ESADE-Summer-2019-course-syllabi.pdf - API Abroad

INTERNATIONAL SUMMER PROGRAMME

SYLLABI 2019

ESADE BUSINESS SCHOOL – BARCELONA

International Business

International Summer Program

International Business Track

Credits: 3 Recommended Contact Hours: 50

Students studying in the International Business Track will enroll into an innovative curriculum modality comprised of 2 academic modules: International Marketing and International Finance. These comprehensive modules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.

International Marketing

1) Course Objective

This course aims to study how companies interested in entering international markets and/or expanding their activities abroad should go about designing, developing, implementing and monitoring their marketing strategies.

The course is based on the assumption that the students have some knowledge of basic and strategic marketing concepts and tools as well as of international management and basic analytical skills.

By the end of the course, students should be able to analyze business opportunities in various markets, selecting the most appropriate target markets, designing alternative entry strategies and carrying out all the steps and operations involved in strategic marketing planning.

Contribution of the Course to the Program: a globalized world requires to know and understand specific marketing strategies and tools. This course is designed with a specific methodology that will help students to get familiar with the complexity and the key issues and main decisions taken in an international environment.

2) Methodology A variety of teaching methods will be used in order to meet the course objectives:

‐ The case studies and the presentations of the guests speakers will be used as the

basis for class discussions. Real and current case studies and examples will be discussed in the course.

‐ Marketing faculty will lecture on key aspects of international marketing management.

‐ They will be furnished with a selected list of recommended readings to complement

regular course assignments.



3) Grading System The final grade will be based on the following:

‐ Group reports on case studies: 40% ‐ Individual participation in class: 20% ‐ Final exam: 40%

Participation: The quality of what is said and the quality of one's listening and responsiveness to others are important components for the evaluation of class participation.

4) Faculty The course will be taught by: Prof. Susana Valdés Gandarillas [email protected] Degrees

• Bachelor in Business Administration, ESADE, Barcelona, Spain. • Master in Business Administration (MBA), ESADE, Barcelona, Spain. • Master in Globalization, Cooperation and International Development by the

University of Barcelona, Spain. • Master in Business Research, UB, Barcelona, Spain.

Profile Academic Director of the Executive Master in Marketing and Sales (EMMV‐BCN) at ESADE Business School‐Ramon Llull University. Barcelona, Spain. Marketing and Sales Strategies consultant, she has international experience in several markets like Germany, United Kingdom, Mexico, Croatia, Switzerland, France and USA. She worked at P&G as Marketing Organization Manager, International Key Account Manager and Group Manager. She won the P&G International Prize Award. She also worked at Danone as Head of Category Management and Store Management and Innovation. She was a permanent member of the Demand Management Committee at AECOC.

Prof. Ferran Blanch Ferran is a lecturer of Marketing in ESADE Business School since the year 2.000. Biologist and MBA from ESADE. Ferran collaborates on several programs with ESADE in Full Time Programs, Masters, Executive and In‐Company programs. He also lectures in other partner b‐school such as SDA Bocconi and Georgetown. At the same time Ferran is collaborating in several marketing courses in other Business Schools and Universities. Additional to Academia, Ferran is managing a consultancy firm of marketing where he is using learning’s from corporate world where he held executive positions in marketing and sales, mainly in FMCG multinationals in Spain, Italy and France. Ferran is a passionate outdoor sports athlete whenever his family and work allow him. By appointment, just email Professor Blanch: [email protected]



5) Bibliography There is no standard textbook for this course. Any of the following books may be used for reference purposes:

Cateora, Philip R.; Mary C. Gilly and John L. Graham “International Marketing”,

McGraw‐Hill/Irwin (17th Edition, 2016)

Czinkota, Michael R. and Ilkka A. Ronkainen “International Marketing”, South‐ Western College Pub (10th Edition, 2012)

Gillespie, Kate and Hennessey, H. David “Global Marketing”, Routledge (4th Edition,

2015)

Hollensen, Svend “Global Marketing: A Decision‐Oriented Approach”, Financial Times Press (5th Edition, 2010)

Keegan, Warren J. and Mark Green “Global Marketing Management”, Prentice Hall ‐

Pearson Higher Education (6th Edition, 2011)

Keegan, Warren J. and Mark Green “Global Marketing”, Prentice Hall – Pearson Higher Education (7th Edition, 2012)

Kotabe, Masaaki and Kristiaan Helsen “Global Marketing Management”, John Wiley

& Sons (5th Edition, 2010)

Terpstra, Vern; James Foly and Ravi Sarathy “International Marketing”, Naper Publishing Group (10th edition, 2012).



6) Syllabus SECTION A

Class Date Date Subject / Case Study Teacher

1 June 17

July 15

Introduction to International Marketing Globalization & Marketing

Susana Valdés

2 June 18

July16

Marketing Research in International Markets Salvador López

3 June 19

July 17

International Environment Group Presentations

Susana Valdés

4 June 20

July 18

International Communication Strategies Linda Reichard

5 June 21

July 19

Entry Strategies Testimonial

Susana Valdés Xavier Cuadrat, European Marketing Director, Reckitt Benckiser

6 June 24

July 22

The offer for International Markets. Testimonial

Susana Valdés Sonia Rotllán, Marketing Director of EMEA, Pepsico.

7 June 25

July 23

International Distribution & Pricing. Testimonial

Susana Valdés Javier Pérez, Responsible of International Expansion, Santiveri.

8 June 26

July 24

Marketing management in China Manu Sánchez Monasterio

9 June 27

July 25

Challenges of the Internationalization Process for Start‐ups (the session will be held at Tiendeo)

Susana Valdés Eva Martín, Founder and CEO of Tiendeo.

