| Summary: | enIn the engineering curriculum in France, the students are regularly trained in managerial activities that are pertinent to their future career. The training is most usually based on company or student life case studies. The teachers aim to develop the capacity to problematize psycho-sociological reality within the students, which is not always easy to translate into teaching objectives or to evaluate. Important disparities can be perceived in the way of analyzing managerial situations, identifying problems and proposing solutions within the students’ work. Thus, this article aims to characterize the students’ problematization activity through the study of their output. Firstly, we define what is meant by managerial situations and problematization. Then, we present the study of three managerial case studies produced by the students for an end-of-course evaluation. It highlights the differences in the ways the students frame the problems studied. On this basis, we propose to relate the framing of problems to the intellectual and social position adopted by the students, defined by the concept of ethos. Problematization of psycho-socialogical reality is thus shown to be the result of work on oneself as much as upon the facts observed.
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