A word from the Director
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Crews was born out of the realization that new technologies have a strong and lasting impact when they meet the precise needs of an industry. The growing number of professions and technologies means that skills are becoming increasingly granular. The most sought-after profiles on the market today are those with dual technological and sector-specific skills.
Crews was also created in a post-Covid context where working and learning methods have changed significantly. More than ever, we believe in the quality of interactions, human warmth, personal and professional quality of life, mobility, and open ecosystems.
This has led us to think of Crews as a response to these fundamental needs. More than a distance school, Crews is a decentralized school. Our campuses are wherever and whenever they're needed most. Our students are wherever they want to be, whenever they need to be.
We simply have the responsibility to accompany them and find a balance in their choices.
Ready to join the adventure?
Camille Broussin, Director
Camille Broussin, Director of Crews Education.
The Evolution of Business and Digital
Some business sectors are experiencing an unprecedented recruitment crisis, caused in particular by the failure to align their expectations with those of candidates: new needs, new lifestyles and new ways of working.
Driven by technological development, digital professions are booming: 1 million jobs are expected to be created in this field before 2030. They have the potential to be a lifesaving and sustainable response to a number of these problems.
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Students have the skills and tools to find solutions, but have difficulty identifying the real problems.
With digital professions becoming increasingly granular on the one hand, and sector-specific issues becoming ever more profound on the other, we believe we need to train more professionals with dual digital and sector-specific skills.
Higher Education and the Learning Experience
Schools rarely address the application of digital skills to an industry sector. And yet, this is their most important added value: by putting sector-specific issues into a new technological frame of reference, they are able to find new answers to (sometimes old) problems.
Schools have also always been keen to discover their students' uniqueness. Rather than developing them, we need to identify them and bring them to the fore. We believe that the sector-based approach is a formidable tool for exploring these singularities, and can lead to greater personal and professional fulfillment.
Learning Modes
The diversity of learning modes and their semantics (online, video, distance, hybrid) has blurred the learning experience and the quality of the teaching provided. Crews advocates quality and interactivity, which is why we have opted for distance learning, live interaction with lecturers, and a few face-to-face seminars.
Finally, because students have new educational expectations (search for meaning, flexibility of programs, moving the lines), we have adapted our courses, teaching formats and assessments to new professions, new expectations and new ways of working (telecommuting, intrapreneurship, slasheurs).
We want to position Crews as a hybrid school, at the crossroads of technologies and business sectors.
Crews' Experience