10 June 28

July 26

User Experience & Final Exam Salva López Ferran Blanch



SECTION B

Class Date Date Subject / Case Study Teacher 1 June

17 July 15

Introduction to International Marketing Globalization & Marketing

Ferran Blanch

2 June 18

July16

International Environment Group Presentations

Ferran Blanch

3 June 19

July 17

Marketing Research in International Markets Salvador López

4 June 20

July 18

International Communication Strategies Ferran Blanch

5 June 21

July 19

Entry Strategies Testimonial

Susana Valdés Xavier Cuadrat, European Marketing Director, Reckitt Benckiser

6 June 24

July 22

The offer for International Markets. Testimonial

Susana Valdés Sonia Rotllán, Marketing Director of EMEA, Pepsico.

7 June 25

July 23

International Distribution & Pricing. Ferran Blanch

8 June 26

July 24

Marketing management in China Manu Sánchez Monasterio

9 June 27

July 25

Challenges of the Internationalization Process for Start‐ups (the session will be held at Tiendeo)

Susana Valdés Eva Martín, Founder and CEO of Tiendeo.

10 June 28

July 26

User Experience & Final Exam Salva López Ferran Blanch



International Finance

Summary

The International Finance is a course which is intended to facilitate students the application to a real life situation of instruments available for an appropriate financial management. The context is an international sphere using a financial management simulation model and the discussion and presentation of real cases.

Objectives

• To introduce the basic concepts, markets and instruments for the financial

management in an international context.

• To expose students to a real life situation in terms of available instruments for appropriate financial management in the international sphere, using a financial management simulation model

• To help students acquire the ability to identify and select the appropriate

instruments and markets from those available to enable a company financial director to deal with the management of cash, investments and results in the international sphere.

• To enhance students’ ability to develop an overall corporate vision in the face of

international challenges.

Subjects

1. The international financial market

Financial markets and instruments available for the financial management in an international context. Different kinds of risk.

2. Exchange rate & interest rate forecasting

- Is it possible to forecast future market rates? - What is the relationship between currency markets and money markets? - Different theories to forecast market evolution and their limits in real application

3. Managing the financial risks of the company

- Review of the basics on capital budgeting. How to evaluate an international project. - Review of the traditional instruments available to a Financial director to manage

exchange and interest rate risk. - Introduction to modern derivates - Comparative analysis of advantages and disadvantages of each instrument in real

situations.



Methodology

The course has two different approaches: First, the discussion of real cases, prepared in teams outside of class and presented and discussed during the class. Second, a computer simulation of the financial management of a multinational company in which participants will make the decisions that allow them to optimize this management. Both will help students to use, in a practical manner, all those instruments learned during the course and they will also help to understand the conceptual explanations.

The simulation will oblige participants to be abreast of the economic situation and of the movement of the main economic and financial indicators. Participants will attend group sessions in ESADE's Data Processing Centre, supervised by a team of lecturers whose professional life comes within this area, but can also use their own PCs outside the classroom hours for decision‐making.

Evaluation

Simulations, case presentations and final exam

Bibliography

David K. Eiteman, Arthur I. Stonehill, Michael H. Moffett ‐ Multinational Business Finance, 13th Edition. 2012 ‐ Prentice Hall. ISBN‐10: 0‐13‐274346‐9 ISBN‐13: 978‐0‐13‐274346‐4 David K. Eiteman, Arthur I. Stonehill, Michael H. Moffett ‐ Las Finanzas en Empresas Multinacionales, 12ª Edición. 2011 ‐ Prentice Hall. ISBN: 9786073202527

Additional bibliography will be posted on the Moodle page


Entrepreneurship & Innovation

Entrepreneurship & Innovation Track Credits: 3 Recommended Contact Hours: 50

Students studying in the Entrepreneurship & Innovation Track will enroll into an innovative curriculum modality comprised of 2 academic modules: Global Entrepreneurship and Social Entrepreneurship. These comprehensive modules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.

Global Entrepreneurship

Summary

This course seeks to familiarise you with concepts and models of relevance for entrepreneurs: in particular, starting up a new venture, and assessing its viability and value. In addition, it will introduce you to the particularities of corporate entrepreneurship in initiating, developing, and leading intrapreneurial projects that lead to the generation of new businesses within established companies. At the heart of the course is your work on the development of a real opportunity for a new business either as a new firm or a new business unit within an existing organization. For the purpose, you are expected to come up with a business concept with the potential for a profitable growth and articulate a financially viable business model for its realization. The concept could come from encountering a market application for an innovative technology, meeting an unresolved customer need in a novel way, advancing a value proposition with distinctive functionalities and/or pricing model, or reinventing the way a product or service is produced and delivered to market, among others.

Objectives

The course will assist you in:

1. Enhancing your understanding of individual entrepreneurship and corporate entrepreneurship by analyzing the factors affecting the entrepreneurial process and developing related competencies and abilities.

2. Identifying new opportunities with the evolution of the socio‐economic and technological environment as an ongoing source of ideas for new business ventures. Knowing how to identify, create, and assess the opportunities correctly is a critical aspect of entrepreneurship.

3. Assessing the viability of a new venture by acquiring knowledge of the market in which the company is going to compete and the needs of its future customers, as well as the material, human, and financial resources necessary for its realization. A critical aspect in this regard is the exploration and validation of the product‐market‐fit.

4. Creating and articulating business models that assure the financial viability of the pursued



opportunity and serve as a tool for internal coherence, evaluation, and presentation of the new venture.

