The snowflake topping Montblanc fountain pens is a well recognized emblem among fountain pens enthusiasts, students and writers. A few years after Montblanc was registered as a trademarked in 1913, the top cap of the pen was designed to symbolize the highest mountain in Europe, Montblanc, measuring just about 4810 meters. Montblanc top cap snowflake has become the emblem of quality and value of longevity in pen design. While Montblanc Writers Edition series tend to demonstrate considerable diversity in size of the snowflake, Montblanc 149 has retained the classic design of the snowflake from the very first launch of the 149 in 1952. Much of the success of the Montblanc 149 is due to retaining the classic design of the pen throughout generations of improvements in the quality of the material and the mechanics of the pen.
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Writing instruments have played a pivotal role in advancing human civilizations and are tied closely to the fabric of human capacity for expression. For some, a fine writing instrument tend to ignite moments of high creativity during studies, composing travel journals and composing an impressive business presentation. In the contemporary period a manufacturer of writing instrument that has made a name because of commitment to quality and highest level of aesthetic in design is Montblanc. Montblanc 149 has come to be a classic among writers, students and collectors due to lasting value, superior ergonomic design and one of the highest level of classic aestheticism represented in a writing instrumen.
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Montblanc 149 from the W-Germany Era with the Famous Ebonite Feed
Why study in France and what are some of the best examples of what France has to offer when it comes to staring a journey of learning with only an international high school diploma? First, a noticeable feature of France university programs is affordable rates for non-European Union students. Second, the availability of some of the most in-demand university programs, all taught in English, is a striking feature of France offering. Third, a number of international rankings, e.g., the highly popular Financial Times have in a number of consecutive years ranked France universities among top 100 best universities in a global perspective. Forth, French universities have established Erasmus and other similar collaborative programs with many universities across the globe. Finally, a number of programs are constantly being tweaked to perfection by French universities to provide deeper understanding of economics, laws and policies surrounding European Unions institutions that are imperative in any portfolio of graduates looking to secure a career path in the globally integrated economy.
Some of the best examples of why international students are increasingly choosing France and in particular Paris as the city of choice for graduate and post-graduate studies are ESSEC and Sciences Po. ESSEC is a well regarded business school with a very attractive Global BBA program. Enrollment in this program is available to international students with a high school diploma and knowledge of English. Sciences Po is also a well regarded institution of higher learning covering studies in economics, law and policies with significant spinoff for international business context.
In order to understand the career paths opened by these options, it is important to inquire into the possibilities opened up by these options. That is, what career prospects are available after finishing ESSEC Global BBA?Also, how is Sciences Po programs covering economics, law and policies studies (both BA and BASc) different than ESSEC Global BBA program as it pertains to opening career opportunities at home and in a broader international environment? Finally, who are some of the recruiters choosing graduates from ESSEC Global BBA program and who are the recruiters opting for graduates from Sciences Po?
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France Popularity Among International Students: Pairs is the City of Choice, but Riviera and Nice are Emerging Fast
ESSEC business school is one of the most well regarded institutions for business management studies in France. In a number of consecutive years ESSEC has ranked among the top ten best business schools worldwide. ESSEC closest business school to Paris is located in Cergy, about 20 minutes from Paris. ESSEC fees are down to earth and in touch with the community of global students looking to open up career paths both at home and abroad in an international environment.
ESSEC Global BBA is a perfect example of an ESSEC program designed for international students with only a high school degree and knowledge of English language looking toward career opportunities in business management in an international setting. ESSEC Global BBA is a four year program with significant exposure to fundamentals of management principles, international trade and business laws.
What are the career prospects after finishing ESSEC Global BBA? According to ESSEC more than 85 percent of its Global BBA program graduates find jobs very rapidly after graduation. Less than 6 months after graduation 65 percent of students at ESSEC Global BBA end up working in international environment. Some 40 percent of students end up working in a marketing environment and some 20 percent secure a career along the business management ladder of success.
Who are some of the recruiters choosing students with ESSEC Global BBA degree? Where do ESSEC Global BBA graduates end up securing a job after graduation? Recruiters opting for ESSEC Global BBA degree are from a variety of backgrounds: mainly from luxury brads, finance, consulting and IT. Names such as Loius Vuitton (LVHM) with a market capitalization well above 400 billion US dollar, L’Oreal, Hermes and Sanofi are some of the French companies recruiting for international positions largely from the pool of ESSEC Global BBA graduates. IT and financial sectors firms such as as Microsoft, BNP Paribas, Orange and Dassault Systems also draw from the pool of ESSEC Global BBA graduates.
Interestingly, Sciences Po also offers some alternatives to ESSEC Global BBA that is absolutely worthy examining. Sciences Po offers a BA with a regional specialization program that covers studies of economics, political sciences and law. This program is certainly worth looking into as an international student looking not just for a BA in management/international management but rather for a degree that reflects a broad understanding of economics, law and policy at a global level. One of the major arguments for Sciences Po BA program with its regional specialization is this program covering various aspects of competition policy, which is also central to ESSEC Global BBA program. Sciences Po BA covering core aspect of economics, law and policy tweaked with a regional specialization should very well enshrine students with core knowledge of competition policy needed to better understand dynamic of international business.
