Course Catalogue European Summer Program 2018 - Arts, Business, Social and Health Sciences
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Course Catalogue European Summer Program 2018 Arts, Business, Social and Health Sciences Science and Engineering French Only European and International Law
Arts, Business, Social and Health
Sciences
Click on the course to check the syllabus
88 hours ESP 1 (24 May to 22 June 2018):
10 ECTS credits - Corporate Culture, Human Resources and innovation
ESP 2 (25 June to 21 July 2018):
- Communication in an international environment
- International Teamwork and Communication
Morning: - Corporate Social Responsibility and Sustainable Development
- European Integration: Borders in Turmoil
French Intensive - Introduction to European Studies: History, Politics and Society
- Introduction to French Cinema
Language Course - Sustainability and Integrated Reporting
- Great French Short Stories
- Managing Communication Projects in France
Afternoon: One of - World-Class Art Museums between Paris and Brussels
- International Teamwork and Communication
the elective from - Spirituality and Sustainability: Global challenges and local solutions
- Introduction to French Cinema
this list -Healthcare in France : Innovative Solutions for New Challenges
- World-Class Art Museums between Paris and Brussels
-Spirituality and Sustainability: Global challenges and
local solutions
- Health: a common good?
All courses are
taught in English - Back to top -
This syllabus is based on information that was available at the time of publication
(December 2017). Changes may occur.
For updated information about course content, please contact us: esp@univ-catholille.frFrench Intensive Language Course
2. Content: Examples of topics covered in 2017
1. Course Presentation
- Beginner level (A1-, A1, A1+, A2, A2+):
Course objective: Oral expression: Introducing yourself and someone else, asking for your way,
- Intermediate level (B1, B1+):
giving indications, ordering at a restaurant.
48 hours The main objective of the course is to provide students
Workload Oral comprehension: Understanding simple questions about myself, interactions
Oral expression: Introducing oneself, greetings in the French way (“tu” and “vous”),
telling your opinion, accept, refuse, propose, expressing your feelings, asking someone
with educational materials and resources (depending with the others, understanding an itinerary, ordering at a restaurant, describing
4 ECTS credits on the level) necessary for them to express themselves
48 hours Class teaching + 15 hours homework = 63 hours
a person.
to do something, identify someone or something, asking for information, finding your
way in town, describing your everyday activities, telling your tastes, expressing a polite
through a short series of expressions or easy sentences Written comprehension: Small dialogues on how to introduce oneself, descrip-
Assessment tion of a person, itinerary, dialogue at the restaurant.
or familiar request, ordering in restaurant, talking about your health, telling your expe-
(daily life, asking questions, discussion on familiar topics, 3 Continuous assesment (percentage break down 20%) of 30 min riences/ memories, telling your feelings/impressions using past tense, creating dialo-
Written expression: Creation of small dialogues, physical description, how to fill
speaking in public, efficiently and fluently); to unders- gues and skits, games, role games, interviews, etc.
Teaching language: French. 1 Final Exam (percentage break down 60%) of 3 hours a form.
Oral comprehension: Dialogues in different situations (house, university, company, res-
In beginner level classes, tand and use common expressions (understand what Lexical fields: Greetings, presentation, numbers, colors, nationalities, days/mon-
Others (student participation…) (percentage break down 20%) taurant, shops, station, bank, travelling agency, police station, etc.), French songs.
some grammatical aspects people say at different speed and with different accents, ths/date, physical description, jobs, clothes, common transports, food, everyday
Written expression: Detailed presentation, letters, forms, stories about various topics
may be explained in English. activities, class vocabulary.
use traditional politeness and welcome expressions); (family, experiences, habits, opinions, etc.), small essays.
Grammar: Conjugation of Have, Be, Go and first group verbs at the indicative
categorize information taken in a written document Written comprehension: Extracts from French newspapers, letters (formal and infor-
Teacher in charge of the present tense, possessive adjectives, partitive and negation.
mal), cultural texts.
course: Guillemette Henniart, to be able to use it; express their opinion and answer
Lexical fields: numbers, age, birthdate, d ays, months, years, nationalities, countries,
ICL-Clarife/ UCL precise questions; better understand French culture. deseases, health, resume and cover letter, feelings and impressions, everyday activi-
Prerequisite: ties, shops, clothes, prices, food, groceries, menus, French family, technology, idiomatic
ACADEMIC CALENDAR: - Advanced level ( B2-):
None. Courses are from beginner to advanced level. An ini- expression.
24 May to 22 June 2018 Oral expression: Giving your opinion on news, talking in past tense, telling a
tial 1h30 placement test evaluates students’ linguistic skills in- Grammar: present tense, Be and Have, “est-ce que”, “how”, definite and indefinite ar-
25 June to 21 July 2018 Educational methods story, knowing how to nuance, argue, debate. ticles, pronominal verbs, “qu’est-ce que”, when and where, expressing the negative
cluding grammar, vocabulary, reading, writing and listening. A Oral comprehension: Songs, radio and TV shows, native speaker’s dialogues.
The 5 linguistic skills are covered: listening, speaking, form (oral and written), the use of the apostrophe, pronouns “en” and “au”, masculine
10-minute interview with a member of the ICL-Clarife (center Written expression: Arguing, writing a story or describing an event. and feminine singular and plural of adjectives, third group verbs, interrogation with
reading, writing and oral interaction. The educatio-
of languages of Université Catholique de Lille) assesses spea- Written comprehension: press articles. “why”, connecting words (first, the, after, in the end), qualitative adjectives, presenta-
nal method focuses on practice: grammatical exer- Lexical fields: work and studies, gastronomy, ecology, feelings, stereotypes,
king ability. Following the placement test, the numbers of le- tive (this is, these are, here is, here are), near future tense, partitives (of, of the), verbs
cises with multiple examples and oral practice; dic- new technologies, holidays, solidarity. at the perfect tense, the place of the adverb and of negation with the perfect tense,
vel groups are determined depending on total number of stu- Grammar: Past tenses, past participle, subjunctive, conditional and hypothetic
tation; listening to oral materials with increasingly complement pronouns “y” and “en”, imperfect tense, the use of perfect or imperfect
dents, and are based on the Common European Framework of tense, cause, consequences and aim, pronouns complements. tense in telling a story.
difficult characteristics; discussions, presentations and
Reference for Languages (more information on www.coe.int).
debates; role play; writing short essays and summaries.
