THE GRADUATE SCHOOL FOR TOMORROW'S ENGINEERS - ESIEA

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06 DALILA KATEB doctor of Mathematics, in charge of programme development and Education “It is essential that students have comprehensive knowledge of the three complementary fields of IEA which are linked to human development so that they can grasp the complex nature of the systems as a whole. This is the only way in which they are able to define their personal development plan and build the study path best suited to their needs. For example: reinforcing scientific studies or developing managerial skills. The fact that these skills go hand in hand enables ESIEA students to adapt to obligations imposed by the working world, while being a member of the global society, being inquisitive, listening to others and being conscious of the importance of personal development and improving one’s performance. These qualities will find fulfilment in the context of their studies, as they are supplementary assets for the students’ personal and professional development.” SHAPE YOUR PROFESSIONAL FUTURE BROAD-BASED TRAINING THAT WILL MAKE THE DIFFERENCE ESIEA’s vocation is to offer broadbased training to engineering students by linking high-level scientific-technical studies with acknowledged soft skills. This coherence facilitates access to first employment and reinforces their ability to develop within organisations in a variety of different fields. Acquiring fundamental knowledge in IEA IT, Electronics and Automated Systems complement each other to form an overall tool, allowing ESIEA engineers to develop in all sectors of activity. IT, a driving force in everyday life, offers a multitude of prospects ranging from system and network administration or specialising in business software to becoming programmers and algorithmicians, who develop ergonomic, high-performance programmes in multiple fields of application (management, data bases, computer graphics, image processing, artificial intelligence and information security). Electronics and Automated Systems open doors to the building of real systems, such as embedded systems, virtual and augmented reality, robotic probes and industrial projects. There is no doubt that thorough knowledge of systems as a whole can be acquired, thanks to the study of programmable components, command principles and signal processing. What is an IEA engineer? • A broad-based engineer in the field of IT, electronics and automated systems. • An enthusiast for science and new technologies. • An engineer who knows how to design, make and implement product systems or services. • An innovative, creative architect of complex systems. • A leader with the ability to adapt to all situations and to work in a multi-technical, multicultural environment. 80% Percentage of permanent teaching staff within the transition level available to students at all times.
Tailored educational follow-up Teaching staff attentive to your development and success The teaching team comprises highly qualified educationalists (lecturer-researchers, university doctorates, company consultants and specialists), who place the students at the heart of the pedagogical teaching system. They are available and ready to listen, attentive to the development of each and every student, whether it be a matter of overcoming a particular difficulty, extending specific knowledge or discovering a talent and putting it to use. Personalised support • Tutorials and support workshops • Streamed language classes • Initiation and methodology seminars for newcomers • Refresher courses prior to start of academic year (e.g. in maths and physics for holders of STI baccalaureate and in IT and electronics for the CPGE) Job opportunity in all sectors of activity* 4,9 % 6,6 % 28 % 10,2 % 4,9 % 38 % 3,8 % 5 % l IT: 38% l Software publishers: 5% l Telecommunications: 3.8% l Finance, banking and insurance: 10.2% l Industry (motor, aeronautic, naval, rail, pharmaceutical, agri-business, etc) 6.6% l Energy, Building and Public Works, Ecology and Sustainable Development: 4.9% l R & D, Auditing firms, Consultancy firms: 28% l Other (Marketing, Sales, Administration, etc): 4.9% * Trends concerning Young ESIEA graduates in a professional integration survey carried out by the Conférence des Grandes Écoles. www.esiea.fr JULIEN LEMETAYER, 2009 YEAR OF GRADUATION “What makes the ESIEA engineering training so rich is the wide range of 07 subjects taught. Scientific subjects, social sciences and foreign languages are equally important. The fact that the curriculum is built around projects enables students to apply their knowledge, sometimes with the risk of making mistakes, but also with the pleasure of bringing a team project to successful completion. There are real possibilities of studying abroad and in my particular case, the opportunity to obtain a double degree in New Zealand at Victoria University in Wellington.” LAURE JEANNEROT, 2007 YEAR OF GRADUATION Senior Consultant, deloitte Conseil “It was within the framework of belonging to an association and taking part in ESIEA’s Junior-entreprise that I experienced my first responsibilities and discovered the profession of auditing and consultancy. I then pursued this path by working towards a double Master’s degree in Auditing and Consulting in Information Systems at Dauphine University. Being able to put my experience in the Junior-entreprise to good use, as well as having a double degree, were two elements particularly appreciated by companies when searching for my first job.”
Page 1 and 2: THE GRADUATE SCHOOL FOR TOMORROW’
Page 3 and 4: A COHERENT TRAINING PATH TO PLAN YO
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Page 13 and 14: www.esiea.fr ESIEA IS WHERE YOU GET
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Page 17 and 18: DIDIER BENEDETTI, 1976 YEAR OF GRAD
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