This initial training is structured as follows:

• Licence 1 at the UFR Law and Economics (DE) on the Moufia and Tampon sites: three types of individualized pathways (PI): PI1 in 1 year, PI2 in 1 year (classic pathway + 1 remedial minor) and PI3 in 2 years (simply extension of studies);
• Second year of Bachelor's degree at the Faculty of Law and Economics (DE) on the Moufia site
• Bachelor's degree (3rd year): at the Faculty of Law and Economics (DE) on the Moufia site: Economics track. This track allows students to continue into Master's programs, particularly in the two Master's programs offered by the Faculty of Law and Economics (Master in Applied Economics – EA and Master in Money, Banking, Finance, and Insurance – MBFA).

The program is almost entirely delivered in person, with a significant proportion of faculty members (approximately 75%) ensuring strong links with research. Except for the first semester (S1), the vast majority of courses consist of lectures and tutorials.

Educational goals :   

The primary objective is to prepare students for successful continuation in Master's programs in economics and management. While the program is inherently multidisciplinary, the teaching team has prioritized quantitative techniques (approximately 30% of the total hours over the three years of the program) and core economics and management subjects (approximately 40% of the total hours over the three years). By maintaining, and even increasing, the number of hours dedicated to these subjects compared to the previous curriculum, the team aims to address the difficulties encountered by students (problems clearly identified by instructors on a daily basis, as well as through the analysis of teaching evaluations and comparisons of student grades in these subjects with those in other subjects).

To achieve its goals, the teaching team will also seek to address certain key gaps in first-year undergraduate students' knowledge and encourage them to work regularly and sufficiently. In addition to the various remedial support options offered (which are optional and therefore not included in the course structure), the teaching and assessment schedule will be significantly revised. Firstly, courses will be taught at a more intensive pace than currently (between 4 and 8 hours per week) and will include ongoing assessments. Secondly, to prevent student procrastination, students will be assessed very regularly in each course unit (UE) that includes tutorials (TD). Exam preparation sessions will also be offered in certain UEs (this measure is highly recommended by students in the academic advisory boards and has already demonstrated positive effects on student success).

Training opportunities: 

Objectives and purpose of the training: 

The vast majority of graduates (85% of the 2019 and 2020 graduating classes) of the Bachelor's degree continue their studies at the Master's level. The main objectives of the Bachelor's degree in Economics and Management are:

• to learn to reason within a national and international economic framework using models identified by data so that graduates can pursue their studies in good conditions in Master's programs in economics, in particular Applied Economics and Money-Banking-Finance-Insurance;
• to provide fundamental bases in accounting and management in order to allow students who wish to do so to continue their studies in Bachelor 3 (L3) management, in particular in the "Management of Organizations" (accessible by right) and "Control, Accounting and Audit" courses offered by the IAE of the University of Reunion, and then in Master's programs in management.

The program is structured with a focus on progression and specialization. It fully addresses the needs of the local area and beyond, thanks to the presence of professionals on the teaching staff and frequent meetings with representatives from public administrations (national and local government), Master's programs (Faculty of Law and Economics, teacher training colleges, university business schools, Chambers of Commerce and Industry), and self-employed individuals to discuss specific sectors and professions. The study of a modern language is mandatory, and instruction on digital tools is provided every semester.

The strengths of the training are:

• First-year undergraduate learning systems tailored to students' profiles. Three individualized pathways will be offered to students based on their high school diploma (general, technological, or vocational) and their academic performance. Remedial support in mathematics (including in-person classes, group sessions, videos, the WIMS platform, and assessments) will be provided to address the implications of high school reforms, and in French (through ORTHODIDACTE and Skilleos FLE) to help the many students who grew up in a multilingual French-Creole environment overcome their difficulties.
• A teaching team that is aware of pedagogical innovations. Several teachers wish to conduct experiments relating to the pace at which courses are delivered, the format of courses and transpositions in terms of assessment methods.
• Emphasis is placed on major current societal challenges, particularly in Réunion. Sustainable development (in its broadest sense) and the reduction of inequalities will be addressed in numerous courses. Indeed, over 75% of the instructors are teacher-researchers whose research focuses on these issues. They highlight the value of specific methodologies for defining a scientific approach to the economic problems analyzed and frequently illustrate their points with examples related to these themes, even when the course does not initially lend itself to this (for example, in "Descriptive Statistics for Economics and Management").
• A teaching team highly aware of the opportunities and threats created by artificial intelligence. They will therefore ensure that students are educated on the relevant and appropriate use of existing tools by demonstrating the need to take a step back and critically examine the answers provided, verifying their accuracy, and emphasizing that creativity remains a human endeavor.
• This program offers ideal preparation for international mobility during the Bachelor's degree (students are encouraged to participate in exchange programs starting in their second year, and numerous funding opportunities are available) and for pursuing Master's degrees, both in Réunion and at top universities in mainland France. The program places significant emphasis on theoretical and quantitative courses, essential for pursuing research in economics or management. Introductory research courses, taught by professors from the Indian Ocean Center for Economics and Management (CEMOI) as well as renowned visiting professors, will present the latest advancements in economics and management. Students are also required to read academic articles in English, in advanced courses in the second and third years of their Bachelor's degree. Finally, it is worth mentioning individual projects to be submitted, projects which require the mobilization of several skills useful to research: mastery of econometric and software techniques (R or Python), understanding of a problem and analysis of results.
• Essential skills for professional integration are developed in several modules: English is taught in person every semester from the second semester onwards; computer skills are provided through specialized tools and software for information processing (R, Microsoft Access, Sphinx, MySQL, EBP, Python) and preparation for Pix certification; non-cognitive skills will be developed in specific workshops; the skills acquired in accounting and statistics will also be directly applicable in a business or public administration context.

Total hours worked: 1722 hours

We have thus increased the number of hours dedicated to core subjects (mathematics: +6 hours – excluding any remedial work – over the course compared to the current curriculum; statistics and econometrics: +48 hours over the course compared to the current curriculum; macroeconomics: +10 hours over the course compared to the current curriculum; microeconomics: +34 hours over the course compared to the current curriculum) for students (particularly given the teaching of mathematics in high school) at the expense of elective, advanced, and interdisciplinary subjects (see also the "Summary of the program" section). We therefore propose reducing the number of hours of in-person student instruction from 1700 to 1698 (excluding YOLO but by counting the hours dedicated to Ecological Transition for Sustainable Development – ​​TEDS in semesters 1 and 2).

Two specific points deserve to be clarified:

Year 1 – Individualized Pathway 2 (Remediation) : Each semester's course unit (with ECTS credits) includes elements of methodology, remediation and disciplinary support in core subjects, with a volume of around twenty hours (at least one – ideally two – limited-capacity tutorial groups supervised by a teacher) including mock exams.

Year 1 – Individualized 3-year program (lengthening of studies) The L1 modules are spread over two years, with the first year of track 3 comprising half of the curriculum to allow students sufficient time to consider a change of direction, study their courses, and validate these courses. The second year of track 3 will include the remaining L1 modules (in addition to those not validated in the first year of track 3).

The skills acquired during this training are in line with those of the RNCP record

Mandatory internship of a minimum of four weeks, either between L2 and L3 (June to August), or during the winter break of L3 (December-January).

Registration fees are set annually by the Ministry of Higher Education, Research and Space and are available on our institution's website: Register at the University of Reunion

• To be curious, involved and invested in one's studies.
• To be open-minded enough to embrace multidisciplinarity.

For the first year of the Bachelor's degree: 

• 80% of the ranking score on Parcoursup is based on academic results in French, mathematics, economics and specializations related to the fundamental disciplines of the Bachelor's degree;
• 15% of the ranking score on Parcoursup relates to working methods such as the acquisition of a scientific approach (mathematics), the quality of written and oral expression (grades in French in the baccalaureate);
• 5% of the ranking score on Parcoursup is based on motivation in terms of the coherence of the project (Future profile).

