The 2024 Eduniversal ranking of the Best Masters, MS and MBA programs once again highlights several of TBS Education’s Mastère Spécialisé (MS – Specialized Master), Master of Business Administration and Master of Science programs.

Eduniversal, an unique classification in France

Eduniversal is the only French ranking system that exclusively assesses the individual quality of each program. The ranking system is based on a sectoral approach and a specific market criterion, providing students a real tool for refining their choice of future program. The Eduniversal ranking is based on 3 main criteria:

• The program’s reputation
• Salary on completion
• Student satisfaction

Our programs ranked by Eduniversal

Our 9 Mastère Spécialisé (MS) programs in the Top 10 of the rankings

The Eduniversal ranking highlights 9 of our Mastère Spécialisé (MS) programs, with the MS Expert en Audit Interne et Contrôle de Gestion and the MS Manager de Structures Sanitaires et Sociales still at the top. Also in the Top 5 are our MS Manager Marketing et Communication, Juriste Manager des Affaires, Manager Marketing et Commercial dans les Industries de Santé, Manager des Ressources Humaines, and MS Manager de l’Innovation Technologique.

• MS Expert en Audit Interne et Contrôle de Gestion (Expert in Internal Auditing and Management Control): 1st place
• MS Manager de Structures Sanitaires et Sociales (Manager of Health and Social Services): 1st place
• MS Manager Marketing et Communication (Marketing and Communication Marketing): 2nd place (+2 places)
• MS Juriste Manager des Affaires (Legal Business Manager): 3rd place
• MS Manager Marketing et Commercial dans les Industries de Santé (Marketing and Sales Manager in the Healthcare Industries): 3rd place
• MS Manager des Ressources Humaines (Human Resources Manager): 4th place
• MS Manager de l’Innovation Technologique (Technical Innovation Manager): 5th place (+1 place)
• MS Manager Achats & Supply Chain (Purchasing and Supply Chain): 7th place (+2 places)
• MS Expert en Banque et Ingénierie Financière (Banking and Financial Engineering Expert): 8th place

The Global Executive MBA in 9th place

• Global Executive MBA: 9th place (+1 place)

The placement of our 7 Master of Science programs:

• MSc International Business : 6th place
• MSc Big Data, Marketing & Management : 9th place
• MSc Banking & International Finance : 10th place
• MSc International Luxury Industries Management : 10th place
• MSc Management des Activités culturelles et créatives : 12th place
• MSc Marketing, Management & Communication : 14th place
• MSc Purchasing and Supply Chain Management : 14th place

Anne RIVIERE, Directrice de la Formation InitialeAt TBS Education, we place the educational wellbeing of our students at the heart of our considerations. This involves actions in several aeras: Educational innovation, student experience, new campuses… We guarantee an innovative and inspiring learning environment for everyone.

Anne RIVIERE, Director of Initial Training

Our ambition: to develop a scial polity that promotes inclusion and contributes to equal opportunity

Our diversity policy is supported by a network of institutions, partner associations and resource people, all contributing through their actions to our commitment to inclusion and equal opportunity.

• Commitment to inclusion and diversity. In line with its ambitious social policy, TBS Education is a signatory to the CGE’s charter of commitment to inclusion and respect for diversity;
  • Combating discrimination: TBS Education is committed to preventing sexual harassment and sexist, sexual and homophobic violence by setting up initiatives to prevent, report and deal with such situations. These actions are aimed at both students and staff.
  • Diversity at TBS Education: In terms of TBS Education staff, the balance between men and women is 42.3% in the permanent faculty, and over 70% of the members of the restricted management committee are women. Nationality diversity within the school is also significant, with 51 foreign nationals from 28 different countries.

• Period poverty: According to a 2021 FAGE survey, period poverty affects a third of female students in France. A partnership has been signed between our school, the PRISM student association and Fava, la box des protections intimes, to equip all our Toulouse campuses with free dispensers of 100% organic, eco-responsible and solidarity-based menstrual protection.
• Equality between men and women: EQUAL.ID is a program designed to help women, men and organizations work together to improve mentalities and behavior. This ambitious project raises students’ awareness of gender inequality in the workplace and combats stereotypes, from the moment they enter TBS Education until they enter the job market.
• STOP sexual and gender-based violence: At the heart of TBS Education’s values, the fight against all types of discrimination and violence, particularly sexist and sexual violence, must ensure that everyone at the school is respected everywhere and in every situation. Sexist and sexual violence (SGBV) can be defined very briefly as comments, acts or behaviors (physical or non-physical) that target a person’s sex, sexual orientation or gender identity (sexism, harassment, sexual assault, rape, homophobia, transphobia).

What do our students think:

“Student associations allow us to get involved in topics that interest us.”

