Conservatoire national des arts et métiers
The Conservatoire national des arts et métiers is a doctoral degree-granting higher education establishment and Grande école in engineering, operated by the French government, dedicated to providing education and conducting research for the promotion of science and industry. It has a large museum of inventions accessible to the public, it was founded on 10 October 1794, during the French Revolution. It was first proposed by Abbé Henri Grégoire as a "depository for machines, tools, drawings and books in all the areas of the arts and trades"; the deserted Saint-Martin-des-Champs Priory was selected as the site of collection, which formally opened in 1802. Charged with the collection of inventions, it has since become an educational institution. At the present time, it is known as a continuing education school for adults seeking engineering and business degrees, proposing evening classes in a variety of topics; the collection of inventions is now operated by the Musée des Arts et Métiers. The original Foucault pendulum was exhibited as part of the collection, but was moved to the Panthéon in 1995 during museum renovation.
It was reinstalled in the Musée des Arts et Métiers. On 6 April 2010, the cable suspending the original pendulum bob snapped causing irreparable damage to the pendulum and to the marble flooring of the museum; the novel Foucault's Pendulum by Umberto Eco deals with this establishment, as the Foucault pendulum hung in the museum plays a great role in the storyline. The novel was published in 1989 prior to the pendulum being moved back to the Panthéon during museum reconstruction; the Conservatoire National des Arts et Métiers is located at 292 rue Saint Martin, in the 3rd arrondissement of Paris, in the historical area of the city named Le Marais. The Conservatoire National des Arts et Métiers is a public institution of the French government, in the scientific and professional fields, with the status of "Grand Etablissement". Under the supervision of the Ministry of Higher Education, it has 3 missions: Training throughout life, it is implemented in more than 150 cities in France and abroad. Cnam's motto is "Omnes docet ubique", which means "He teaches everyone everywhere."
Since July 2010, Cnam has been organized in two distinct "Schools", each one with seven departments: Industrial Sciences and Information Technology, directed by William Dab: Chemicals, Health, Risk. Mechanical and electrotechnical systems engineering; the CNAM supports continuing education. Multidisciplinary programs. All teachings are formatted to comply with the CNAM LMD, thus respecting the European Credit Transfer System. Léon Bourgeois, Nobel Peace Prize, Chairman of the Board of Directors of the Conservatoire National des Arts et Métiers. Sadi Carnot, alumnus of the École Polytechnique and of the Conservatoire National des Arts et Métiers, physicist. Paul Doumer, alumnus of the Conservatoire National des Arts et Métiers, President of the French Republic. Louis Pasteur, alumnus of the École Normale Supérieure and of the Conservatoire National des Arts et Métiers and biologist. From 1995 to 2009, the Conservatoire National des Arts et Métiers hosted the weekly seminar of psychoanalyst Jacques-Alain Miller.
Jean Ferrat, alumnus of the Conservatoire national des arts et métiers, singer-songwriter. Abbé Grégoire, founder of the Conservatoire national des arts et métiers. Jean-Baptiste Say, alumnus of the Conservatoire national des arts et métiers, classical economist, professor with the Conservatoire national des arts et métiers and the Collège de France. Alexandre Vandermonde, mathematician. From 1794 on, Vandermonde was member of the Conservatoire national des arts et métiers, examiner with the École polytechnique, professor with the École Normale Supérieure. Jacques de Vaucanson, famous engineer, gave his personal collection to the CNAM as well as his name to an adjacent street. Léon Vaudoyer, architecte of the CNAM building during the nineteenth century, together with the Institut de France building. Jean Prouvé, French metal worker, self-taught architect and designer, CNAM professor from 1957 to 1970. Alain Wisner Vandermonde: secret society of the Conservatoire National des Arts et Métiers. Écoles de l'an III scientifiques Michel Nusimovici, Les écoles de l'an III, 2010 Official website Official website Official website CNAM lebanon
Arts et Métiers ParisTech
Arts et Métiers ParisTech is a French engineering and research graduate school. It is a general engineering school recognized for leading French higher education in the fields of mechanics and industrialization. Founded in 1780, it is among the oldest French institutions and is one of the most prestigious engineering schools in France; the school has trained 85,000 engineers since its foundation by François Alexandre Frédéric, duc de la Rochefoucauld-Liancourt. It is a "Public Scientific and Professional Institution" under the authority of the Ministry of Higher Education and Research and has the special status of Grand établissement; the École nationale supérieure d'arts et métiers, which adopted the brand name "Arts et Mėtiers ParisTech" in 2007, was a founding member of ParisTech, héSam and France AEROTECH. Arts et Métiers ParisTech consists of eight Teaching and Research Centres and three institutes spread across the country, its students are called Gadz'Arts. The school was founded in Liancourt, Oise, by Duke of Rochefoucauld-Liancourt in 1780.