5. Developing skills for presentation to and negotiation with different stakeholders (partners, financial institutions, public administrations, venture capital funds, etc.) for acquisition of resources needed for the new venture success.

Methodology

The course relies on a range of learning methods to inspire you and enhance your competence for starting up new ventures either with an existing organization or as an independent business. It seeks to create a context for discussion and exchange of ideas. We also seek to create a “startup” atmosphere in which you can experience the process from initial business idea, its evaluation as well as the development of product market fit and the business model. Finally, the course provides you with a unique opportunity for applying and integrating concepts learned in other courses, such as marketing, operations, finance and human resources. The following teaching methods will be used:

Conceptual presentations of the content by the program professors Discussions of cases Presentations by entrepreneurs, investors, and other professionals involved with

start‐ups Reading material that offers depth on particular aspects of the entrepreneurship

phenomenon Presentations by your teams of the ideas and business models for their realization

Projects

At the heart of the course is your work to identify, explore, and validate a business opportunity with high growth potential and the development of a business model for its realization.

Readings

We will provide you all the cases we will discuss via Moodle. Throughout the course you will be provided with readings, worksheets, and other materials to be used during particular sessions. These will help you in the development and presentation of the business model. You are also encouraged to make use of concepts and frameworks, which you have learned (or are currently learning) in other courses offered in the programme and critically reflect on their relevance.

The following texts are recommended for further reading: Blank, S., Four Steps to the Epiphany, Cafepress. Hisrich, R. D., Peters, M. P. and Shepherd, D. A. (Eds.), Entrepreneurship, 6th ed., New York; McGraw‐Hill/Irwin, 2004. Osterwalder, A. and Pigneur, Y. Business Model Generation, New Jersey; John Wiley & Sons, Inc., 2010. Moore, G., 2002: Crossing the Chasm, Harper Business.



Ries, E. The Lean Startup, Crown Business. Timmons, J.A. and S. Spinelli, S. New Venture Creation: Entrepreneurship for the21st century, 8th ed., Boston; Irwin/McGraw‐Hill, 2009.

SESSION

Tu 04‐jun 10:00 A 11:30 Intro

Wed Th

05‐jun 06‐jun

9:30 A 11:30 9:30 A 11:30

Global Strategy Business Challenges in emerging markets

Fr Mo

07‐jun 10‐jun

9:30 A 11:30 9:30 A 11:30

Global Trends How to evaluate opportunities

Tu 11‐jun 9:30 A 11:30 Lean Startup Wed 12‐jun 9:30 A 11:30 Business Model & Business Plan Th 13‐jun 9:30 A 11:30 Venture Capital Fr 14‐jun 9:30 A 11:30 Final presentations / Exam

GLOBAL ENTREPRENEURSHIP ED 1



Social Entrepreneurship

Prerequisites

The course is designed for a broad range of students including those who, during their professional careers, are considering a leadership position in a social enterprise; interested in understanding the specifics of managing social enterprises; interested in consulting to social enterprises; planning to serve as board members or volunteers; become funders of nonprofit organizations; or interested in leveraging business to serve social transformation. Social is understood here in the broadest sense of benefitting society, including environmental improvements. Note that we are not talking about starting up social networks like Facebook but about using business principles to improve society.

While this course does not require any previous knowledge or experience in business or social issues, it does require a high level of commitment. Students will be expected to prepare each session through both individual and group work, as well as to attend ALL scheduled classes, since a high proportion of the learning is developed in class. Hence students taking this course should be ready to work inside and outside the class and participate actively.

Also, please note that "social" in this case does not refer to social networks but to enterprises created to solve societal problems. A motivation or curiosity on the topic is important to make the experience most valuable and enjoyable to all participants.

Previous Knowledge

No previous knowledge is needed.

Workload Distribution

The course is structured in three parts. The introductory block will introduce the concept of social entrepreneurship, and will strive to characterize social enterprises and the characteristics of their leaders.

A second block will address the key elements in social entrepreneurship: the start‐up process, financing, scaling up, business model and portfolio management, and measuring social return on investment.

A third block is devoted to social intrapreneurship and corporate social entrepreneurship, proposing a reflection on how to translate the principles, methodologies and skills of social entrepreneurship to the corporateworld.



We will also welcome guest speakers who will help us work on specific aspects and give us a chance to interact with real social entrepreneurs and other professionals of the social field. Students will also work on a group project, putting into practice the learnings of the course.

Course Learning Objectives

It is widely accepted that contemporary democratic societies are built around three sectors: public administrations, business companies and non profit organizations. Like a three‐legged stool, these three sectors have to work together to drive societies towards a state of equilibrium. However, certain organizations seem to blur the limits between these sectors: social enterprises. In an ever‐changing, fast‐paced environment, social enterprise organizations (for profit and nonprofit) need the appropriate skills in order to face new challenges and continue to help improve the lives of people and communities. In other words, these organizations must be truly capable of leading the complex world of social intervention. The new demands placed upon social enterprises are the results of deep‐ rooted changes that are shaping contemporary societies.

This course examines the nature and major trends on social entrepreneurship and key challenges for companies and nonprofits organizations in a sustainable development perspective. Until recently, social entrepreneurship management improvements were mainly thought to relate solely to human resources, communications, fund‐raising, information systems, etc. However, experience has shown that several other aspects have been neglected when it comes to strengthening social entrepreneurship organizational skills. These include strategy alignment, scaling up, accountability, governance, social impact¿ all will be analyzed during this course, with a special emphasis as well on the leadership dimensions behind socialenterprises.

