT, students study all the basics of textile technology.
Each year 80 students receive an ENSAIT Master's degree referred-to as diplôme d'ingénieur ENSAIT, around 10 students receive a doctoral degree. The school was founded in Roubaix with municipal funding, it was meant to provide a special studying program for the requirements of the textile industry at Roubaix and France. After 1889, the institution became known as the École d'Arts et Métiers Textiles; because the school was near from the war front, it was closed in some wartime periods, many students and academic staff died in these wars. Nowadays, the ENSAIT has a large parc of machinery. In 1991, the GEMTEX was inaugurated as the first French center with research competence in all textile engineering fields. Entrepreneurship is promoted with GENI-INNOTEX. Since the ENSAIT foundation, the students perpetuate their own traditions and folklore, are members of a student society, they call themselves "AIT". The "BDE" folklore includes traditional clothing, language and legends, related symbolism, ceremonials.
BDE activities are independent of the administration of the school and are run by the students, although the two parts cooperate for organising cultural or sporting events. The ENSAIT has a partnership with more than 300 institutions around the world