After 1800, the institution became known as the École d'Arts et Métiers. Under Napoleon's reign, it was known as the "Ecole impériale des Arts et Métiers", he intended to use the school to train "Non-commissioned officers of Industry". The empire decided to move the school to a bigger city, Compiègne, in 1799; when Napoléon Bonaparte visited the castle where the school was located, he thought that it was inappropriate for such an industrial school to occupy the place. He decided to relocate the school to Châlons-en-Champagne in 1806, where two former monasteries were made available to offer much more space. Many students and alumni enlisted in the armed forces during the World War I, it is estimated that of the 6500 gadzarts who joined the army, 1100 died the first year of the conflict. Many campuses were damaged by the war that of Châlons-sur-Marne, in the middle of the Battle of the Marne; the Lille campus was occupied by the Germans and used as a military hospital. The other campuses were closed from 1916–17 and the new Parisian campus was undamaged.
Between the wars, the rapid industrialization of Europe favoured the Gadzarts. The arms race pushed industry to hire more engineers and the gadzarts matched their needs perfectly; the other important factor was the creation of new ranks in the hierarchical working organization. The middle management and upper management positions were perfect for the gadzarts engineers who filled these positions in most industries. During World War II, the school tried to keep a certain level of activity; the only campuses to experience some difficulties were Lille and Châlons-sur-Marne: in 1939 no new students were admitted. The Cluny campus was the target of a roundup in 1943 and a large part of students and staff were deported; the death of Jacques Bonsergent left a mark on the conflict, he became a symbol of resistance to the oppressor. The second school of this kind was founded in 1804 at Beaupréau and transferred to Angers in 1815. Three decades a third school was built in Aix-en-Provence in 1843, in former barracks and monasteries.
At the dawn of the 20th century, the development of the school expanded to three new campuses. In 1891, the ancient abbey of Cluny was chosen to host the activities of the 4th school. To go hand in hand with the industrial revolution, the members of parliament decided to create a 5th campus in Lille, a city, growing; the facilities of Lille were the first ones to be built expressly for the school. The campus of Paris, a long-standing project, was built between 1906 and 1912, it became the biggest campus of the Arts et World War II delayed the school's opening. By the end of the war, the campus had over 500 students. In the middle of the "Trentes Glorieuses", the 7th campus was created near Bordeaux, in the science park of Talence; the modern buildings were operational in 1963. The latest campus established was Metz; the campus was built in the science park, close to the transportation hubs. The school wanted this campus to become an international one, being close to Belgium and Germany, its construction was motivated by partnerships with German and American universities.
Between 1990 and 2000, the 3 institutes of research were created: Chambéry in 1994, Chalons-sur-Saône in 1997 and Bastia in 2000. The school has 2 satellite campuses in Bouc-bel-Air and Laval that are under the authority of the main campuses of Aix-en-provence and Angers; these satellites are linked to the research laboratories of the school. In 1817, the school's military status was removed by royal order and the official goal of the school was set to train qualified technicians. However, in practice, the organisation remained military and the students continued to wear the uniform; this tradition continues today. In 1826, a second royal order confirmed this new status and the military organisation was removed; the students were granted the right to wear the uniform as a civil one. After a third attempt, the students gained the right to form an association of the Arts et Métiers alumni in 1847; the regional campuses were transformed into engineer training institutions in 1907. In 1963, the curriculum was modified in order to recruit new students from the Classes préparatoires.