- Back to summary -Corporate Culture, Human Resources
and Innovation 2. Content: Includes a 9-hour module of Intercultural Communication
Click here to check the syllabus
1. Course Presentation
1. A brief history of management and organizational behavior: from scientific
management to employee engagement and self-management
Course objective: Workload
40 hours
(includes a 9 - hour
At the end of the course, the students will be able to un-
derstand the processes, cultural factors and HR tools that
40 hours including Class teaching and Cultural conferences
+ 5 to 10 hours of fieldtrips (Bruges, Brussels, WW1)
2. Motivation theories with a self-discovery tool: extrinsic and intrinsic moti-
vation, the importance of autonomy, purpose and mastery
3. Ressources
module of foster innovation. New concepts such as the collabora- + 15 hours homework
Intercultural 3. How creativity works: Insights from neuroscience and psychology
tive organization, the employee experience (EX) and in- = 60 to 65 hours - The Collaborative Organization, Jacob Morgan
Communication) trapreneurship are highlighted and critically analysed. Assessment 4. Innovation theories and models: from early models to new trends
6 ECTS credits Continuous assessment (percentage break down 20%)
5. The role of Human Resources as a strategic business partner: strategic
- Design Theory, Methods and Organization for
Innovation, Weil/Le Masson/Hatchuel
> 2 Research and reading assignments and student
functions of HR in an innovative organisation
presentations of 2 hours
Team Project (Percentage break down 60%)
- Drive, Daniel Pink
6. The role of culture in an innovative organization: cultural orientations in
> Team assignment ‘The Change Project’, applying national and corporate culture that can foster or impede innovation
- Imagine: How Creativity Works, Jonah Lehrer
Teacher in charge of the concepts from the course. For the final oral exam, the teams pitch
course: Bernd Gibson, 7. Attitudes to change: How to get everyone on board for an innovation pro-
their projects and defend them in a Q&A.
Managing Director of ject - Riding the Waves of Innovation, Fons Trompe-
Gibson Intercultural Team Student participation (percentage break down 20%)
naars, Charles Hampden-Turner
> Active participation in class and teamwork is required. 8. Case studies and sample organizations: Apple and Nokia, 3M, Google,
ACADEMIC CALENDAR: Valve, …
24 May to 22 June 2018 - 21 Tomorrow’s New Formula: Concept-Driven
Prerequisite: 9. Field trip to company in or around Lille. Innovation through Strategic HR, Lynne Mealy
Educational methods
Understand and speak academic level English. To take this
10. 21st century concepts of work and organization: the Gig Economy, in-
Interactive course with teacher input and teamwork, sha- course, the student must have a solid scientific and technical trapreneurs, crowdsourcing, network structures, collaborative organizations,
ring the knowledge and experience of everyone. Colla- culture, after at least 2 semesters at University. They must have mass customization, the employee experience (EX)
borative learning in project mode, as well as case studies some ability to work as a group and for those whose mother
11. Practical application of the concepts learned: The Change Project
and research assignments. Field trip to local company.. tongue is not English, be able to communicate easily in English.
- Back to summary -Communication in an international environment 2. Content: Includes a 9-hour module of Intercultural Communication
Click here to check the syllabus
1. Course Presentation
Course objective: Workload
40 hours At the end of the course, the students should be ca- 40 hours including Class teaching and Cultural conferences
(includes a 9 - hour The course will be composed of 2 parts.
pable of describing an international communica- + 5 to 10 hours of fieldtrips (Bruges, Brussels, WW1)
module of tion sector, have an idea of the work in a internatio- + 15 hours homework
Intercultural First part will be an introduction to intercultural communication that
nal environment. The student will also be capable = 60 to 65 hours
Communication) will help the student to understand challenges and assets of working in
of workings as a team on a communication case. Assessment
an international team/company. Pour Sacha, mettre les objectifs et le
6 ECTS credits Continuous assessment (percentage break down 20%)
content de ce cours.
> 2 Research and reading assignments and student
presentations of 2 hours
Second part of the course will give students a presentation of the inter-
Team Project (Percentage break down 60%) national communication organisation for a company:
> Team assignment ‘The Change Project’, applying - How to organise an international communication world wide:
Teacher in charge of the concepts from the course. For the final oral exam, the teams pitch o What is international communication?
course: Bernd Gibson, their projects and defend them in a Q&A. o The main channels/actors of international communication
Managing Director of Student participation (percentage break down 20%) o Challenges of International Communication in a globalised world
Gibson Intercultural Team
> Active participation in class and teamwork is required. - How to build a communication strategy:
ACADEMIC CALENDAR: o The different steps of building a communication strategy
24 May to 22 June 2018 o The main actors of an efficient communication strategy
Educational methods Prerequisite: o Discussions on communication strategies in the different coun-
tries represented in class
Lecture Understand and speak academic level English. To take this
course, the student must have a solid scientific and technical o The students will work on a case study in group for a concrete
Case-studies culture, after at least 2 semesters at University. They must have approach and better learning experience and present the results to the
Fieldtrips some ability to work as a group and for those whose mother rest of the class as well as to a jury.
tongue is not English, be able to communicate easily in English.
Group Work - Back to summary -International Teamwork and Communication
2. Content:
1. Course Presentation
Educational methods
Course objective: - Definitions, elements and images of culture. Objective and subjective culture.
Upon completion of the course, the student is expected to:
Lecture Debate ODIE. Stereotypes, categorisation and generalisation. Recognising the cultural
40 hours - Recognise the different elements that make up culture
differences that make a difference.
- Demonstrate the role culture plays on general and professio-
nal communication and behaviour Case-studies - The stumbling blocks to international communication.
6 ECTS credits - Suggest ways to begin respecting and reconciling the cultural
differences that make a difference
Fieldtrips
- Analyse the cultural elements inherent in different situations - Non-verbal communication. Recognising the elements of nonverbal
- Evaluate the relative importance of different cultural ele- Role-Plays communication. E.T. Hall’s model; space, time and context.
ments in different communication situations
- Apply different cultural orientations to correctly analyse
Group Work
different situations
- Kluckhohn and Strodtbeck; cultural orientations
- Interact more sensitively within international teams
- Develop a capacity for culturally sensitive critical analysis - Culture shock and intensity factors
- Sensitively interpret different elements of verbal and
Teacher in charge of the
course: Grant Douglas,
non-verbal communication - Gert Hofstede’s cultural dimensions model
- Sensitively analyse critical incidents
MPhil, Université Catholique - Clearly distinguish between objective and subjective culture Workload - Fons Trompenaar’s cultural dimensions model
de Lille (Intercultural - Be able to integrate a new team from an initial team
Studies) 40 hours including Class teaching and Cultural conferences
+ 5 to 10 hours of fieldtrips (Bruges, Brussels, WW1) - What is a team and why do we have teams?
