Présentation : This course examines organizational and individual behaviours in organizations  as well as management practices in business situations
involving cross-national/cross cultural relations.  The objectives is to familiarize  students  with  issues and reflexions on multinational/multicultural interactions
in the workplace. Based on a number of theories and cases, it is based on group discussion and work to raise students awareness and problem solving skills.
Duration: 20 hours

I - National cultures and management
The classical Hofstede' model
The Societal Analysis model
The renewal d'Iribarne Model

II - Issues/debates  in cross-cultural management
Globalization and national cultures at work
Is there a cultural determination?
International business and ethics

This course will attempt to draw a record of  the emergence of the ‘Muslim community’ at the turn of the 1990s on both sides of the Channel (e.g. Rushdie Affair in Britain; first so-called ‘Islamic’ veil affairs in France and ensuing decision of the Conseil d’Etat on that matter in 1989 etc.)
 Special emphasis will be laid on what may be perceived as the essentially political dimension of that ‘community’, the relations of its representatives with the political power (whether local or national), as well as on the role that both the British and French States have played in the setting up of representative councils on either side of the Channel (i.e. the Muslim Council of Britain notably, and the Conseil Français du Culte Musulman). The influence (whether receding or not) of national models (differentialism and multiculturalism in the UK Vs universalism, Jacobinism and Republican integration in France) shall also be assessed.  
Despite diverging approaches towards diversity governance, one has witnessed the gradual ‘hijacking’ of the role initially assigned to both councils (justified by security or foreign affairs options, notably) as well as their paralysis, triggered off by internal feuds and rivalries, as well as, possibly more importantly, by the increasing reluctance of secular and / or non-practising Muslims to be represented by religiously and socially conservative ‘community’ leaders.
The positioning of both councils at key stages (Iraq and Afghanistan wars; 2004 law on the wearing of religious signs in schools; 2005 riots in Britain and France; 2010 law on the banning of the burqa in public spaces etc.) will be analysed.

Until fairly late into the nineteenth century, British rights of suffrage remained based on Aristotle's political theory of liberty and especially on the idea that only the propertied were capable of making long-term decisions for their nation. The aim of this course will be to analyse how the suffrage was based first on (landed) property qualifications to later embrace more humanist principles inherited from the eighteenth and nineteenth centuries. We shall see how John Locke's theories developed in *The Second Treatise of Government* in 1690 were taken up until well into the nineteenth century, but also how they were re-interpreted by Radicals from the French Revolution onwards to vindicate universal (male - more rarely male and female) suffrage. We shall pay particular attention to the nineteenth century: 7% of the population were entitled to vote before 1832, a figure that rose to almost 30% on the eve of the twentieth century.
This extension of the franchise is closely linked to the industrial revolution and to the pressing demands of first the industrial upper classes and then industrial labourers for the democratic right of taking part in elections - or in political institutions. The specific issue of women and property, and of women's voting rights, will also be addressed as it represented a major social feature of the nineteenth century, until they were granted the franchise on the same conditions as men in 1928. A session will focus on further twentieth-century developments with special attention to the lowering of the voting age from 21 to 18 years old, and to the real implementation of the "one-person-one-vote" principle in 1948. Eventually, we will focus on the contemporary questioning of universal suffrage.
Students will receive a booklet with key texts, chronologies and a detailed bibliography at the beginning of the course.

This class is designed as an introduction to Latin America for both 1st year students at the IEP Toulouse and exchange students. They will be expected to read texts in English to be discussed during classtime. Important events will be discussed, focusing on modern and contemporary history (from Independence to the present). We shall focus on three broad topics :
- colonization and post-colonialism (2 sessions)
- development strategies (2 sessions)
- the Relationship between the U.S. and Latin America (2 sessions).

Students will be introduced to important writers and writings on Latin America, including a selection of texts collected in Eric Zolov & Robert Holden (eds) Latin America and the United States : A Documentary History. Oxford University Press, 2000. This book is a very concise introduction to Latin America, and because the extracts are relatively short, they can be read by all students. This selection will be supplemented by other texts, on issues such as indigenous rights and politics for instance.
Each time, students will be expected to
1. read before coming to class
2. discuss the text and the issue during the class
3. answer a series of questions related to the issue/event
Students will also organize a debate on the three above-mentionned topics, offering elaborate analysis rather than emotional answers.Contribution to debates is compulsory for all students, and will account for a significant percentage of the final mark. Fluent speakers may also give a short presentation (5 min’) on a specific country and issue during the term. A short test will be held at mid-term, and during the last session, students will produce a short analytical essay.

The aim of this course is to provide students with knowledge and insight into the complex relationship between Britain and the European Union, generally portrayed as a “wait and see” attitude on the part of the UK. After a brief reminder of the history of the EU, the focus will be on the British position regarding European policies (CAP, Euro, expansion v. integration), on its legal system, and on its political landscape.
Course Outline
Introduction: A brief history of the institutions of the EU/ a brief history of the 1973 membership

1. The changing attitudes of political parties regarding the EU
2. Britain and the Common Agricultural Policy
3. Britain and the Euro
4. The impact of membership on the English legal system
5. The impact of membership on governing the UK: parliament, regional government, local government.

Conclusion: The debate on intergovernmentalism and supranationalism . Is Britain still an “awkward” partner?

Course materials
The official websites of the EU are to be visited, in particular europa.eu
The advantages of membership for the UK are described interactively on the website the-eu -and -me.org.uk
A syllabus will be handed out on the first class.

The purpose of the course is to present the human and cultural reality of Australia as seen through the prism of the country’s national identity. This notion is approached from the ethnic point of view, and related to the various immigration waves that contributed to the Australia’s current image. To the historical predominance of the Anglo-Saxons, whose hegemony has now been somewhat eroded, one must add the contribution of various migrant minorities, especially those from Asia, and the recognition accorded to the Aboriginal component.
All those contributions result in a composite, fluid and ambiguous identity which, through a complex dialectical process, determines Australia’s relations with its international partners while it reflects the evolution of those relations.

The course objectives in the English-speaking University Diploma are to pass along language tools that will allow students to communicate as quickly as possible in an everyday environment.

The course is in French-language medium using basic grammar as well as role-play for communicative competency, both of which are used in a progressive manner.

Diverse audio and visual aids will be used.