In 1964, the first woman was enrolled at the Arts et Métiers. The school became a grande école in 1976 and received the EPSCP status in 1990. In 2007, the school created the PRES ParisTech and adopted the brand name "Arts et Métiers
NEOMA Business School
NEOMA Business School is a French business school, created in 2013 by the merger of two business schools: Rouen Business School and Reims Management School. NEOMA Business School proclaims a dual ambition: to be classed among the best Schools in Europe and to be recognised as the preferred partner of business. NEOMA Business School wishes to become the leading School in the training of bright, innovative leaders, with a spirit of entrepreneurship and a strong international dimension, its academic excellence has been recognised in three international accreditations: EQUIS, AACSB and AMBA. The School offers a wide range of programmes from Bachelor and Master in Management to Executive Education, spread across its three campuses, its faculty, organised in six academic departments and a language centre, has a staff of over 160 professors, of whom more than half are international. NEOMA Business School can count on an influential network in France and abroad, with over 200 partner companies, over 300 international academic partners and over 57,200 graduates spread throughout 120 countries.
With Michel-Edouard Leclerc as its President, the School enjoys the status of Etablissement Enseignement Supérieur Consulaire. The Dean of the School is Delphine Manceau; the Advanced Business School of Rouen was created in 1873. It took the name Rouen Business School at the beginning of the new millennium; the Advanced Business School of Reims was created in 1928. It took the name Reims Business School at the beginning of the new millennium. NEOMA Business School was created at the beginning of the 2013 academic year, following the merger of Rouen Business School and Reims Management School carried out by the Chambers of Commerce and Industry of Rouen and Reims; this regrouping was part of a wave of similar operations in France. Indeed, French business schools are now competing at international level and the number of students is increasing. NEOMA Business School offers a range of teaching programmes from bachelor to doctoral degrees, across its three campuses. International students make up 25% of total student numbers.
• Global BBA • CESEM • Master in Management NEOMA BS • TEMA • Advanced Master in International Financial Analysis • Master of Science Global Management • Master of Science Finance • Master of Science Marketing French Excellence • Master of Science International Project Development • Master of Science Supply Chain Management • Master of Science International Master in Luxury Management • Global Executive MBA • PhD in Management. • Doctorate in Business Administration, joint qualification from NEOMA Business School and Jiao-tong University in Shanghai. NEOMA BS is ranked in the top 10 of French Business Schools, it pregressed of 4 places on average in French rankings in 2017-2018. At an international level, NEOMA BS appears in the Financial times Masters in management ranking 2018 with ranks 41st worldwide and 9th in France, recognised for Digital teaching approach improving the learning experience; the School entered Shanghaï ranking in 2017 and ranks 6th in the business Administration category and 10th in the Management category in 2018.
NEOMA Business School, after being selected by the Hanban, launched in 2014 the first Confucius Institute for Business of France, the seventh in the world. Other Confucius Institutes for Business are notably present in the London School of Economics and the New York State University. NEOMA Business School, which welcomes each year 300 Chinese students, has 16 Chinese academic partners, among which Renmin University, the Beijing University of International Business and Economics, Nankai University and Wuhan University. NEOMA BS stated that the institute will act as a platform dedicated to the optimisation of economic relations between China and France by providing solutions and helping local companies develop their business activities in China. Laurent Fabius, the French Foreign Minister, inaugurated the event; that same year, NEOMA Business School opened a Doctorate of Business Administration programme in Shanghai
École nationale d'ingénieurs de Brest
The École nationale d'ingénieurs de Brest is a French grande école leading to the French “Diplôme d’Ingénieur” under the authority of the French Ministry of Education and Research. ENIB is located on the Technopole Brest-Iroise in Plouzané; the school is attached to the University of Western Brittany. This school is part of the ENI group and provides an engineer training certified by the Ministry of Higher Education and Research in the fields of electronics, of computer engineering and Mechatronics; the course lasts 3 years or 2 years according to the degree when entering the school. The main admission to the ENIB is made through a selective examination during the year leading to the baccalauréat, most of the successful candidates come from the série scientifique or Bac S. There is however further possibility to join the ENIB on after 2 years of studies in an IUT or at the University, the selection being on academic records. 1961 - Creation of the ENIB. 1987 - In 5 years. Diversification of recruitment, creation of two channels.