The main goal of this course is to explore with the participants the importance of social entrepreneurship and social intrapreneurship to help find solutions to the major social challenges facing today’s societies and to foster a positive attitude and sensitivity toward the possibility of becoming personally involved in some way in a social enterprise initiative in the future, or to use its principles in any career path. Hence participants will acquire the basic knowledge necessary to build and lead high performing initiatives which help generate economic and social values simultaneously, and are economically viable in the long term.

The course also places a strong focus on methodologies and skills. We will practice creativity and innovation skills, analytical skills, negotiation skills, group work, presentations... and become acquainted with the main innovation and start up methodologies of the time. We will also sharpen our critical thinking ability and strive to develop our own opinions about controversial issues and question our own assumptions. Hence this course is also interesting and suitable for students who want to explore entrepreneurship or simply an alternative view to business and economics.



The course strives to be eminently practical and applicable to a variety of contexts. For this reason we will analyze cases referring to different types of social enterprises, in different sectors and continents, addressing varied challenges in various ways, and displaying the main challenges faced by socialentrepreneurs in differentdevelopment phases.

Content

1. Session 1: Introduction to social entrepreneurship and the course

In this session we will get to know each other and set the basis for the course. We will start getting acquainted with the topic of social enterprise and build a common understanding for how this course will run.

2. Session 2: The social enterprise ecosystem, and introduction to group work

In this session we will go a little deeper and discuss supporting ecosystems for social entrepreneurs and trends in social enterprise. We will also welcome a guest who will present a course challenge for students to solve in teams.

3. Session 3: Visions and ethical dilemmas in social entrepreneurship: microcredit and the case of Banco Compartamos

The different visions of social enterprise have implications on daily decision‐making and strategy. Social enterprises have also been involved in ethical dilemmas and scandals and judging them is not an easy task. In this session we will discuss the case of Banco Compartamos and analyze the different ethical dilemmas involved, and how different definitions of social enterprise can drive decisions. We will also use this occasion to understand more in depth one of the most well‐known and spread sectors in social entrepreneurship: microfinance.

5. Session 5: Impact investing and financial instruments for social enterprise

Financing has always been a challenge for NGOs, especially in times of crisis. NGOs traditionally dedicate big efforts and a considerable proportion of their structure to fundraising. However, as social enterprises sophisticate, adopt business models, and even for profit legal forms, new vehicles open up new possibilities to fund social impact. In this class we will analyze trends in the social finance space, or the so‐called impact investment sector, as well as new financial instruments available to social enterprises. We will consider both the perspective of the investor and the investee.

6. Session 6: Scaling social impact

Scaling up is always one of the biggest challenges for any enterprise, even more so for social



ones. Why is it so? In which ways can social enterprises scale up their impact and what might be limiting factors to take into account? Which aspects are key to analyze in a company to identify if it is ready to be scaled and how it should be scaled?

7. Session 7: Measuring social impact and Social Return on Investment (SROI)

The creation of social value is at the core of the mission of any social enterprise. Hence demonstrating impact and the achievement of this mission is essential to maintain credibility and attract funding. But how can social impact be measured? In this class we will discuss the pros and cons of some tools, put them in practice and evaluate the difficulties in assessing social impact.

Guest speaker: Susana Balet

8. Session 8: The social Intrapreneur and Corporate Social Entrepreneurship

In the last decade CSR has become a mantra for any for profit company, especially the large ones. But some organizations, and especially some individuals, have identified social enterrise as both an opportunity and a source of inspiration to boost the positive social impact of their companies ‐ along the creation of competitive advantages and a more attractive workplace. N this session we will analyze the phenomenon of social intrapreneurship. Who are social intrapreneurs and how do they compare to social entrepreneurs? Which tools do they need to be successful and which kind of environments do they thrive in?

9. Session 9: Team work presentations and course closure

In this session we will wrap up the course. First, each group will present in front of the class their group project in a 10 minute pitch followed by some questions. Then students will evaluate the course and we will close with some final reflections.

Methodology

− Case analysis and discussions. Students will read and prepare cases with their groups in advance of the class, which will then be discussed

− Theory readings and class discussions. Students will read papers proposing frameworks to deal with different challenges. We will discuss theories and frameworks in class and, more importantly, use them to analyze cases

− Class presentations and guest lectures. We will welcome different speakers and faculty in class who will share their own experience and perspective and help us work on the different relevant aspects of the course.



− Workshops and roleplays. We will also work in groups in the class and reflect on each other's experiences and learnings, as we put in practice different skills and methodologies like creativity, analytical thinking or group negotiations.

ASSESSMENT BREAKDOWN

Description %

Class participation 30

Individual final paper 20

Team final project 30

Case reports in groups 20

Assessment Criteria

This course puts emphasis on both individual and team work equally, and evaluation will match the spirit of social entrepreneurship promoted in the class. Hence collaboration is encouraged.

Group work Each student has to join a group of four or five students (a separate document will be handed in in class and groups posted on moodle) in order to carry out a number of assignments. In the first session, groups will be formed and assignments will be distributed to the groups. Group work is the basis of this course both in class and outside class. In the spirit of avoiding free-riding and maximizing the learning experience for everyone, a peer assessment will be carried out (see below for details). These will be used by the Professor to detect any team problems and may impact a student’s group work mark. However, the good functioning of the group is each and everyone’s responsibility. Problems should be signaled to the professor early on, otherwise students will have to cope with the consequences.