For second and third-year Bachelor's students specializing in economics:

• Baccalaureate: the assessment depends on the baccalaureate series, the origin (type of Licence, IUT, BTS, etc.) and the level required (L2 or L3).
• Results in higher education (overall average + average in fundamental subjects such as quantitative subjects and subjects related to economics) depending on origin and level required.
• Soft skills (teacher evaluations, attendance, possible repeat years, etc.).
• Motivation (letter without too many spelling mistakes and allowing us to understand the reasons that motivate the candidate to apply for the training).
• For candidates resuming their studies: link between experience and course outlines prior to the one applied for (Validation of Professional and Personal Experience – VAPP)

Bachelor's degree or equivalent

Bachelor's degree or equivalent

• For the first year of the Bachelor's degree: holders of a general baccalaureate,
• For the second year of the Bachelor's degree: holders of a French first year (L1) in economics and management, equivalent qualifications from abroad, and students from a preparatory class for the Grandes Écoles (CPGE) or a two-year vocational diploma (BTS) with sufficient prerequisites related to the courses offered in the Bachelor's degree.
• For the third year of the Bachelor's degree, Economics track: applicants must hold a French L2 degree in Economics and Management, have equivalent qualifications from abroad, or have completed a preparatory class for the Grandes Écoles (CPGE).

400 seats

In light of the success measures that will be put in place, the teaching team has set the following success rate targets:

• L1 (excluding PI 3.1):
  • to increase from 19% (rate for the year 2022-2023) to 25% among all registered students, from 37% (rate for the year 2022-2023) to 45% among all students with an overall average of more than 3/20, and from 44% (rate for the year 2022-2023) to 50% among all students with an overall average of more than 5/20.
  • increase from 83% (rate for the year 2022-2023) to 85% among PI 1
  • increase from 40% (rate for the year 2022-2023) to 60% among PI 2
  • go from 11% (rate of the year 2022-2023) to 15% among PI 3.2.
• L2: increase from 51% (rate for the year 2022-2023) to 60% among registered students
• L3 (economics track): increase from 58% (2022-2023 academic year) to 70% among registered students

The 2022-2023 academic year was the last year the PI2 program was offered. We will request that this program be reopened; 2022-2023 appears to be a relevant year for establishing a point of comparison.

The years 2020-2021 and 2021-2022 are very special years given COVID and the measures put in place by the University to respond to it (high success rates in L1 in 2020-2021 which allowed students with large gaps to move on to the next year which led to a sharp decline in success rates in the next year in 2021-2022).

The 2022-2023 academic year was the last year the PI2 program was offered. We will request that this program be reopened; 2022-2023 appears to be a relevant year for establishing a point of comparison.

The years 2020-2021 and 2021-2022 are very special years given COVID and the measures put in place by the University to respond to it (high success rates in L1 in 2020-2021 which allowed students with large gaps to move on to the next year which led to a sharp decline in success rates in the next year in 2021-2022).

For the third-year economics track, the available data does not seem relevant to us. It covers the years 2019 and 2020 and includes 60 respondents, 85% of whom continued on to a Master's program.

For the Economics track of the Bachelor's degree, six months after graduation, nearly 85% of 2018 and 2019 graduates had continued on to a Master's program (67% at the University of Reunion Island and 17% in mainland France). Our goal is to maintain this rate, or even increase it to 90%.

The sectors of activity and types of employment targeted by this training correspond to those listed in the RNCP record

In terms of career opportunities, students with a bachelor's degree are primarily intended to hold the following positions:

• management positions in local and national SMEs,
• sales or management positions in banks,
• positions in the national and territorial civil service, etc.

However, students are reminded that the main vocation of bachelor's degree graduates is to pursue further studies at the Master's level.