ACADEMIC CALENDAR: Prerequisite: + 15 hours homework
24 May to 22 June 2018 To take this course, the students must have some ability to - Building trust in international teams
= 60 to 65 hours
work as a group and for those whose mother tongue is not En-
glish, be able to communicate easily in English. The course is Assessment - Team selection, management and leadership. The specificities
based on a mix of profiles and backgrounds for a more diverse
Continuous assessment (percentage break down 20%) of international teams
international learning experience, which is why we don’t re-
Final exam (percentage break down 60%)
quire students to have taken such or such specific course be- - Virtual teams
fore but participating students must have a good general uni- > 20 minutes Oral group presentation
versity level (from 2nd year of Bachelor / Undergraduate). Others (student participation…) (percentage break down 20%)
- Back to summary -European Integration: Borders inTurmoil 3. Ressources
Includes a 9-hour module of Intercultural Communication
Click here to check the syllabus • Catherine BARNARD, The substantive law of the EU: the four freedoms, Oxford; New York;
Auckland [etc.]: Oxford University Press, cop. 2016, 728 p.
Websites:
1. Course Presentation Educational methods: • Ian BACHE, Simon BULMER, Stephen GEORGE, Politics in the European Union, Oxford Univer-
- Consolidated versions of the Treaty on the European Union and the Treaty
sity Press, 2014
on the Functioning of the European Union (OJ C115, 9.5.2008) :
Course objective: Lecture Debate • Damian CHALMERS, Gareth DAVIES, Giorgio MONTI, European Union Law: Cases and Mate-
40 hours This course introduces the students to the main issues of the
European Union. It gives a broad overview of some current and
rials, Cambridge University Press, 2nd Revised edition, 2010
• Paul CRAIG and Gráinne DE BÚRCA, EU law: text, cases, and materials, Oxford : Oxford Univer-
http://www.consilium.europa.eu/uedocs/cmsUpload/st06655-re01.en08.pdf
- European Council: http://www.consilium.europa.eu
(includes a 9 - hour
module of
classical themes of European integration. The course is divided Share of Experience sity Press, 2011, 1155 p. -
-
European Commission: http://ec.europa.eu
European Parliament: http://www.europarl.europa.eu
in 10 topics raised by the European integration: Multilingualism, • Maurice CROISAT, Le fédéralisme en Europe, Montchestien éd., 2010, 158 p.
- Committee of the regions: www.cor.europa.eu
Group Work
Intercultural European History, European Treaties, EU enlargement, Economic • Alan DASHWOOD, Derrick WYATT e.a., European Union law, London, Sweet & Maxwell, 6th ed.,
crisis, Human Rights and protection of minorities, Populism, En- Case-studies 2011, 1224 p. - Court of Justice of the European Union: http://curia.europa.eu
Communication) vironment, Europe of the regions, External action of the EU. • Bruno DE WITTE, Mark DAWSON, Elise MUIR, Judicial Activism at the European Court of Jus- - Law of the European Union: http://eur-lex.europa.eu
6 ECTS credits 2. Content Fieldtrips tice, Edward Elgar Pub, 2013
• Nigel Foster, EU law, Oxford (United Kingdom): Oxford University Press, cop. 2014, 527 p.
- European Navigator: http://ena.lu
The objective of this lecture is to get knowledge on the main
Prerequisite: • Pierre GERBET, La construction de l’Europe, 4e éd., A. Colin, 2007, 580 p. News online
To take this course, the students must have some ability to work as a group • Herwig C.H. HOFMAN, Gerard C. ROWE, Alexander H. TÜRK, Administrative Law and Policy of - News of the EU institutions: http://europa.eu/rapid/press
European policies and how the Member States deal with them.
and for those whose mother tongue is not English, be able to communicate the European Union, OUP Oxford, 2011 - The euros: http://www.eurosduvillage.eu
Why does the European Union exist? How shall the Union solve
Teacher in charge of the • Jean-Paul JACQUE, Droit institutionnel de l’Union européenne, 6e éd., 2010, Dalloz, 757 p.
the economic, social and environmental problems? Does the easily in English. The course is based on a mix of profiles and backgrounds - EU Observer: http://euobserver.com/
course: Aurélien Raccah, Union have enough competences to substitute the Member • Emilia MISCENIC, Aurélien RACCAH, Legal Risks in EU Law, Springer International, 2016, 256 p.
for a more diverse international learning experience, which is why we don’t - The European Union Times: http://www.eutimes.net/
PhD, Faculty of Law, UCL States? How can we conceive the future of the European Union? • Miguel POIARES MADURO and Loïc AZOULAI, The past and future of EU law: the classics of EU
require students to have taken such or such specific course before but parti- - Blog of Charlemagne (The Economist):
The existence of this international organisation implies a general law revisited on the 50th anniversary of the Rome Treaty, Oxford: Hart, 2010, 512 p.
cipating students must have a good general university level (from 2nd year of - http://www.economist.com/blogs/charlemagne
Specialist lecturers: Grant questioning on its general purpose. • Aurélien RACCAH, Le traité de Lisbonne : de nouvelles compétences pour l’Union européenne
Bachelor / Undergraduate). - Blog of Jean QUATREMER: http://bruxelles.blogs.liberation.fr/
Douglas, MPhil Through the different topics, we try to understand how the Eu- ?, L’Harmattan, avril 2012, 240 p.
ropean Union and the Member States interact. Thereby, the Eu- • Jean-Luc SAURON, Comprendre le Traité de Lisbonne, Gualino éditeur, 2008, 351 p. - Assemblée nationale, Commission des affaires européennes:
ropean Union appears as a flexible organisation according to the
Workload http://www.assemblee-nationale.fr/europe/
ACADEMIC CALENDAR: • Jürgen SCHWARZE, EU-Kommentar, Nomos Verlagsgesellschaft Baden-Baden, 2000, 2660 p.