There are two types of group assignments:

- Case reports. For every one of the cases we will discuss in class, every group has to submit a short report by 9am of the day of the class. Three or four questions for each case will be posted in advance. The report will consist of 1 power point slide per question unless the contrary is explicitly indicated. Any additional slides or material will not be considered for evaluation. You do not need to write full sentences, you can use bullet points, graphs or frameworks as long as they are self explanatory and answer the question concisely. A critical perspective on the course is expected - see guidelines provided on session 1. Deadline for submission is the start of the class (9am) in which that case will be discussed.

- Team project. Groups will develop a team project around a topic proposed during the second session of the course.

Individual work Individual work will be assessed through:



- Individual participation in class. Personal commitment and engagement is a key characteristic of social entrepreneurs. Hence the same attitude is fostered in this course. Attendance and active participation in class discussions are expected. Absences will only be excused for the reasons authorized by ESADE’s regulations (illness, family emergencies) to one session. If, for whatever reason, you have to miss a class, please notify Professor Navarro by e-mail in advance. The course is built on a progression and hence it is really important to attend lectures and do the homework. This course is manly led by the students and based on active discussion. Hence active participation and discussion is expected from everyone. Additionally, an experience exchange forum on Moodle will also provide a space for interaction and exchange outside the classroom in which contributions will also count for your participation mark.

- Individual thread. A written task will be assigned to be completed individually at home and sent to the professor up to two weeks after the end of the course. This will look for students critical thinking and reflection and may also draw on some of the group work previously done.

The personal opinions of students will not be judged, only the quality of the argumentation. Also quality is more important than length. I am not looking for a very academic essay with lots of references to academic articles. I am looking for your personal perspective on this phenomenon and your personal impressions. Examples will be valued, especially if different from the ones used in class.

Indicative length: min. 1000 words, max. 1500

- Peer assessment. Teamwork and collaboration is crucial in the 21st century, and even more so in social enterprises. Hence, everyone will assess themselves and the rest of their team twice - half way through the course and at the end. This will give you an opportunity to contrast your self-perception with that of the group, identify areas for improvement, and avoid free-riding attitudes. Peer-to-peer assessments will be taken into account for the final mark too. If problems cannot be addressed and flagrant free-riding cases come up, the Professor reserves the right to lower the group work mark of individual students or to ask them to complete extra individual work to make up for their marks.

Both the total group mark and total individual mark require a pass (above 50%) to pass the course. Failure to reach 50% on one of these parts will translate into failing the course. Final marks may also be lowered: - in case of unjustified absences to class - in case of free-riding issues identified through peer-to-peer evaluation (to be considered case by case)

Bibliography

All cases and readings needed will be provided by the professor via moodle. An additional list of recommended readings, videos and sites will be available on Moodle too.

Business Law

Business Law Track Credits: 3 Recommended Contact Hours: 50

European Union Law


− Understand the basic concepts of European Union Law and differentiate the EU legal order from international and national legal orders.

− Have a clear sense of the evolution of EU institutions, decision‐making and EU constitutional principles.

− Understand the goals and content of the main EU policies

Content

1. HISTORY OF EUROPEAN INTEGRATION (2 sessions)

In these introductory lectures we will examine the history of the integration process. We will discuss the context within which the integration process was started, and the many changes (legal, political, geographical) that it has gone through from 1950 until 2014. It is important to situate legal doctrine in its historical and political context and these lectures seek to do so.

We will also provide a both historical and political explanation to the enlargement process, paying particular attention to the 2004 enlargement.

We will also review different theories of integration and how they have been able to predict and guide ‐or not‐ integration outcomes. An awareness of these theories is important to understand why states chose to create the EEC and the reasons for subsequent Treaty changes.

2. INSTITUTIONS OF THE EU AND LAW-MAKING (2 sessions)

In these lectures we will look at the institutional machinery of the EU. It is generally recognized that there is no classical separation of powers in the EU, between the legislature, executive and judiciary. Instead, each institution (i.e. the European Commission, the Council, the European Council, the European Parliament, the Court) exercises a combination of these roles and their powers are further blurred by the distinction between national and supranational level of government.

3. AUTHORITY OF EU LAW (1 session)

According to the Court of Justice, EU law is an autonomous legal order that limits national sovereignty and creates rights directly which individuals can invoke in national courts. There are a number of formal implications to this and a number of wider obligations.

Students studying in the Law Track will enroll into an innovative curriculum modality comprised of 2 academicmodules: European Union Law and Law & Economics. These comprehensive modules meet for 120 minutes, 5days a week over a 4 weeks session for a combined total of 2,400 minutes.

Business Law

Formally, the authority of EU has four elements: the right for EU law to determine its own right; the precedence of EU law over all national law (supremacy theory); the right for EU law to determine when there is a conflict with national law; and the fidelity principle, the duty of all national institutions to secure the application and effectiveness of EU law.

We will also investigate under which circumstances EU law has 'direct effect', which means that litigants can rely on them vis‐à‐vis public authorities or private parties in national proceedings.

4. ENFORCEMENT AND REVIEW OF EU LAW (1 session)

Courts in the EU, both at the supranational and national levels is what has given the EU its distinctive form. We will look at the most important procedure: preliminary reference, through which national courts can send questions on the interpretation and validity of EU law to the European Court of Justice, in Luxemburg.

The EU does not have a police, or an elaborate system of EU courts to enforce the obligations that Member States enter into. So how does it ensure that Member States do not breach EU law but implement and enforce its norms? We will look here at the infringement procedure, through which the Commission can take Member States toCourt to ensure that it obeys EU law. We will also look at the possibility for institutions, Members States and individuals to challenge the validity of EU law.