“It’s a school where we feel good, where everything is done to make our future a success“

“A very active alumni network that provides interesting opportunities and gives me a chance to talk about my future.”

“Numerous international students within the school and option of studying abroad.”

“The chance to develop an important professional network around the word.”

“The kindness of the administration, and professors who help students make the best choices for their careers.”

“Internship opportunities thanks to company networking events.”

“The guest speakers give us a professional perspective, which is great.“

Happy at School

Fighting gender inequality at work means going back to the source. Injustices often go back to the student experience, where they are more pronounced. School is more than just a place of learning, it’s the place where tomorrow’s professionals are forged.

ChooseMyCompany

“HappyAtSchool” is a label that rewards student fulfillment in higher education.

The platform attributes the “HappyAtSchool” label based on a student satisfaction survey, and offers an annual ranking that highlights the schools and universities that make a real effort to meet the key expectations of their students, thus highlighting the schools that students prefer and where it’s good to study!

In 2023, TBS Education comes 4th in this ranking.

The methodological approach of the HappyAtSchool label convinced us of the importance of obtaining metrics to improve our learning environment, to better understand the needs and expectations of our students in order to implement specific initiatives and enhance their experience within their study path.

Obtaining this label enables applicants who are particularly sensitive to CSR issues on the one hand, and student wellbeing on the other, to easily recognize schools that, like us, have made these subjects part of their school model. In addition to the renewal of our label, we are proud to have been consistently well ranked among the top business schools , reflecting our commitment to well-being, environmental issues, social inclusiveness and equality between men and women… all issues to which our school has made a solid commitment in terms of pedagogy and associative projects.

Anne RIVIERE, Director of Initial Training

How is the HappyIndex®AtSchool ranking calculated?

Every student can complete the HappyIndex®AtSchool survey on request from their school or student association.

This 21-questions survey calculates 2 values:

• The average of the 21 questions gives a score /5, known as the “survey score”.
• A recommendation rate, which is the percentage of students who answered, “somewhat agree” or “strongly agree” to the question “I would recommend my school to a friend to study at”.
• The survey participation rate is also calculated as follows: number of students who responded / total number of students at the school.

The ranking score is equal to the “questionnaire score” multiplied by 2, then weighted by the participation rate and the recommendation rate:

• If the participation rate is greater than or equal to 30%, then the coefficient is 1. As soon as this rate decreases, then the coefficient decreases proportionally and lowers the questionnaire score.
• If the recommendation rate is greater than or equal to 70%, then the coefficient is 1. If this rate decreases, then the coefficient decreases proportionally and lowers the questionnaire score.
• The formula is 2 × HappyIndex × participation coefficient × recommendation coefficient

The partnership agreement between the two establishments was signed on Wednesday, March 6, 2024, on the TBS Education campus. This agreement, renewed for the 3rd time, illustrates not only the strength of our partnership, but also our mutual commitment to academic excellence.

Long-term bonds between the two schools

The renewal of the partnership agreement between TBS Education and ICT represents a key milestone in the relationship between our two establishments. This is the third time the agreement has been renewed, testifying to the strong ties built up over the years and the shared ambition to continue the partnership. This partnership demonstrates a deep commitment to developing new projects and initiatives together.

A prep school/management school continuum

One of the special features of this collaboration is its illustration of the Prep school/Management School continuum. For the Grande École Program students, especially those from literary studies, this agreement offersa unique opportunity. During their time at TBS Education, our students can follow specialized courses in applied foreign languages, philosophy or cultural project management at the ICT.

This diversification of career paths is a real strength, enabling students to develop distinctive skills. This is just one of the 100 double degree options available to students on the TBS Education Grande Ecole Program, enabling them to build a profile and a career path adapted to their needs.

A multi-program approach

Another key feature of this partnership is its multi-program approach. While students in TBS Education’s Grande École Program have the option of enrolling in bachelor’s degrees offered by the ICT, ICT students can simultaneously obtain the Bachelor in Management degree from TBS Education. This approach encourages rich teaching and offers students great flexibility in building their academic careers.

What is CEO Magazine?

Since 2012, CEO Magazine has compiled its annual Global MBA Rankings, selecting the best MBA, Executive MBA and online MBA programs. The ranking is based on objective, verifiable criteria designed to identify institutions offering an outstanding combination of academic quality and return on investment.

TBS Education ranked 12^th with its Global Executive MBA programme (up 3 places)

The Global MBA ranking recently unveiled by CEO Magazine places TBS Education 12^th, highlighting the excellence of its continuing education programme: the Global Executive MBA (GEMBA).

