Afin de placer les étudiant·e·s dans un contexte d’apprentissage le plus proche possible du contexte professionnel, l’enseignement de deux filières et disciplines différentes, l’une issue de l’ingénierie et l’autre de la gestion ont été semi-fusionnés. Cet apprentissage interdisciplinaire par problème, basé sur des cas réels amenés par des industriels de la région, a permis à des cohortes d’étudiant·e·s différentes de confronter leur vision de la thématique et d’apprendre à
collaborer et communiquer sur un projet commun. Cet article présente le dispositif mis en place (première instance) pour réaliser cet apprentissage, les opportunités qui en découlent, ainsi que les points de vigilance à observer.
To mimic the professional context of a product development, the courses of two different study fields (engineering and management) were semi-fused. This interdisciplinary problem-based leaning allowed different cohorts of students to confront their vision of the topics (which were proposed by local industries) and to learn how to collaborate and communicate during the project. This article presents the process used (first instance) to carry out such teaching, the opportunities that were observed as well as the weaknesses to pay attention to.
To mimic the professional context of a product development, the courses of two different study fields (engineering and management) were semi-fused. This interdisciplinary problem-based leaning allowed different cohorts of students to confront their vision of the topics (which were proposed by local industries) and to learn how to collaborate and communicate during the project. This article presents the process used (first instance) to carry out such teaching, the opportunities that were observed as well as the weaknesses to pay attention to.