In a ever expanding global economy, programs that cover this aspect of business management come very handy when dealing with corporate clients from a variety of regional backgrounds. Sciences Po’s so-called regional specialization program is of note here because it covers economic policy, politics and the legal environment surrounding government and business sectors in a multitude of regions hence making it very attractive to multinational corporations looking for bright graduates with one foot at home and another in an international environment. In this regard going for an ESSEC Global BBA should be examined in light of a broader coverage that Sciences Po BA program offers. Ultimately, it is a choice between a pure BA in management studies from ESSEC or broader BA in economics, law and policies from Sciences Po. But as an international student looking to broaden career options both at home and abroad, comparing ESSEC global BBA with Sciences Po’s BA with its tweaked regional specialization is certainly not futile.
Finally, one can ask how Sciences Po graduates rack up compared to ESSEC graduates when it comes to securing a career relatively shortly after graduation. Turning to Science Po’s own survey reflecting career success of class of 2020, it is clear that just as ESSEC reports that more than 87% of its Global BBA program graduates find a position within 6 months after graduation, 80% of Science Po graduates of class of 2020 report securing a position within 6 months after graduation with the majority working in the private sector ranging from consulting, finance, think tanks and technology to luxury and marketing. Noteworthy in this survey is the high level of international employability of Sciences Po graduates which shows that internationalization in general and the specific regional specialization program discussed here are well designed and are delivering their intended objectives.
For a deeper analyses make sure to take a look at the variety of programs ESSEC and Sciences Po offer. A final note here, were all your questions answered? Are there any areas you would like to see more detailed information presented? Keep in touch with your feedback please. Also in case you are in the midst of a thesis project/challenging university program, don’t hesitate to ask for feedback. Have a successful day.
Turning our gaze south toward the Mediterranean, there is little doubt that today Riviera is much more than a picturesque landscape for tourists. From covering the latest in technology to management studies, Riviera is offering some of the most exciting niche programs taught in English. To name a few, Université Côte d’Azur super niche programs in studies of the whole array of factors surrounding technology and society are noteworthy. In the field of technology, Université Côte d’Azur Digital Systems for Humans and Smart Cities MSc programs are noteworthy. Smart Cities is a multidisciplinary program enabling students with interests in urban geography, business management, environmental studies, architecture and engineering to pursue a MSc in development of y development in the heart of Nice. Another niche program hosted by Université Côte d’Azur Nice-campus is Cognitive Science. This is an interdisciplinary program that brings into play studies in psychology and the latest techniques in computer modelling of human decision making. A MSc in this program lasts about a year in the heart of Riviera, Nice France, one of the coolest cities with loads of fun amenities for the budgeting students. With a MSc from Université Côte d’Azur Nice-campus studies in Cognitive Science, called NeuroMod, graduates can expect to work in a variety of government and private high-tech settings.
Motivational psychology literature is packed with great tips for improving motivation and sustaining effort during demanding exam time and many other activities that require sustained attention. Interestingly literature on startup analytics are also concerned with how individual founders build and maintain motivation, especially during tough times. In recent decades analysts have focused on refining and indexing some of the factors that help improve mental health and agility which are of great value in any settings, especially during tough university years, exam time and business endeavors. French scientists have addressed these topics from an interesting angle, namely, is mental agility trainable. that is, can a set of strategies be deployed to improve mental agility. Their research findings are very promising and are briefly highlighted here.
Writing in the context of business activities and mental training D’Intino, Goldsby, Houghton and Neck (2007) demonstrate that focusing and composing cognitive and behavioral activities can be effectively trained and deployed. Research findings of these authors demonstrate that composing oneself toward specific objectives, such as a business endeavor consist of a trainable sets of cognitive and behavioral strategies. According to these authors these strategies are generally clustered into three categories, namely, (1) behaviour-focused strategies, (2) natural reward strategies, and (3) constructive thought pattern strategies.
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Cognitive and Behavioral Activities can be Effectively Trained to Improve Performance
Behaviour focused strategies are all about goal setting and changing behaviors to achieve goals. The initial steps in this process involve self-observation and recording of ineffective behaviors, that is, behaviors that do not comply with the goals. One strategy here is to make a list of all ineffective behaviors detrimental to achieving objectives and then using notes, screensaver, posters and reminders to constantly monitor current behavior against the desired behavioral goals.
The second main strategy is all about reward while striving toward objectives. Natural reward strategies cluster into two types of reward strategies. These are creating as many pleasant features into daily routines as possible and making monotonous activities challenging by introducing enjoyable activities into routine tasks. Making sure to expand constructive thoughts and enhancing optimism while working toward objective are essential to sustaining effort. Constructive thought patterns involves developing strategies for disposing of negative thoughts. These strategy also works to better focus on positive performance-rewarding thoughts.