ESP1 25 June - 21 July 2018 different policies: among the 28 member states, only 19 are part 40 hours including Class teaching and Cultural conferences • Stephen Weatherill, Cases and materials on EU law, Oxford ; New York : Auckland [etc.] : Oxford - Sénat, Commission des affaires européennes:
of the Eurozone, 26 only belong to the Schengen area, including university press, cop. 2014, 643 p. http://senat.fr/europe/quoideneuf.html
+ 5 to 10 hours of fieldtrips (Bruges, Brussels, WW1)
Switzerland, Iceland and Norway, but at the same time the UK is • Joseph WEILER, The Constitution of Europe: Essays on the Ends and Means of European Inte- - Tout l’Europe.fr: http://www.touteleurope.fr
asking to withdraw from the EU; on the other side, in 2015 and + 15 hours homework
gration, Cambridge University Press, 1999 - Europeus: http://www.europeus.org
2016, thousands of migrants from Syria and Middle East want to = 60 to 65 hours • Joseph H. H. WEILER, The Transformation of Europe, The Yale Law Journal, Vol. 100, No. 8, - Euractiv: http://www.euractiv.fr
accede the EU; on other legal issues, the Charter of Fundamental Assessment Symposium: International Law (Jun., 1991), pp. 2403-2483
Rights would apply only partially to Poland and the United King-
dom and, ultimately, the Czech Republic; the “space of freedom, Active participation (percentage break down 20%) • Antje WIENER and Thomas DIEZ, European Integration Theory, OUP Oxford, 2nd ed., 2009
security and justice” does not apply to the United Kingdom and Final exam of 2 hours = essays and questions (percentage break • Jacques ZILLER (dir.), L’Union européenne, Edition Traité de Lisbonne, La Documentation fran-
Ireland; Denmark does not participate in political advocacy, jus- çaise, Les notices, 2008, 215 p.
down 60%)
tice and home affairs, or the 3rd stage of European Monetary
Union. There are enough problems to discuss with the students.
- Back to summary -Introduction to French Cinema
2. Content:
1. Course Presentation Cinema was born in France, and continues to occupy a central position
within French culture. We will examine various ways of ‘reading’ a film
Course objective: Includes a 9-hour module of Intercultural while viewing representative works from different periods of French cine-
Communication matic history. In light of the centenary of World War I (1914-18), we will
40 hours The aim of this course is to give students an introduction,
in English, to French cinema and to the art of cinema more
Click here to check the syllabus pay particular attention to “la Grande Guerre” both as a major theme and 3. Ressources
(includes a 9 - hour as an event that profoundly affected the history of cinema; we will also
generally.
module of examine films specifically concerned with the Lille region, and with the art
Intercultural Workload of filmmaking itself. A Basic Glossary of Film Terms (to be made avai-
40 hours including Class teaching and Cultural Conferences Specific topics and works to be covered will include: lable to registered students)
Communication)
+ 2 to 6 hours Fieldtrips (Bruges, Brussels) • introduction to cinema/film studies
6 ECTS credits + 15 hours homework • cinema history http://frankwbaker.com/mlc/language-of-film-li-
= 57 to 61 hours • French cinema teracy/ : a wide variety of useful links
Assessment • French culture and history
Teacher in charge of the Final Exam of 2 hours (percentage break down 70%) • critical approaches to film and film analysis https://www.scribd.com/document/92609319/
course: Garrett Epp, PhD,
Others (student participation…) (percentage break down 30%) • literary adaptation Literature-reading-a-Film : useful background
University of Alberta (Film)
Educational methods > Student participation in group discussions and class • analysis of assorted film clips and still photographs
will be included in the grade of the student. • La Grande Illusion (Renoir, 1938: Grand Illusion): the first prison http://thetfs.ca/article/brief-history-film-criti-
escape film, regularly named as one of the greatest films ever made
cism/
ACADEMIC CALENDAR: Lecture • La Nuit Américaine (Truffaut, 1973: Day for Night): the best film
24 May to 22 June 2018 ever made about filmmaking
25 June to 21 July 2018 Group Work Prerequisite:
• Germinal (Berri, 1993): a faithful and affecting adaptation of Zola’s
https://www.thoughtco.com/french-movie-
To take this course, the students must have some ability to work as terms-1371312 : to supplement your French
1885 masterpiece about a mining community in northern France
Presentations a group and for those whose mother tongue is not English, be able
to communicate easily in English. The course is based on a mix of • Un long dimanche de fiançailles (Jeunet, 2004: A Very Long Enga-
lessons!
Fieldtrips profiles and backgrounds for a more diverse international learning gement): a highly inventive adaptation (by the director of Amélie) of a
experience, which is why we don’t require students to have taken best-selling novel that combines joyous romance and the grave conse-
such or such specific course before but participating students must quences of trench warfare
Case-studies have a good general university level (from 2nd year of Bachelor / Un- • Bienvenue chez les Ch’tis (Boon, 2008: Welcome to the Sticks): one
dergraduate). of France’s most popular films, and an essential introduction to the region
- Back to summary -Great French Short Stories: tales of Love,
betrayal, fear and fate 2. Content:
1. Course Presentation
We will read and discuss five short stories by:
Course objective:
40 hours At the end of the course, the students will :
Workload
Albert Camus
(includes a 9 - hour - Have a basic knowledge of the most celebrated authors
40 hours Class teaching + 10 hours homework
module of of short fiction in 19th, 20th, and 21st century French lite-
= 50 hours Guy de Maupassant
Intercultural rature.
Communication) Assessment
- Analyze the structure as well as the content of represen-
Continuous assessment (percentage break down 20%) Irène Némirovsky
6 ECTS credits tative works of short fiction.
- Compare and contrast how different authors use the me- > Two short essays completed in class, but the essay
dium of short fiction to investigate and critique concepts of prompts will be provided in advance (30 min each) J. M. G. LeClézio
Final Exam of 2 hours (percentage break down 60%)
Teacher in charge of the
the self and social conventions.
> Cumulative final essay to be completed on the last day
Simone Schwarz-Bart
course: Michael Henderson,
of class
Associate Professor of
French and International Others (student participation…) (percentage break down 20%) We will discuss how these authors use the short story to examine universal literary themes of love, hate,
Studies Department Chair
of World Languages and
> Attendance is mandatory. Students must be prepared to betrayal, madness, inequality, and social justice. Students will learn about French history, philosphy, and
Cultures, Juniata College
participate in classroom discussions. culture through a comparative lens of literary analysis.