1988 - Establishment of the Research Laboratory for Electronics 1990 - Establishment of research laboratory computer 1991 - Ability to deliver a DEA in Electronics - Optronics. 1992 - New building on the Technopole Brest-Iroise. 1994 - Authorization to issue a Master: Real Time Software Engineering and for Industrial Computing. 1997 - Authorization for the Masters: Distributed Virtual Reality. 2000 - Opening of a mechatronics channel. 2004 - New 4000m² extension building and creation of the European Center for Virtual Reality. 2006 - Establishment of the mechanics research laboratory. 2009 - Introduction of the Professional Systems and Services option. 2011 - Integration of electronic and computer labs in the Lab-STICC 2012 - Inauguration of Student House 2013 - The Institut Mines-Télécom includes ENIB as an associate school Official site of school Official website of the ENIB students
École Centrale Paris
École Centrale Paris was a French postgraduate-level institute of research and higher education in engineering and science. It was known by its official name École Centrale des Arts et Manufactures. Founded in 1829, it was among the most selective grandes écoles. Rooted in rich entrepreneurial tradition since the industrial revolution era, it served as the cradle for top-level engineers and executives who continue to constitute a major part of the industry leadership in France. Since the 19th century, its model of education for training generalist engineers inspired the establishment of several engineering institutes around the world, such as the École Polytechnique Fédérale de Lausanne in Switzerland, Faculté polytechnique de Mons in Belgium, as well as other member schools of the Ecole Centrales Group alliance in France, Morocco and India. In 2015, École Centrale Paris merged with Supélec to form CentraleSupélec, a constituent institute of the University of Paris-Saclay. "Between 1832 and 1870, the Central School of Arts and Manufactures produced 3,000 engineers, served as a model for most of the industrialized countries."
École Centrale des Arts et Manufactures was founded in 1829 as a private institute by Alphonse Lavallée, a lawyer and a prominent businessman from Nantes, who put forward most of his personal capital into founding the school, together with three top scientists who became its founding associates: Eugène Peclet, Jean-Baptiste Dumas, Théodore Olivier. Notably, Lavallée was a shareholder of Le Globe, which became in 1831 the official organ of the Saint-Simonian movement; the founding vision of École Centrale was to train multidisciplinary engineers who will become the first "doctors of factories and mills" of the then-emerging industrial sector in France, at a time when most of the other engineering schools trained students for public service. As the scientific discoveries in this era were beginning to have a major impact on industrial development in Europe, a new breed of engineers with a broad and rigorous knowledge of sciences and mathematics were needed in order for France to develop its industry and compete amongst the world's superpowers.
The school was located in various premises in Paris, including Hotel Salé and buildings which now belong to Conservatoire National des Arts et Métiers. Lavallée served as the first president of École Centrale. In 1857, Lavallée transferred the ownership of the school to the French state in order to ensure its sustainability. Under Napoleon's initiative for an imperial university, the school was temporarily renamed as École Impériale des Arts et Manufactures. In 1862, graduates of the school were awarded accredited graduate diplomas in engineering, with the official academic title of'ingénieur des arts et manufactures', the first of its kind in France; the school was transferred in 1969 to a new campus located in Châtenay-Malabry. The Châtenay-Malabry campus was designed by architect Jean Fayeton, was inaugurated by President Georges Pompidou, accompanied on this occasion by Robert Galley; the school was renamed as École Centrale des Arts et Manufactures. In 2015, the school formed a strategic alliance with Supélec to create CentraleSupélec, part of the University of Paris-Saclay.
The new campus is located in Gif-sur-Yvette 20 km from the center of Paris. École Centrale Paris was one of the Centrale Graduate Schools associated as the Groupe Centrale network with its sister institutes. Since 1837, the school had established several international partnerships with the world's leading universities, such as California Institute of Technology, University of Cambridge, ETH Zurich, Georgia Institute of Technology, Harvard University, Indian Institutes of Technology, KAIST, Princeton University, Universidad Politécnica de Madrid, Massachusetts Institute of Technology, Politecnico di Milano, National University of Singapore, Stanford University, University of Toronto, Tsinghua University, TU Delft and Technische Universität München, it was a founding member of the TIME network among top engineering schools in Europe, a member of the UniverSud Paris and the CESAER association of European engineering schools. Located in the Hôtel de Juigné, the main campus of the school was transferred to rue Montgolfier in 1884, where it stayed until 1969.
