Teaching European Management to Student Business Engineers

This paper first examines the advantages of using inductive pedagogic methods to teach management to engineers, over the hypothetico-deductive model so typical of French further education generally. Then we shall attempt to describe the necessary conditions in which a student may be led to discover the complexity of a concrete management system; and this in two ways. First of all, by examining the nature of the system of interactions between students, managerial structures and the teacher and then by attempting to analyze how the mechanisms of skill transference work and what their limits are.