Prerequisite:
Educational methods To take this course, the students must have some ability to work as
ACADEMIC CALENDAR:
24 May to 22 June 2018 a group and for those whose mother tongue is not English, be able
Lecture
to communicate easily in English. The course is based on a mix of
profiles and backgrounds for a more diverse international learning
Includes a 9-hour module of Intercultural
Communication
3. Ressources
experience, which is why we don’t require students to have taken Click here to check the syllabus Photocopies or scans of the short
Discussions such or such specific course before but participating students must stories will be provided.
have a good general university level (from 2nd year of Bachelor / Un-
dergraduate). - Back to summary -World-Class Art Museums between - Arras, exhibition «Napoleon. Images of the legend» (Versailles masterpieces in Arras).
Napoleon is one of the most important figures in the history of France and Europe. Strate-
Paris and Brussels gic, excessive, pugnacious, seductive, courageous, obstinate, relentless, curious, the great
man leaves no one indifferent. His silhouette, his uniform and his attitudes are anchored 3. Ressources
in the collective imagination, thanks to the many works commissioned during his lifetime
ANONYME (Ministère de la Culture et de la Communication), Nouvelles tendances de
1. Course Presentation Workload and which contributed to the construction of his legend. From the French Revolution to the
la muséologie, La Documentation française, Paris, 2016
40 hours including Class teaching and Cultural conferences campaigns in Egypt and Italy, from the Coronation to the Camp of Boulogne and his peace- ANONYME, LaM Œuvres, 2014, Villeneuve Ascq, Musée Art Moderne
40 hours Course objective: + 5 to 10 hours of fieldtrips (Bruges, Brussels, WW1)
ful life at Trianon to the Russia debacle, from conquest to exile, from history to legend, let’s BAUDELLE (Guy), KRAUSS (Gerhart), POLO (Jean-François), Musées d’art et développe-
(includes a 9 - hour immerse in history. ment territorial, Presses universitaires de Rennes, collection Espace et Territoires, 2015
This course will provide students with an overview of the + 15 hours homework - LaM, Lille Métropole Museum of modern art, contemporary art and Art brut, Villeneuve BREJON DE LAVERGNEE (Barbara), LEMERLE (Frédérique), Catalogue des dessins ita-
module of
cultural heritage and museums of Lille’s region, settled in = 60 to 65 hours d’Ascq, is an important museum for 20th and 21st century art in the north of Europe. Three liens: collection du Palais des beaux-arts de Lille, Paris, Réunion des Musées Nationaux,
Intercultural Assessment 1997
the heart of Europe, at the crossroads of London, Paris and permanent collections: modern art (Modigliani, Picasso, Kandinsky, Klee, Miró, Van Dongen
Communication) Continuous assessment (percentage break down 20%)
…), contemporary art (Deacon, Soulages, Allan McCollum, Dennis Oppenheim…), outsider
CORDONNIER (Aude), Musée de l’Hospice Comtesse. Miroir de Lille et des Pays-Bas
Brussels, close to Amsterdam and Cologne. XIIIe-XXe siècle, Tournai, CASTERMAN, 1994
6 ECTS credits Final Exam (percentage break down 60%)
> Take notes during the excursions and use them to orga
art (Aloïse Corbaz, Adolf Wölfli, Henry Darger…) and a unique outdoor sculpture park.
- Louvre-Lens. One part is the Louvre, a palace that has followed closely the history of
FAGNONI (Edith), GRAVARI-BARBAS (Maria), Nouveaux musées, nouvelles ères ur-
Prerequisite: baines, nouvelles pratiques touristiques, Canada, Presses universitaires de Laval, 2015
nize your own notebook of 10 mind maps on cultural, France since the middle ages, which became a museum during the French revolution and GAUDICHON (Bruno), GAUDICHON-BOTELLA (Sylvette), DELCOURT (Amandine),
To take this course, the students must have some ability to
quickly became the museum of museums. MASSE (Alice), Roubaix. La Piscine. Musée d’Art et d’Industrie André Diligent - Les col-
Teacher in charge of the work as a group and for those whose mother tongue is not museum and heritage issues.
On other part is Lens, a city in the heart of a coal region, that has been through crises and lections, Paris, Gallimard, 2011
course: Céline Doutriaux, English, be able to communicate easily in English. The course Others (student participation…) (percentage break down 20%)
wars. Lens is located in the youngest region of France, reputed for its exceptional cultural JOYEUX-PRUNEL (Béatrice), Les avant-gardes artistiques 1848-1968 (the Western
MA, Palais des Beaux-Arts is based on a mix of profiles and backgrounds for a more avant-gardes 1848-1968), Paris, Gallimard, 2015
de Lille, diverse international learning experience, which is why we 2. Content: vitality and the density of its museum networks.
Wonderful art works resuming the Louvre Paris collection, displayed in a contemporary
LABOURDETTE (Marie-Christine), Les musées de France, Presses Universitaires de
Grégory Vroman, Université don’t require students to have taken such or such specific France, Collection Que sais-je ?, Paris, 2015
Catholique de Lille, Fieldtrips such as: building of glass and light, created by SANAA, world-famous Japanese architects, in harmo-
course before but participating students must have a good Nord, terre de création. Collections des musées du Nord Pas de Calais, Valenciennes,
- Architectural tour, Lille ny with the land of the mining site. Musée des beaux-arts, Catalogue d’exposition, 2007
general university level (from 2nd year of Bachelor / Un-
- Fine arts museum, Lille, one of the premier museums in France, hosts in its im- - Villa Cavrois. This is an architectural manifesto made by the modernist architect Robert POSTULA (Jean-Louis), GOB (André), Ministère de la Culture et de la Communication),
dergraduate).
ACADEMIC CALENDAR: posing 19th-century building some highlights of European paintings, a collection Mallet-Stevens between 1929 and 1932 for Paul Cavrois, a textile industrialist and his family. Le musée de ville, La Documentation française, Paris, 2015
24 May to 22 June 2018 Educational methods of Antiquities, a mediaeval and Renaissance collection, 17th and 18th-century - Manufacture des Flandres. Let’s discover the story of textiles in Roubaix and the region REYNAERT (François), BROCVIELLE (Vincent), CHANCEL (Philippe), L’art et l’histoire du
25 June to 21 July 2018 seeing historical and contemporary textile machines, considering fabric production from Nord-Pas-de-Calais : La Région des Musées, Paris, 2014, Flammarion
ceramics, 19th-century French sculptures and 18th-century scale models.