5. INTERNAL MARKET AND THE FOUR FREEDOMS (2 sessions)

We will be analyzing the market integration techniques and the relationship between negative and positive integration.

We will study the evolution from the Common Market to the Internal Market. We will look at the 1992 project and market integration through product standards and governance rules.

The Treaty protects the free movement of goods, services, capital and persons (both workers and non‐workers) throughout the Union. We will be paying particular attention to these four freedoms.

6. DEBATES ON EU POLITICS: LEGITIMACY AND DEMOCRACY (1 session)

The EU is often criticized for not being democratic enough. In this class, we will explore this question, discuss the different aspects of “democracy” and assess whether or not the EU indeed suffers from a democratic deficit. We will also look at possible ways to counteract this deficit.

Business Law

METHODOLOGY

Lectures and case studies

ASSESSMENT

Final Exercise: 70% Class participation: 30%

RECOMMENDED BIBLIOGRAPHY

P. Craig and G. de Búrca, EU Law: Text, Cases and Materials, 6th Edition, Oxford University Press, 2015.

S. Weatherhill, Cases and Materials on EU Law, 11th Edition, Oxford University Press, 2014.

D. Chalmers, G. Davies, M. Monti, European Union Law, Cases and Materials, 3rd Edition, Cambridge University Press, 2014.

Business Law

Law and Economics

1. Presentation

The course objective is to analyze the incentives created by laws and legal institutions, as well as their implications for economic activity in a globalized world. We will use microeconomic models to conduct positive and normative analysis of certain legal rules and complement the analysis with real case studies. The focus of this course will be on how legal rules affect (i) implicit prices for consumer and firm behavior, (ii) the distribution of resources, and (iii) economic efficiency. While students will obtain a background on the law surrounding property, contracts, torts and the judicial process, the content will focus on how legal rules impact consumers and producers, and whether these rules and regulations enhance the efficient use of economic resources. At the end of the course, the student will be able to analyze the creation of incentives by the legal system in important areas of the law such as Property Law, Contract Law and Tort Law, and have an overview of the major differences in legal systems (common versus civil law).

2. Course skills

This course aims at providing students with analytical and discussion skills that willbe useful for their studies in International Business Economics and for theirprospect professional career. The skills that this course intends to develop are general and specific and are reflected in the next text.

Skills to be acquired with the course

1. Understanding the impact of legal institutions for economics efficiency.

2. Identifying key factors of a problem

3. Applying economic reasoning to decision‐making.

4. Defending positions with supporting arguments and being able to do so in public.

5. Identify legal problems that business may face.

6. Ability to understand and apply simple legal solutions.

7. Ability to relate the analysis of legal issues with the goals and instruments of legal systems.

8. Analytical abilities (of legal issues and the alternative solutions the legal system provides).

9. Legal reasoning through simple legal cases.

Business Law

10. Develop the capacity to reason critically about controversial subjects.

11. Consolidate habits as regards self‐discipline, personal standards and thoroughness in academic work and in organization and fulfillment of timescales.

12. Having a proactive attitude in exploring often ignored matters, a fundamental skill in education and professional life.

13. Being able to apply acquired knowledge flexibly and creatively to new contexts and situations.

14. Understanding microeconomic strategies and their implications for management.

15. Demonstrating a critical perspective when analyzing different situations.

16. Applying knowledge and appropriate procedures to a range of complex situations.

3. SYLLABUS

1. Introduction to Law and Economics

2. Economic analysis of Property

3. Contracts as instruments for cooperation

4. Analyzing the unexpected: Economic analysis of Torts

5. Economic analysis of Corporations

6. Economics of Legal Processes

Course readings:

• Robert Cooter and Thomas Ulen, Law and Economics, Sixth Edition (U.S.: Pearson Education, Inc.) 2011.

• Polinsky, Mitchell A. and Shavell, Steven (2007) Handbook of Law and Economics (volumes I and II), Elsevier.

(Need access to science direct)

http://www.sciencedirect.com/science/handbooks/15740730

• David Friedman, Law’s Order: What Economics has to do with Law and why it matters. http://www.daviddfriedman.com/laws_order/

• http://wps.aw.com/aw_cooterulen_lawecon_6/178/45815/11728880.cw/index.html

Business Law

Other reading assignments will be provided during the course of the semester, including academic journal articles, briefs of court cases, or newspaper columns.

Lectures will be based on readings that students will be assumed to have done before the lectures.

6. Course Evaluation

Course evaluation will be based on the following criteria:

— Exam grade: 70% — Practice sessions: 30%

The minimum required grade to pass this course will be 5 points out of 10.

7. Methodology

This class combines classroom activities as well as readings and writing that students will have to perform outside of the classroom.

The methodology of each kind of lectures will follow the same structure:

a. For the theory lectures: Each week students will have two lectures of an hour and a half

b. For the practice sessions: During the weeks the course will laws there will be a few practice sessions to further work the issues arising from the class materials and to apply them to the daily business realities.

Critical Thinking


Critical Thinking Track Credits: 3 Recommended Contact Hours: 50

Students studying in the Critical Thinking Track will enroll into an innovative curriculum modality comprised of 2 academic modules: Media: Shaping our Perceptions and Principles for a Life Philosophy. These comprehensive modules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.

Media: Shaping Our Perceptions

Course description

The purpose of this course is to explore the role of media in western democracies and the ways in which such an influential sector shapes culture, politics and the economy. The course aims to achieve this goal through a critical perspective, that is, by highlighting the positive and, more importantly, the negative effects of Media on society and citizenship.

Once strengths and weaknesses have been identified and reflected upon, proposals will be presented (by students) on potential reforms that would allow the Media industry to make a more meaningful and constructive contribution to democratic life.