Its current location neighbours the Parc de Sceaux. Former location of the École Centrale, rue Montgolfier in Paris: The school is now located at Châtenay-Malabry, Hauts-de-Seine, a southern suburb of Paris, next to the Parc de Sceaux and its Château de Sceaux. Within the main campus at Châtenay Malabry, ECP hosts eight laboratories: Molecular and Macroscopic Energy, Combustion System Analysis and Macroeconomics Modeling Industrial Engineering Chemical Engineering and Materials Processing Laboratory Applied Mathematics Soil and Structure Mechanics Technology and Strategy Solids Structure and PropertiesMost of the 2000 students at École Centrale Paris stay in dedicated on-campus student residences, located near the research labs and accessible via public transport. Following the merger of the school with Supelec, now forming CentraleSupelec, the progressive move of the campus has started from Chatenay-Malabry to Gif-sur-Yvette. Most French students who were admitted to École Centrale Paris had completed 2 to 3 years of post high school education in sciences through the classes préparatoires or
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
Association of MBAs
The Association of MBAs is a global organisation founded in 1967 which focuses on international business school accreditation and membership. Based in London, AMBA is one of the three main global accreditation bodies in business education and styles itself as the world's impartial authority on postgraduate management education, it differs from AACSB in the US and EQUIS in Brussels as it accredits a school's portfolio of postgraduate management programmes but does not accredit undergraduate programmes. AMBA accredits 2% of the world's business schools, is the most international of the three organisations having accredited schools headquartered in 54 countries, compared with the 52 for AACSB and 38 for EQUIS. Business schools can become associated with AMBA in two ways: by applying for accreditation, or by applying for membership of the AMBA Development Network, which confers institutional membership similar to EFMD or AACSB membership. Schools that cannot meet all of the AMBA accreditation criteria join the ADN, which gives them time to prepare for accreditation with support from AMBA and mentoring from an AMBA-accredited school.
All MBA students and alumni of the 257 accredited member schools join AMBA as individual members free of charge. AMBA accredits generalist MBM programmes and DBA programmes, admits as members students and graduates thereof. AMBA's long-serving president until 2017 was the late Sir Paul Judge, the founding benefactor of Cambridge Judge Business School in Cambridge, UK. AMBA's current Chief Executive is Andrew Main Wilson, who joined the organisation from the Institute of Directors in 2013. Bodo Schlegelmilch was elected Chairman of the AMBA Board of Trustees in 2018; the Association of MBAs was founded in 1967 as an MBA alumni club by eight UK graduates from Harvard Business School, Wharton and Columbia, two graduates from the first intake of London Business School. The founders saw a lack of awareness in Europe of the value of the MBA degree, which at that time was an American qualification, they decided to form a lobby and membership group to promote the benefits of postgraduate business education, under the name of Business Graduates Association.
The organisation's development helped shape the growth of management education in Europe and the UK and coincided with the setting up and growth of London Business School and Manchester Business School in Britain. The Association's first Director General was Vice-Admiral David Clutterbuck who assumed this position in 1969. In 1983 BGA began to accredit the growing number of MBA programmes, while preserving its functions as a membership organization. BGA was renamed Association of MBAs in 1987; until 2017, AMBA's president was the late Sir Paul Judge, who helped establish one of the two business schools in Cambridge, UK. The Association of MBAs accredits MBA, DBA degree programmes; when a school applies for accreditation for its MBA programmes, AMBA requires that the entire portfolio of MBA programmes be put up for consideration and will award accreditation only if all programmes meet its criteria. The Association's process of accrediting a school's MBA programmes portfolio includes reviewing compliance AMBA's criteria, most of them qualitative rather than quantitative.
The criteria fall into seven dimensions: development of the institution. Some of the key AMBA criteria for the accreditation of an MBA programme include: all admitted students should have at least three years of full-time post-graduation work experience upon the start of the MBA course. AMBA holds three annual conferences for business school deans and directors: a Global Conference, an Asia Pacific Conference, a Latin America Conference. Participation is open to both non-accredited schools. AMBA hosts an annual Gala Dinner in London, open only to accredited schools. AMBA organises two annual global forums with the purpose of development and training for specific functions within AMBA-accredited business schools such as accreditation managers. AMBA organises webinars and networking events on a regular basis catering to MBA alumni, current MBA students, prospective MBA students and business school admissions departments; these on-campus events are held at accredited business schools and feature distinguished speakers and practitioners in fields such as leadership and innovation.
List of institutions accredited by AMBA Triple accreditation Association to Advance Collegiate Schools of Business European Quality Improvement System Association of MBAs official website Accredited schools and logos on