Workshops Fieldtrips - Hospice Comtesse Museum, town museum of Lille housed in a former hospital the Middle Ages through present day, and hearing the stories of the individuals whose lives
TAPIE (Alain), Le Palais des Beaux-Arts, Lille, Paris, RMN, 2006
founded in 1237 by Jeanne, Countess of Flanders even if most of the buildings and work become a part of textile history.
www.pba-lille.fr http://www.musenor.com www.lilletourism.com
Share of Experiences date back to the 15th-18th centuries. It recreates a Flemish house and the hos-
Includes a 9-hour module of Intercultural
www.musee-lam.fr www.laregiondesmusees.fr www.louvrelens.fr
pital it has been centuries ago, and also focuses on the commercial and artistic
and scientific history of Lille. The collection features 17th and 18th century pain-
Communication
Debates tings and decorative arts (furniture; ceramics; tapestries)
Click here to check the syllabus
- Back to summary -Prerequisite:
Spirituality and Sustainability: Global challenges and To take this course, the students must have some ability to work as a group and for those whose mother tongue is not English, be able to
communicate easily in English. The course is based on a mix of profiles and backgrounds for a more diverse international learning expe-
local solutions rience, which is why we don’t require students to have taken such or such specific course before but participating students must have a
1. Course Presentation good general university level (from 2nd year of Bachelor / Undergraduate).
Course objective: Educational methods
2017 came with its load of destructive weather-related 2. Content:
Group Work
events, and some say it is only the beginning. Let’s face
40 hours it: humans are having a considerable impact on the whe-
Why God Matters. Ecology Ethics and the Encyclical
3. Ressources
reabouts of there « Common Home ». As the clock seems Lecture Part I: Setting the stage. The Book of Genesis and the stewardship of
(includes a 9 - hour
to be ticking, it appears that comprehensive solutions to Share of Experiences Creation
module of The great misunderstanding: Odd readings of the Book of Genesis Pope Francis, On Care for Our Common Home:
solve the ongoing ecological threats will require fundamen- Each participants will be asked to give an
Intercultural tal changes in our daily life, wherever we may live. Such Is man really the unchallenged ruller of Creation? The Encyclical Letter Laudato Si’, Paulist Press,
overview of the way the ecological de- Adam, Noah and the rainbow: Creator Creatures and Covenant
Communication) radical shifts suppose some deeply rooted motivations to
make those changes possible. Politics alone will not make
Case-studies bate is perceived in his or her country. A religious answer to a religious problem
2015
6 ECTS credits it. Like it or not, one can no longer ignore spiritual conside- based on fieldtrips Students will also be given the opportu- Part II: From part of the problem to part of the answer. Catholic theolo-
Roger S. Gottlieb (éd), The Oxford Handbook of
rations, when confronted with environmental challenges. (local NGO and businesses) nity to present a specific project based in gy rebooted
But spirituality does not always entail sustainability. Some their home country. Me, Christ and the Cosmos: some Cosmic thoughts from the early Chris- Religion and Ecology, Oxford University Press,
of global warming’s most prominent critics probably come tian centuries 2006
Teacher in charge of the from within Christian ranks. Whether they advocate for a The Medieval twilight of Catholic teaching on environmental issue
course: Fr Franck Dubois, total ban on fossil fuels, or claim that global warming is a Workload Catholic Social Doctrine: Contemporary Catholic awakenings on the envi-
PhD, Faculty of Theology global conspiracy, Christians are making their voice heard 40 hours including Class teaching and Cultural Conferences Arthur Peacocke, Evolution: The Disguised
ronment
Université Catholique in the wider ecological debate. This confusion surrounding Friend of Faith?, Templeton Foundation Press,
+ 2 to 6 hours Fieldtrips (Bruges, Brussels) Part III : Always ready to save the Planet, always late to put out the gar-
de Lille the Christian assessment on the environment needs some
+ 15 hours homework bage. Some practical thoughts and deeds 2004
down to basics theological clarifications.
Christian NGOs at work : sustainable development in developing coun-
Assessment = 57 to 61 hours
ACADEMIC CALENDAR: tries. Some projects that actually work Lynn White, “The Historical Roots of our Ecolo-
As concrete problems beg for concrete solutions students
24 May to 22 June 2018 Continuous assessment (percentage break down 20%) Human Ecology put to the test : local eco-friendly business ventures in
will have a chance to explore some of Lille’s eco-friendly gical Crisis”, Science 155 (1967), 1203-1207
25 June to 21 July 2018 businesses and communities facing up with the challenge Northern France
Final Exam (percentage break down 60%)
of inventing a sustainable human and eco-friendly way of Conclusion workshop : Ideas to go home with. Sharing on personal pro-
> Questions and essays - 1h20 jects and experiences, good practices, and local success stories. Setting David Wilkinson, Christian Eschatology and the
life. Indeed, France has recently taken the lead on climate
advocacy and the Lille Catholic University is a key player in Others (student participation…) (percentage break down 20%) up a global network of eco-friendly projects and communities throughout Physical Universe, New York, T&T Clark, 2004
the development of sustainable best practices. > The last workshop will be evaluated according to the the world
Concluding the course will be a two-day workshop aimed
student’s ability to engage in relevent exhange of expe
at sharing the participants’ own experiences in eco-friendly Includes a 9-hour module of Intercultural
initiatives. This exchange of ideas and practices will offer riences, and his or her willingness to build a network of Communication
each student tools to take back to their home country. And eco-friendly projects. Click here to check the syllabus - Back to summary -
start to make the Globe great again.Healthcare in France : Innovative Solutions for New 2. Content:
Session 1 : Health policies in France and Europe
Challenges
Session 2 : French health care organisation 3. Ressources
1. Course Presentation Session 3 : Visit of Humanicité, Lille Catholic University’s hospital - Handicap Et Dépendance - Drames Humains, Enjeux Poli-
40 hours Course objective: district in an urban area and how to create a community between tiques - Florence Weber
(includes a 9 - hour Workload - Humanitude : Comprendre la vieillesse, prendre soin des
At the end of the course, students will have a good un- health institutions, voluntary organisations that help patients,
module of 40 hours including Class teaching and Cultural Conferences
derstanding of France’s health care systems and its current hommes vieux - Jérôme Pellissier et Yves Gineste
Intercultural + 2 to 6 hours Fieldtrips (Bruges, Brussels)
challenges. Students will have been immersed in the Euro- schools and the city.
