Are you considering teaching occasionally at Istec Business School?
This page provides a clear overview of how the faculty is organized, how teaching quality is managed, what the Academic Committee does, and what is expected of an occasional instructor: deliverables, assessments, consistency, and contribution to professional development.
Istec operates on a simple principle: permanent faculty ensure institutional coherence, academic leadership, and research momentum, while occasional instructors provide industry-specific knowledge, up-to-date sector expertise, and concrete feedback that makes courses immediately relevant to students.
Even as an occasional instructor, you’re never alone. Istec Business School has structured academic roles to ensure the success of each session and to harmonize content across multiple instructors.
• Department Head (DH): oversees the quality of instruction, coordinates instructors, and ensures the continuity of content over time.
• Course Leader: your “conductor” for each module. They approve syllabi, harmonize assessments, adjust the level, and ensure alignment with the target skills.
With this support, you can focus your energy on practical application and hands-on experience, in a safe and clear environment.
Each course must produce visible and measurable learning outcomes:
In the Istec model, the syllabus is not a mere formality: it is the document that guarantees consistency between groups, instructors, and year levels. The Course Leader is responsible for it, and instructors must adhere to it.
The Handbook specifies that assessments are validated by the Course Leader and that corrections are made in accordance with the assessment grids and institutional deadlines.
It is also expected that participants contribute, when necessary, to the AoL (Assistance to Learning) mechanisms (measuring the achievement of objectives/skills and continuous improvement).
Publications in peer-reviewed journals, book chapters, research reports, working papers. Not required for occasional participation, but valued if available.
Anonymized real-life cases, simplified datasets, diagnostic grids, simulations (presentation, steering committee). These enrich the module and enhance professional development.
You discuss the target audience (Bachelor’s/Grande École Program/MBA), the expected level, and the module’s place in the curriculum.
You will receive (or approve): syllabus, objectives, plan, types of deliverables, assessment methods.
You structure your sessions within the defined framework, emphasizing practical input, case studies, exercises, and role-playing scenarios.
Your role is also to make the link “skill → practice → deliverable” explicit.
You correct using the provided/framed rubric, and submit grades/feedback according to institutional deadlines.
On certain modules, contribution to AoL feedback and improvement actions (case adjustments, improved progression, clarification of instructions).
Are you interested in teaching occasionally at Istec and directly contributing to the professional development of students? Our academic team is here to support you.
You can ask questions, check module availability, or discuss your profile and areas of expertise. We will also guide you through the teaching framework, syllabi, and assessment methods.