This recognition testifies to TBS Education’s ongoing commitment to academic excellence and pedagogical innovation. Ranking 12th worldwide, up 3 places on the previous year, TBS Education confirms its academic leadership in the field of management and executive education.

Our Global Executive MBA programme

The part-time Global Executive MBA combines efficiency and employability, offering a choice of two specialised pathways: Strategic Management or Aerospace Management.

Be inspired by the best and join this programme, designed to energise your teams and your career path. An exceptional opportunity to aspire to excellence and propel your career to new horizons.

This programme is aimed at a range of profiles:

• Managers wishing to support their professional development and take on new challenges,
• Engineers and executives from all sectors seeking high-level managerial expertise,
• People in career transition who are looking for significant career development,
• Ambitious entrepreneurs.

Join us for an enriching and transforming learning experience, where academic excellence meets the challenges of today’s business world.

Each year, a jury made up of Aphec and HEADway Advisory meets to select the Director of the Year. In 2023, Stéphanie Lavigne, Managing Director of TBS Education, is the winner.

Stéphanie Lavigne, Managing Director of the school, was honoured by the L’Essentiel du Sup media at the start of 2024 for her work at TBS Education. She was awarded the prestigious prize of “Director of the Year” for this 7th edition.

“All our courses have integrated the UN’s sustainable development objectives after a review of their teaching models. Similarly, 40% of our research publications include the subject, and a centre of excellence brings together the professors concerned. To go even further, we have set up a Societal Transition Department to deal with issues of inclusion, environmental transition, living together and combating stereotypes. Stéphanie Lavigne, Managing Director of TBS Education.

This prize, awarded by a jury made up of L’Essentiel du Sup and APHEC (Association des professeurs des classes préparatoires économiques et commerciales), is recognition of the excellence of TBS Education as an institution in the field of higher education.

TBS Education is looking to the future to remain committed to pursuing its mission with excellence, openness, boldness, agility and responsibility.

In a joint initiative to shape the future of education and industry, TBS Education and the APEM group have announced the launch of a chair dedicated to Data and Artificial Intelligence (AI). The 3-year agreement was signed in the presence of Stéphanie Lavigne, Managing Director of TBS Education, Thomas Henin, Group Marketing Director of APEM and Kevin Carillo, Head of the Centre of Excellence in Artificial Intelligence and Business Analysis and Programme Director of the Master of Science Big Data, Marketing & Management at TBS Education.

AN INNOVATIVE COLLABORATION

This partnership is a pillar of innovation and of preparing students for today’s economic challenges.

Stéphanie Lavigne, Managing Director of TBS Education, underlined the school’s commitment to innovation and to preparing students for today’s economic challenges. This collaboration with APEM consolidates the integration of technological advances into the school’s educational programme, offering students an immersive experience that is relevant to their future professional careers.

This chair is the result of the convergence of APEM’s objectives in data processing and TBS Education’s expertise in this crucial field. The partnership provides for a number of mechanisms to support APEM’s innovation, including the contribution of Master’s students on practical cases proposed by the company.

TBS EDUCATION & APEM

Founded in 1952, APEM is a world leader in the design and manufacture of human-machine interfaces (HMI), offering a diverse range of products for demanding markets such as instrumentation, industrial automation, aeronautics and defence.

For its part, TBS Education, through its center of excellence in Artificial Intelligence and Data Science, has positioned itself as a pioneer in these fields. Since 2013, the school has been offering high-level courses to train future executives, ranked among the best internationally.

This partnership is in line with TBS Education’s mission as a committed management school, while APEM continues to consolidate its position as a major force in the field of HMI worldwide.

On Monday December 4^th, the Financial Times published its annual ranking of the 90 best business schools in Europe. This is the latest annual ranking by the British economic and financial daily, dedicated to European universities and business schools. This year, TBS Education confirms its positive momentum by entering the top 50, moving up 9 places to 46^th place.

Stéphanie Lavigne, Managing Director of TBS Education, is delighted: “We are proud that our school has moved up 9 places among the top European business schools. This success is a strong signal and demonstrates the positive dynamic that TBS Education is part of. This is excellent news for our entire community, as the Financial Times rankings are eagerly awaited by students and recruiters from all over the world.”

A place in the top 90 of europe’s best business schools

Following its rankings of the best MBAs and Masters in Management, the Financial Times has now compiled a ranking of the 90 best business schools in Europe. 

To compile this top 90, the British media, which is widely consulted around the world, relies mainly on several criteria linked to the careers of graduates, but also to the course itself. Alumni are questioned 3 years after the end of their course on criteria that guide students’ choices, such as professional integration, career development, international mobility, the faculty’s academic level, its degree of internationalisation and its gender balance. 

What are the results for tbs education?

