A faculty member is expected to demonstrate commitment across the three dimensions of the profession:

  • Teaching As the educational programs are professionally oriented and based on skills acquisition, quality must go hand in hand with relevance in the design of content, program architecture, competency‑assessment methods, and validation of learning outcomes. Faculty members must remain up to date with the state of the art in their disciplines and ensure that their teaching aligns with industry expectations. They must also demonstrate mastery of pedagogical methods suited to higher education, particularly those that support effective skills acquisition. This includes the use of modern teaching tools, the ability to design interactive learning experiences, and the capacity to assess student learning in an effective and relevant manner. Moreover, they must be able to implement actions that raise student awareness of research and contribute to developing education in and through research.
  • Academic Research The level of expectation is equivalent to that of leading universities, whether in terms of publications, impact, visibility, interactions with national and international academic communities, participation in scholarly societies, contributions to scientific culture, or engagement in societal debates.
  • Partnership‑Based Research Faculty members must maintain active awareness of industry developments and cultivate a network of economic actors relevant to their discipline. A significant level of partnership activity (direct contracts, platform‑based research, industrial chairs, France 2030 programs, European calls, etc.) is expected from each faculty member.

The objective is threefold:

  • to secure dedicated funding for research,
  • to anchor faculty expertise in the current landscape of research, development, and innovation within companies,
  • to enhance the visibility of the Schools among their strategic stakeholders.

This triptych is intended primarily to describe the target profile and engagement culture of the permanent faculty members sought by the IONIS Group Schools. It is not a fixed standard. The balance of these elements is naturally personalized and adapted according to the discipline, experience, and career maturity of each faculty member. Thus, the objectives assigned to each faculty member remain individualized and aligned with their interests, capacities, and availability.

Organization of Research within the Schools

Research within the engineering schools of IONIS TECH is organized into structured units (one per School: laboratory, teaching and research center, or another coherent designation). The management of each unit, integrated into the School’s leadership team, is responsible for ensuring the unit’s full contribution to the School’s strategy, operational objectives, and the balanced deployment of scientific human resources to carry out the School’s missions in teaching, research, contractual development, valorization, and partnerships. A council (laboratory council, center council) oversees operations and monitors the progress of the projects conducted by the members of the unit.

Integration within the Academic Ecosystem

IONIS TECH Schools actively participate in the development and vitality of national and international academic ecosystems. Faculty participation in joint research units and doctoral schools is therefore encouraged. However, this participation must comply with several principles:

  • The strength and impact of Grandes Écoles as academic actors lie in their cohesion, the alignment of all staff with the School’s strategy, and the preservation of the original identity of their research, as described in §2.1. Dispersion must therefore be avoided. Except in exceptional cases, requests for affiliation to external units must be coordinated and should ideally be conducted at the team level rather than individually.
  • Personal preferences in affiliation choices must be carefully weighed against the strategic interests of the School and the Institute. In all cases, the final decision rests with the School’s management.
  • The School’s visibility must be preserved in any external affiliation: avoid diluting the affiliated team, ensure clear visibility of the School in article affiliations, and maintain a fair sharing of resources derived from contractual activities conducted by faculty members within the host unit.
  • Affiliation with an external unit must be governed by a formal agreement, whose regular follow‑up must be ensured by a mixed steering committee. Ideally, the School should be recognized as a secondary co‑supervising institution of the unit.