The lectures and explanations will be multidisciplinary in scope (economics, politics, technology) and special attention will be paid to the notions of “power“ and “corporate social responsibility“ as tools for the analysis, understanding and criticism.

Prerequisites

None is required

Workload Distribution

Students will be expected to do a presentation, a research project and a reading prior to eachsession.

Contribution of the course to the program

An opportunity to better understand the structure, dynamics and effects of a powerful and far reaching industry with which we all engage in a close and daily relationship. And an opportunity to improve this relationship.

Learning objectives

Being able to provide in‐depth answers the following questions: • to what extent are our beliefs and behavior shaped and reinforced by the Media? • do the Media function as the “Fourth Branch of Government” and decisively

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determine policy preferences? • how powerful are the Media to influence the course of economic activity and cycles? • is there a conflict between the notion of free‐press and a concentrated, corporatedominated Mediasector? • which criteria should be used in judging the Media’s contribution to democracy?

Skills developed • capacity to dissect and criticize • team work • creativity in making a proposal for improvement . Content

1: Introduction to the course. Media industry trends and overview. 2: Global media map and media business models. 3: Journalism: Decisions and Dilemmas. 4: The cultural power and impact of Media and Entertainment. 5: Media shaping business and media CSR. 6: Media’s role in domestic politics: campaigns and elections. 7: International politics and media. 8: New media and social media. 9: A proposal to reform the Media industry: presentation by students.

Methodology

The course will be highly interactive. The methodology will combine reading assignments, lectures, case discussions, debates, videos and presentations. Students will be asked to be highly participative during class discussions and work on a research project based on the knowledge and conclusions reached throughout the course.

Evaluation System

Attendance and class participation: 25% Brief exercises: 10% Team presentation: 25% Research project: 40%

Performance criteria

Students are expected to attend class and read the required readings. They are also expected and will be encouraged to participate actively in class discussions, using their knowledge, background and also the notions explained in the required readings. Group presentations and research projects will be assessed based on: a) research effort, b) depth and originality, c) effort to relate to topics discussed in class, d) form and style of the presentation.

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Basic bibliography

Castells, Manuel, "A Network Theory of Power." International Journal of Communication." Vol. 5. April 2011. pp 773‐778. Castells, Manuel and Amelia Arsenault, “The Structure and Dynamics of Global Multi‐Media Business Networks”. International Journal of Communication Vol 2, 2008. pp 707‐748. Gilboa, Eytan, “The CNN Effect: The Search for a Communication Theory of International Relations”, Political Communication. Vol. 22. 2005. pp 27‐44. McChesney, Robert W., The Political Economy of Media: Enduring Issues, Emerging Dilemmas, Monthly Review Press, 2008 Klaehn, Jeffery, The Political Economy of Media and Power, Peter Lang Publishing, 2010 Pew Research Center. “State of the News Media 2014”, March 2014 Waldman, Steven, “The Information Needs of Communities”, FCC, July 2011

Websites

Bureau of Investigative Journalism: http://www.thebureauinvestigates.com/ Centre for Media Literacy:http://www.medialit.org/ Global Witness: http://www.globalwitness.org/index.php Jeff Jarvis’s blogg:http://buzzmachine.com/ Media Awareness Network: http://www.media‐awareness.ca/english/index.cfm Media Education Foundation: http://www.mediaed.org Media Matters: http://mediamatters.org/ Media Research Center: http://www.mrc.org/public/default.aspx Pew Research Center’s Project for Excellence in Journalism: http://www.journalism.org/ PR Watch: http://www.prwatch.org/ Pro Publica: http://www.propublica.org/ Reuters Institute ‐ Study of Journalism (U. of Oxford): http://reutersinstitute.politics.ox.ac.uk/ Truth Dig: http://www.truthdig.com/

Filmography:

. Citizen Kane – Orson Welles (1941) . His Girl Friday – Howard Hawks (1941) . Ace in the Hole – Billy Wilder (1951) . Deadline U.S.A. – Richard Brooks (1952) . Sweet Smell of Success – Alexander Mackendrick (1957) . The Candidate – Michael Ritchie (1972) . Network – Sidney Lumet (1976) . Annie Hall – Woody Allen (1977) . Broadcast News – James L. Brooks (1987) . Bob Roberts – Tim Robbins (1992) . Mad City – Constantin Costa‐Gavras (1997) . Bullworth – Warren Beatty (1998) . Primary Colors – Mike Nichols (1998) . The Insider – Michael Mann (1999)

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. The Wire – David Simon (2002‐2008)

. Shattered Glass – Bill Ray (2003)

. Lions for Lambs – Robert Redford (2007)

. Poison d’avril – William Karel (2007)

. State of Play ‐ Kevin MacDonald (2009)

. In the Loop – Armando Iannucci (2009)

. Fair Game – Doug Liman (2010)

. The Newsroom – Aaron Sorkin (2012)

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In Search of Principles for a Life Philosophy: Lessons from Art, History and Economics Course description and methodology

The purpose of this course is to provide students with a time and a space for humanistic growth and learning. It is our firm belief that humanistic learning leads also to the improvement of professional capabilities. More cultivated human beings make better managers and executives.

A variety of subjects will be explained and discussed, both as a source of knowledge in themselves and, more importantly, as a springboard for another level of learning: to reflect on a set of principles with which to navigate successfully through life’s dilemmas and uncertainties.