TBS Education continues to climb, having already moved up 3 places in the rankings last year. The British daily singled out TBS Education for its international dimension, an issue at the heart of the multi-campus school’s DNA, with its presence in Barcelona and Casablanca. By climbing into the top 50 of European schools, 46th place and in the top 10 of French business schools, the school is reaffirming its ambition to be a major player in French and European higher education.

TBS Education has also gained places in the other Financial Times rankings worldwide: 13 places in the Masters in Management ranking (37_th) and 12 places in the GEMBA ranking (62^nd).

Florence Ramillon, Director of International Relations, comments: “I am proud to highlight our remarkable rise in all the rankings, both national and international. This achievement testifies to our commitment to academic excellence, the quality of our teaching and the relevance of our programmes. We are particularly honoured by the recognition of our overall performance, which extends to crucial areas such as the employability of our graduates, the development of cutting-edge skills, the mastery of specialist expertise, and the strength of our professional networks. Innovation is central to our school, guiding our approach to teaching, the design of our programmes, our research activities, the management of our campuses and the formation of strategic alliances. Whether through the integration of cutting-edge technologies, the development of innovative partnerships or the promotion of artificial intelligence in our educational processes, we are determined to remain at the forefront of innovation to offer our students a world-class education.“

Article by Aurélien Feix and Georg Wernicke
Publised in Journal of Business Ethics

Activism undertaken by CEOs has been on the rise in recent years. Research on this practice has been primarily concerned with determining the conditions under which a CEO’s public statements on sociopolitical issues are beneficial or detrimental to her firm’s business performance.

We complement this instrumental perspective on CEO activism with an ethical investigation of the implications of CEO activism for the democratic process. Drawing on political philosophy, we show that the answer to the question of whether CEO activism is conducive to the democratic process depends on the view of democracy that is adopted.

From the perspective of liberalism, the sole requirement that an instance of CEO activism must fulfill is that it is lawful, provided that the applicable law sufficiently protects people’s essential rights. However, from the viewpoint of republicanism, this is not a sufficient condition. Besides being law-abiding, CEOs should be “civic-minded” when intervening in public debates, i.e., concerned with the quality and fairness with which those debates are conducted. Based on the literature on republicanism, we suggest four possible criteria that civic-minded CEOs can apply to gauge the democratic conduciveness of a possible public intervention: added insight, timeliness, constructiveness, and transparency.

Our article complements the predominantly instrumentally oriented literature on CEO activism and contributes, more broadly, to the literature that explores the normative dimensions of corporate political involvement, as well as to a growing strand of research that draws on philosophical theory to inform business leaders’ ethical decision-making.

Article by Mathieu Molines, Anthony Perrier
Publised in Public Administration Review

How do public employees respond to organizational identity threats?

The present study investigates how public employees make sense of and react to threatening events that may call into question organization’s core attributes and status. Using social identity theory and the appraisal theory of emotions, we develop a model in which organizational identity induced by negative media coverage threat provokes shame that results in exemplification.

We further explain the role of public service motivation as a moderator of the proposed mediated relationships. Predictions are tested in an experimental study and a field study involving French police officers.

Our results show that shame mediated the positive effect of organizational identity threat on police officers’ exemplification behaviors. When public service motivation is high, police officers are more likely to engage in exemplification to cope with organizational identity threat than when it is slow. Theoretical and practical implications and future research directions are discussed.

Article by Quentin Plantec, Benjamin Cabanes, Pascal le Masson, Benoit Weil.
Publised in Research Policy

Academic engagement with industry is a well-researched topic. However, research has focused on scholars in traditional university departments, overlooking more hybrid research contexts such as the growing trend of PhD students and their supervisors engaging in collaborative research projects with industry during their training.

To address this gap, this study explores the early-career academic engagement of PhD students in university-industry collaborative research projects. It particularly focuses on research orientation and its association with scientific and inventive yield. Drawing on Stokes’ (1997) framework, the study investigates the extent to which the research orientation (basic research, applied research, and user-inspired fundamental research) is associated with scientific and inventive yield.

The study is based on a review of 631 collaborative PhD projects with industry completed in France in 2018 through a national programme (CIFRE). It finds that the three research orientations are associated with different levels of scientific and inventive yields. While basic research is the most common orientation across the sample, the rarest, user-inspired fundamental research, is associated with the highest scientific and inventive yield. Moreover, the study highlights the critical role of PhD students’ taste for science or industry (and the potential change in this taste during the project) in the association between research orientation and projects’ yields.

Overall, this study sheds light on an understudied area of academic engagement and highlights the significance of considering research orientation and students’ taste for science or industry when developing university-industry collaborations. This has implications for PhD supervisors, PhD students, their industrial partners, and policymakers.