12 Years Of Action Learning At EM Normandie: Monitored Field Projects As Regular Pedagogical Activities

Abstract

The Master Grande Ecole curriculum at EM Normandie School is organized around junior consulting projects and real problem solving activities aiming at bridging the gap between classroom knowledge and professional competencies. Since the 90’s, students are involved in regular consulting activities for local and national companies following the 'HEC entrepreneur' pedagogy adapted guidelines. The purpose of this paper is to characterize the EM Normandie junior consulting projects learning activities within the more general theoretical framework of Action Learning. We underline the elements that make action leaning at EM Normandie singular, but also its limits and potential for improvement.