ESA’s international strategy reaffirms the values in our charter: open to the world, humanism and the personal development of the individual. It is based on three sturdy pillars:

  • Train young people to be open to and aware of intercultural issues
    ESA’s goal and mission are to train every student, including its international students in its various study programmes, to be open to the outside world. The training of students in international issues can be done by sending them abroad but also in the institution in contact with the international audience present there.
  • Supporting business at an international level
    Training young people for the French agriculture and agri-food sectors in international issues, preparing their entry into the professional world and improving their employment opportunities. ESA was founded 120 years ago to train business executives in the agricultural and agro-industrial sectors. The school continues this mission by training future international executives, whether French or not, adapted to the modern global context in which businesses operate.
  • Assist, promote and encourage employees’ international experiences
    ESA has a strong network of partners of nearly 150 establishments, including several leading universities. This network is at the service of ESA’s international development. Traditionally focused on student mobility, the school emphasises today staff mobility: lecturers, lecturer-researchers and administrative staff.

4 major actions

This strategy is implemented by the International Relations Service in close collaboration with the teaching services and the research units in four different ways:

1 – The internationalisation of all our teaching programmes

Everybody is concerned (whether full-time or an apprentice) at all levels: bachelor, masters and doctoral.
Another aspect is “internationalisation at home” that values the presence of international students within our walls. Ultimately, this makes sense only if we give our students the conditions under which to succeed: suitable programmes and educational methods, special adjustment sessions, individualised tutoring and research scholarships.

  • The masters level programmes are already very international. Mobility is obligatory, including for the apprentices. And 20% of the masters-level graduates are international.
  • The bachelor-level programmes: ESA is one of the seven establishments selected by the Ministry of Agriculture for the introduction of semesters in the BTS sales programme on a pilot basis.

2 – A history of support for mobility

  • Student mobility
    – Ensure the balance of flows by developing hospitality through a training offer adapted to the changing demands of our partners: emphasise internships/work placements and the proximity of the companies; accommodate PhD students or offer internships in the research units; provide training completely or partially in English; communicate on the effort made to bring the level of non-French speakers up to scratch (online FLE (French as a foreign language), French classes).
    – Offer incoming students a welcome facility (accommodation and support for administrative procedures).
    – Promote double qualifications, existing and to be created.
  • Lecturer mobility
    – Encourage incoming mobility by welcoming visiting professors.
    – Encourage outward mobility of the teaching body by providing opportunities and help in setting up funding applications.

3 –Management of targeted partnerships

  • Strengthen key partnerships, according to thematic priorities rather than geographical ones (e.g. emphasis placed on the institutions in the wine-producing countries of the world):
    – Partners with which we already have numerous joint actions: student and lecturer mobility, masters, double qualifications, etc.
    – Partners, with which we have common research themes and training programmes.
  • Develop new partnerships when the school expresses a need (training, research, etc.). Geographic priorities too have a place here: we want to have a greater presence in central Europe, South America, particularly Brazil, and North America.

4 – Promote synergies between the internationalisation policy as regards study programmes and that of research.

This calls for: the creation of double qualifications supported by teams of lecturer-researchers; the identification of countries with which the tutoring of theses is feasible and funded; joint responses to calls to tenders or finding funding for welcoming invited lecturer-researchers.