Communication) + 15 hours homework - Faire de la santé publique - Didier Fassin
pean culture and better understand the relation of Euro-
= 57 to 61 hours Session 4 : Organisation of care for Alzheimer’s disease with a visit - La politique de santé en France: « Que sais-je ? » n° 2814
6 ECTS credits pean people to health. Students will also have visited a nu- Assessment
mber of health centres for a hands-on learning experience Continuous assessment (percentage break down 20%) to the Helpers’ Relief Centre - La maladie d’Alzheimer au jour le jour: guide pratique pour
and a discovery of innovative approaches to face current > Quizz before and after every class les familles - Jacques Selmès,Christian Derouesné
Teacher in charge of the Final Exam (percentage break down 60%)
Session 5 : Health, culture and beliefs
challengesand a discovery of innovative approaches to face - Les Grands Défis De La Politique De Santé En France Et En
course: Prof Franck Lesieur, > Analysis of a document related to one of the course
Faculty of Medicine current challenges. Session 6 : Gerontology and ageing prevention with a visit to Lille
topic - 1h30 Europe - Ecologie Et Santé - Dominique Belpomme
Université Catholique de
Lille Others (student participation…) (percentage break down 20%) Catholic University’s Elder and Dependent People’s institution - Manuel de soins palliatifs - 4e édition: Clinique, psychologie,
Session 7 : Health prevention and education in France éthique - Dominique Jacquemin, Didier de Broucker
ACADEMIC CALENDAR:
Educational methods
24 May to 22 June 2018
Session 8 : Handicap in French Society and health care organisa- - Soins et croyances - Guide pratique des rites, cultures et reli-
Prerequisite: gions à l’usage des personnels de santé et des acteurs sociaux
Study visits To take this course, the students must have some ability to work as tions
Isabelle Lévy
Workshops To health care providers a group and for those whose mother tongue is not English, be able
Session 9 : Palliative Care and end of life
to communicate easily in English. The course is based on a mix of - Prévenir plutôt que guérir, la révolution de la e-santé - Alexis
profiles and backgrounds for a more diverse international learning
experience, which is why we don’t require students to have taken Normand
Case-studies such or such specific course before but participating students must Includes a 9-hour module of Intercultural
have a good general university level (from 2nd year of Bachelor / Un- Communication
dergraduate).
Click here to check the syllabus - Back to summary -Corporate Social Responsibility and 2. Content:
Sustainable Development Evidence of some current global threats such as climate change, resource scarcity, loss
3. Ressources
of biodiversity, social inequalities and the impact of pollution on human health; have
1. Course Presentation forced governments, companies and groups of citizens to reconsider our current paths to
development. Linear industrial systems based on take-make-dispose approach, the use
- Anderson, R. 1999. Mid-Course Correction: Towards a Sustainable
Course objective: Includes a 9-hour module of Intercultural of a non-renewable energy source and the impact of urban sprawls over vast areas of
Enterprise, The Interface Model. Atlanta: Peregrin Press.
40 hours - Explain why the development trajectory of our societies is Communication fertile lands are examples of present-day phenomena that are currently being questioned - Benyus, Janine 1998. Biomimicry: Innovation Inspired By Nature
currently not «sustainable», and understand the challenge of Click here to check the syllabus within our society. - Hardin, Garrett 1968. The Tragedy of the Commons. Science, New
(includes a 9 - hour
transitioning to a sustainable society. Though alarming, these contemporary trends have resulted in the stimulation of human Series, Vol. 162, No. 3859 (Dec. 13, 1968), pp. 1243-1248. Published
module of
- Describe the four Conditions for Sustainability and how they creativity. The promise of a better world presents not only the greatest challenge of our by: American Association for the Advancement of Science.
Intercultural
can be considered as a definition of Sustainability. Workload time; but also an enormous opportunity for those who want to reinvent the means by - McDonough, William and Braungart M. 2002. Cradle to Cradle. New
Communication) - Define backcasting and describe how it can be used for plan- which we live as a society. Challenges include exploring new ways to produce the things York: North Point Press.
40 hours including Class teaching and Cultural conferences
6 ECTS credits ning towards sustainability.
Describe and apply a four-step strategic planning process in
+ 15 hours homework
necessary to satisfy our needs, how we organize ourselves and how we decide collec-
tively. This is the promise of sustainable development.
- Rifkin, Jeremy 2012. The Third Industrial Revolution: How the Inter-
net, Green Electricity, and 3-D Printing are Ushering in a Sustainable
= 55 hours The most common and widely accepted definition of sustainable development remains Era of Distributed Capitalism
various contexts (product/service development, business
Assessment - Rifkin, Jeremy 2014. The Zero Marginal Cost Society : The Internet
strategy, urban planning, etc.) : Analyze the current reality that of the Brundtland Commission’s report to the United Nations “Development that
Teacher in charge of the Continuous assessment (percentage break down 20%) meets the needs of the present without compromising the ability of future generations of Things, the Collaborative Commons, and the Eclipse of Capitalism.
(identify the socio-ecological impacts), create a list of poten-
course: Carl Pitchford; Final Exam (percentage break down 60%) to meet their own needs.» This definition has sparked debate about how we live, but
Palgrave Macmillan Trade.
tial measures, set priorities, and create an action plan.
Benoît Guyot, Faculty of - Scharmer, C. Otto and Kaeufer, K. 2010. In front of the blank canvas:
> Oral Presentation it also encourages deeper questioning: What do we need to change in order to become
Economy, Business and sensing emerging futures. In Journal of Business Strategy Vol. 31 No.
Others (student participation…) (percentage break down 20%) sustainable?
Science (FGES), Université Educational methods The purpose of this class is to practice a concrete planning approach to move towards
4, pp. 21-29, Emerald Group Publishing Limited
Catholique de Lille - Schumacher, E. 1973. Small Is Beautiful. London: Blond & Briggs Ltd.
sustainable societies. Prior to engaging in strategic planning, we invite anyone seeking to
- Senge, P.M. and Carstedt, G. 2001. Innovating our way to the next
ACADEMIC CALENDAR: Fieldtrips contribute to the socio-ecological transition to ask a few questions: industrial revolution. MIT Sloan Management Review 42(2): 24-38.