The overall message that comes across from a reading of D’Intino and colleagues’ article (2007) is to create as much logical-optimism as possible. Logical-optimism is precisely all about reducing unnecessary, detrimental thought patterns that work against objectives. One of the most important aspects of these researchers’ finings is certainly that higher level of optimism exists in many successful people. This optimism is not to be confused with over-optimism. In fact over-optimism and illusion of control have to be carefully examined and redirected toward logical-optimism to more effectively move toward objectives.
Work of D’Intino et.al., can be found in the Journal of Leadership & Organizational Studies.
D’Intino, R.S. Goldsby, MG., Houghton, JD and CP. Neck (2007). Self-Leadership: A Process for Entrepreneurial Success. Journal of Leadership & Organizational Studies; 2007; 13, 4, 105-120
Reading objectives: (a) Understanding some of the mainstream theories of motivation, (b) Explaining human motivation in relation to internal biological processes versus external environmental stimuli and (c) getting a sense of the importance of an intervening variable in psychological research.
Theories of Motivation
Mainstream psychology courses dedicate a good section to teaching motivation theories. Understanding the classic and some of the modern contemporary theories of motivation is imperative for both students of psychology and for anyone interested in unlocking the full potential of motivation in personal life, career activities and entrepreneurial success.
An interesting point that strikes a reader of various mainstream psychology course books is that motivation is not directly observable and must be inferred. As Bernstein, Penner, Clarke-Stewart and Roy (2008) point out, motivation is an intervening variable, that is:
“We have to infer, or presume, that motivation is present from what we can observe. So psychologists think of motivation, whether it be hunger or thirst or love or greed, as an intervening variable—something that is used to explain the relationships between environmental stimuli and behavioural responses” (Bernstein, Penner, Clarke-Stewart, Roy, 2008, p. 404).
As Bernstein et al., (2008) points out above, an intervening variable plays an important role in the field of psychology and certainly motivation as an intervening variable demonstrates the importance of understanding an intervening variable and how to measure it reliably.
Overall there is wide agreement among scholars that sources of motivation can be categorized along four categories. These are biological (e.g., food and sex drive), emotional (e.g., love and anger), cognitive (e.g., inspirational, motivation to inspire and be inspired) and finally social factors (e.g., wearing cloths one’s best friends are wearing as a sign of social belonging and love of friends).
Classic theories of motivation, namely, the instinct theory, drive reduction theory and optimal arousal theory argue that motivation is triggered by deep rooted internal biological processes. Drive for sex and food are among the most basic drives classic theories of motivation point to in support of their position.
Contrary to classic motivation theories, modern theories of motivation, such as the incentive theory argue that cognitive factors, rather than deeply rooted biological processes, are central drivers of human motivation. According to the incentive theory, external environmental cues trigger motivation through cognitive processes, that is, as Bernstein et al., point out, “according to incentive theory, then, differences in behavior from one person to another, or in the same person from one situation to another, can be traced to the incentives available and the value a person places on them at the time” (2008, 410).
Incentive theory of motivation emphasizes the role external, rather than internal, stimuli play in triggering human motivation. According to the incentive theory of motivation cognitive factors play a major role in human motivation. Incentive theory of motivation has influenced many of the modern theories of motivation, especially theories of motivation in organizational settings.
In modelling motivation in organization, expectancy theory of motivation has been popular. Expectancy theory draws its flavor from of the incentive theory of motivation. Expectancy theory, first developed by Vroom in 1960s (Vroom 1964) and later on refined under the theory of valence–instrumentality–expectancy, argues that people make conscious choices between alternatives. The main cognitive elements of the expectancy theory is that alternatives are examined with respect to valance, instrumentality and expectancy. In expectancy theory, valance means value. The theory maintains that the expected satisfaction of an outcome is a central driver of behavior.
In summing this overview, mainstream classic theories of motivation explain the process of motivation using inner biological processes. From early instinct theory, which greatly influenced the psychodynamic theory, to more modern optimal arousal theory, the biologically driven theories of motivation look to internal biological dynamics in explaining drivers of human action. With development of the cognitive theory from 1950s onward scholars began examining human motivation in relation to human thought process—cognition. One of the most popular cognitively driven theory of motivation, which influenced theory building in organizational settings, the expectancy theory, draws many of its flavor from the incentive theory of motivation. As noted above, the incentive theory bases its explanation on external environmental cues triggering motivation through cognitive processes. Finally, it is important to take note of motivation as an intervening variable, that is, we have to infer motivation from what we can observe and hence how motivation is indexed is very important to bear in mind.
References and suggested readings
Bernstein, D.A., L.A., Penner, A., Clarke-Stewart and E.J. Roy (2008). Psychology. Eight Edition. New York: Houghton Mifflin Company.
King, D., S., Lawley (2019). Organizational Behaviour. Oxford University Press
Vroom, V. (1964). Work and motivation. New York: Wiley.
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