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Meet Raluca PARVULESCU, Professor of Economics on IÉSEG’s campus in Lille.

Through our “Faculty in the Spotlight” series, we introduce you each month to one of the professors teaching at IÉSEG, who shares their journey, teaching methods, and sometimes surprising anecdotes!

Raluca, could you introduce yourself?

My name is Raluca PARVULESCU, and I am from Romania. I studied at a Romanian university, which is quite similar to a Business School. During my third year, I participated in an Erasmus exchange program in France, where I discovered the field of Economics. After completing my studies in Romania, I returned to France to pursue a Master’s degree in Economics at the University of Lille, followed by a Ph.D. My final dissertation focused on the economic rationality of strikes in France, while my thesis explored the pricing and quantity strategies of firms in a decentralized market. Today, I work on the efficiency and performance of companies, integrating environmental and social aspects. It was during my Ph.D. that I met a professor from IÉSEG who told me about the school. I had the opportunity to do a campus tour and I was charmed by the warm atmosphere where I felt welcomed.

How did you start teaching at IÉSEG?

During my Ph.D. studies, I taught remedial statistics courses at IÉSEG. It was a very different experience from the university, with small groups that allowed me to truly support students in their learning and ensure they all progressed. At the end of my thesis, I was hired as a temporary lecturer and then as an assistant professor. I had the opportunity to become the Head of Economics teaching for the school’s first Bachelor‘s program in English. It was very rewarding to see that IÉSEG trusted me for this project.

Why did you choose to become a professor?

It was not a career I had considered in Romania. It was my first trip to France and meeting my professors that made me realize this was what I wanted to do, specifically to be a teacher-researcher. I enjoy wearing both hats because it intellectually fulfills me and allows me to connect with younger generations. Students learn from me, but I also learn from them.

What courses do you teach at IÉSEG and in which programs?

I mainly teach in the Grande École Program, but also in the Bachelor in International Business (BIB). I have taught almost every possible economics course! Notably, a course that deals with market forms other than pure and perfect competition. This can include monopolistic competition markets (for example, laundry detergent or beauty product manufacturers). This course also includes a section on game theory, which I love. It relates to my thesis in a way. I really enjoy this course because it is a bit different from pure economics, with applications that go beyond business strategy.

For instance, I show students how teamwork can be transformed into a prisoner’s dilemma. I explain the consequences of cheating vs working well, depending on one’s partner in a project. These are concrete applications, and for the past few years, my favorite example has been showing how international negotiations on climate change can be seen as a prisoner’s dilemma. The big lesson of the prisoner’s dilemma is that if everyone blindly follows their own interest, we can end up in a situation that is collectively worse than if there had been cooperation. It’s all about the issue of betrayal versus cooperation. Regarding climate today, this is exactly what is happening. Each country wants others to reduce their emissions, but reducing emissions can harm the standard of living and wealth produced. Each country wants others to make the effort, but doesn”t want to make an effort itself. This is the behavior of the “freerider” (free rider). The problem is that if all countries think only of their own interests, none will reduce their emissions and the problem won’t be solved.

These are fascinating discussions to have with students, especially with everything happening nowadays. It’s not just about telling them what to do; it’s about giving them the opportunity to imagine scenarios and see how theory adapts to explain each one. It’s an excellent tool for stimulating thought.

How has teaching evolved since you arrived at IÉSEG?

I started teaching at IÉSEG in 2011. I moved from lectures to more interactive formats like PBL (Problem-Based Learning), where students conduct their own research, both theoretical and applied. In the end, they present their results to the class. The professor’s role is more of a facilitator than a knowledge provider. It is a true co-construction of knowledge, which makes the experience very interesting. We have also tested flipped learning (inverted learning), another excellent experience to promote active learning.

What are your strengths and areas for improvement according to your students?

When I started teaching my first Economics course in English, the first time, after three or four weeks, I felt something was off. I continued teaching my course, but I saw that the students were not listening carefully. So, I decided to deal with this issue by talking to my students, and I said: “Tell me what’s not working for you, and I will do my best to adapt and improve my way of doing.” After that, I understood their needs, and things went much better. That really helped me improve my teaching style and students were happy. However, I always pay attention and listen to their needs. Sometimes, you think you’re doing everything right, but you have to be able to accept criticism and set aside your pride to improve. Students appreciate this: the fact that I listen and care about their learning experience.