25 June to 21 July 2018 -Why are we unsustainable? What are the basic problems that make our global society - Sustainability Illustrated 2014. Cats in Borneo (article and video)
Prerequisite: unsustainable? https://goo.gl/sN9SwA
Lectures Serious Games To take this course, the students must have some ability to work as
- How are we contributing to these problems? - Sustainability Primer - by The Natural Step Canada (24 pages, in En-
a group and for those whose mother tongue is not English, be able
- What can we do today and tomorrow to stop contributing to these problems? glish) http://goo.gl/99ite9
to communicate easily in English. The course is based on a mix of
To answer these questions, we draw from nearly three decades of social and scientific re- - Willard, B. 2002. The Sustainability Advantage: Seven Business Case
Share of Experiences profiles and backgrounds for a more diverse international learning
search and the contribution of thousands of businesses from around the world. We also Benefits of a Triple Bottom Line. Gabriola Island B. C.: New Society
experience, which is why we don’t require students to have taken Publishers.
explore new business opportunities related to the socio-ecological transition along with
such or such specific course before but participating students must
Case-studies Debates have a good general university level (from 2nd year of Bachelor / Un-
local businesses and socio-entrepreneurs. Most of the lectures are based on business
cases studies and are as practical and interactive as possible.
dergraduate). - Back to summary -Introduction to European Studies: History, Politics 2. Content: Session 7 Populism in Europe: A common phenome-
non in the EU?
and Society Session 1 European History: Is Europe a so new
idea?
I. Political statement on populism in Europe
3. Ressources
II. Populist problematic at the EU level
I. From the Greek Antiquity to the 21th century: a
1. Course Presentation Includes a 9-hour module of Intercultural warlike History Session 8 Europe of the regions, a paradox?
II. The European Idea through centuries I. Map of the regions of Europe: A Typology. - Consolidated versions of the Treaty on the European Union and the
Course objective: Communication II. EU’s regional policy
Treaty on the Functioning of the European Union (OJ C115, 9.5.2008):
40 hours The course introduces the students to the main issues of the European
Union. It gives a broad overview of some current and classical themes of
Click here to check the syllabus Session 2 The European Union: over 60 years of
Session 9 Environment, a positive action of the EU
http://www.consilium.europa.eu/uedocs/cmsUpload/st06655-re01.
en08.pdf
construction - European Council: http://www.consilium.europa.eu
(includes a 9 - hour I. The EU facing environmental challenges - European Commission: http://ec.europa.eu
European integration. The objective of this course is to get knowledge on I. From the European Coal and Steel Community
module of Workload II. The EU and global environment governance - European Parliament: http://www.europarl.europa.eu
the main European policies, how the Member States deal with them and (ECSC) to the Treaty of Lisbon
- Committee of the regions: www.cor.europa.eu
Intercultural 40 hours including Class teaching and Cultural Conferences II. EU governance - Court of Justice of the European Union: http://curia.europa.eu
how the EU interacts with the rest of the world. At the end of the course, Session 10 Is the EU a global actor?
Communication) + 2 to 6 hours Fieldtrips (Bruges, Brussels) - Law of the European Union: http://eur-lex.europa.eu
the students should be capable of naming the various institutions and com- I. Governance of the EU external action - European Navigator: http://ena.lu
Session 3 The European Neighborhood Policy (ENP):
+ 15 hours homework
6 ECTS credits petences of the European Union as well as the current challenges faced by
the E.U. both within its State members and in the world. = 57 to 61 hours
What’s at stake?
I. Joining the European Union
II. External action of the EU: Case studies
EU’s integration and regional policies
D.Leonard, R. Taylor, The Routledge Guide to European Union, Lon-
Assessment II. Success and challenges of ENP implementation
Part 3: European Societies
don, Routledge, 2016
Through different topics, we reflect on how the European Union and the Session 1 and 2. Education, training and youth:
Continuous assessment (percentage break down 20%) I Berend, The History of European Integration, London, Routledge,
Member States interact and what part should play the EU in Europe and toward a multiculturalism society and beyond 2016.
Teacher in charge of the Final Exam (percentage break down 60%) Session 4 European Economy: Is there good news I. Erasmus program: what next? Europa Publication, EU Encyclopedia and Directory 2017, London,
course:Vincent Rollet, PhD, worldwide. Although since its creation the EU has undoubtedly achieved ahead? II. European cultures: is there a path to an inter-cultu- Routledge, 2016
Wenzao Ursuline University success and recognition, it faces today serious and complex challenges such > Take-home exam questions and essay -1h I. EU competences in economic matters M. Cini and N. Perez-Solorzano (eds), European Union Politics, Oxford,
ral society?
as migration, policy coherence, terrorism, social problems, democratic defi- > 2 exams Questions and Essays - 1h30 II. Facing the economic crisis in Europe III. European criticism Oxford University Press, 2015
J. Bilbao-Ubillos, The Economic Crisis and Governance in the EU, Lon-
cit, extremism, economic difficulties, enlargement, to name a few. Others (student participation…) (percentage break down 20%) don, Routledge, 2014
ACADEMIC CALENDAR: Session 5 The European Social Model: Still alive? Session 3 and 4. Building an Open Society, actual Jeffrey T. Checkel and Peter J. Katzenstein (eds) , European Identity,
This course is then a unique opportunities to discuss with students about > Participation and contribution to group discussion concerns
25 June to 21 July 2018 I. Diversity and commonalities of European social po- Cambridge University Press, 2009.
these successes and challenges. licies I. European cooperation: the way forward EU’s external action
II. Democracy and citizenship: the European concept Routledge Handbook on the EU and International Institutions, Lon-
of power don, Routledge, 2013
Educational methods Prerequisite: II. The EU social policy
III. Minorities: places, right and expects J-U Wunderlich, D. Bailey (eds) , The European Union and global go-
Session 6 Human rights and protection of the mi- vernance, London : Routledge, 2010
To take this course, the students must have some ability to work as
Group Work Fieldtrips a group and for those whose mother tongue is not English, be able
norities
IV. Religion and faith: are European societies so open
as they pretend
C. Mude, On Extremism and Democracy in Europe, London, Rout-
ledge, 2016
I. The protection of Human Rights through European V. Migrations
to communicate easily in English. The course is based on a mix of M. Schmith and al., The Diplomatic System of the EU, London Rout-
institutions ledge, 2015
Presentations profiles and backgrounds for a more diverse international learning II. EU competences in Human Rights matters Session 5. European Way of Life: Two topics L.Brenan, P. Murray, Drivers of Integration and Regionalism in Europe
and Asia, London, Routledge, 2015.
experience, which is why we don’t require students to have taken I. Enterprises and competition in a globalized market
such or such specific course before but participating students must
Lectures Case-studies have a good general university level (from 2nd year of Bachelor / Un-
II. Consumers safety
- Back to summary -
dergraduate).You can also read