Each session will be devoted to a specific topic of artistic, economic or historical importance. The focus of the lecture will be to explain the context, causes, consequences, artistic movement to which it belongs or economic theory that explains it. Next, moving from large to small and from general to personal, a discussion will ensue to try to extract, with everyone's insight, a lesson or a principle enlightening and useful enough for us to want to remember and include in our “life philosophy”. The discussions will be enriched with the ideas obtained from a reading assignment:

a short story by some of Literature’s classic writers (Tolstoi, Poe, Proust, Kafka, Dostoievski...).

Each participant will be able to draw his or her own conclusions, but an important part of the course will be the discussions to try to agree on a common list of principles that we consider useful for living a fulfilling life. The discussions will be very open and will adhere to only one requirement: that all thoughts and proposals are guided by a desire for self‐ improvement.

Learning objectives and contribution of the course to the program

A time for students to assess their personal strengths and shortcomings and to reflect on the values they want to work on and live by. Other learning objectives are: . to learn to extract useful lessons from ideas and experiences . to encourage the desire to read and to expand one’s humanistic knowledge . to cultivate our appreciation for literature and art . to broaden our historical awareness

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Lecture topics

1. Introduction. Crises and bubbles under Capitalism 2. Counterculture through the ages 3. Lev Tolstoi 4. Solving unemployment: the handshake approach 5. Einstein’s mistakes. 6. The birth of cinema and the art of Charles Chaplin 7. The US vs. China: Financial dispute over the yuan 8. Explorers 9. From creativity to innovation

Workload

Assigned readings of about 30 minutes prior to each session, followed by a brief thread in which the students write down their “initial thoughts on the reading” to be further discussed in class.

Evaluation

. 33% threads on the readings . 34% class participation . 33% final essay: “A Letter to Myself”

Selected bibliography

. Animal Spirits, George Akerlof and Robert Shiller (2009) . Consumed, Benjamin Barber (2007) . Understanding Capitalism, Bowles, Edwards and Roosevelt (2005) . “The Stock Market’s Reaction to Unemployment News”, Boyd, Hu and Jagannathan (2005) . Arms, Germs and Steel, Jared Diamond (2006) . The Greatest Minds and Ideas of All Time, Will Durant (2002) . Counterculture Through the Ages, Ken Goffman (2004) . Atlas of Economic Complexity, Hau Economics smann, Hidalgo, et al. (2011) . Nation of Rebels, Joseph Heath and Andrew Potter (2004) . The Gift, Lewis Hyde (2007) . “The Quiet Coup”, Simon Johnson, The Atlantic (May 2009) . The General Theory of Employment, Interest and Money, John Maynard Keynes (1936) . International Economics, Krugman, Obstfeld, Melitz, 9th edition (2011) . Sociology, John Macionis, 13th edition (2009) . Stabilizing an Unstable Economy, Hyman Minsky (1986) . Eintein’s Mistakes, Hans C. Ohanian (2009) . Supercapitalism, Robert Reich (2008) . "Global Rebalancing Is America's Job Too", Stephen Roach (2010)

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Literature excerpts read in class

. Memoirs of a Dutiful Daughter, Simone de Beauvoir

. The Complete Poems, Emily Jane Bronte

. Poems, Emily Dickinson

. Flaubert in Egypt, Gustave Flaubert

. Bouvard and Pécuchet, Gustave Flaubert

. The George Sand‐Gustave Flaubert Letters, G. Flaubert and George Sand

. Steppenwolf, Hermann Hesse

. Diaries, Frank Kafka

. Letter to My Father, Franz Kafka

. Moby Dick, Herman Melville

. The Book of Disquiet, Fernando Pessoa

. Apology: On the Death of Socrates, Plato

. Lakeside Encounter, Marcel Proust

. Letters to a Young Poet, Rainer Maria Rilke

. The Confessions, Jean‐Jacques Rousseau

. The Words, Jean‐Paul Sartre

. Sonnets, William Shakespeare

. A Sentimental Journey Through France and Italy, Laurence Sterne

. Walden, H.D. Thoreau

. A Confession, Lev Tolstoi

. The Light Shines in Darkness, Lev Tolstoi

. Leaves of Grass, Walt Whitman

. To the Lighthouse, Virginia Wolf

. Joseph Fouché, Stephan Zweig

. Decisive Moments in History, “The Battle for the South Pole”, Stephan Zweig

Filmography used in class:

. L’arrivée d’un train en gare de la Ciotat, Lumière brothers (1896)

. L’Age d’Or, Luís Buñuel (1930)

. The Circus, Charles Chaplin (1928)

. City Lights, Charles Chaplin (1931)

. The Great Dictator, Charles Chaplin (1939)

. Notorious, Alfred Hitchcock (1946)

. The Third Man, Carol Reed (1949)

. Twelve Angry Men, Sydney Lumet (1957)

. Touch of Evil, Orson Welles (1958)

. Le Samourai, Jean‐Pierre Melville (1967)

. 2001: A Space Odissey, Stanley Kubrick (1968)

. One Flew Over Cuckoo’s Nest, Milos Forman (1975)

. Network, Sidney Lumet (1976)

. Manhattan, Woody Allen (1979)

. Blade Runner, Ridley Scott (1982)

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. Thin Red Line, Terrence Malick (1998)

. Dogville, Lars Von Trier (2003)

. The Boss of it All, Lars Von Trier (2006)

. Certified Copy, Abbas Kiarostami (2010) Painting references used in class: . Lucia, Minerva and Europa Anguissola Playing Chess, Sofonisba Anguissola (1555) . Self‐ Portrait, Sofonisba Anguissola (1556) . Infanta Catalina Micaela, Sofonisba Anguissola or El Greco (1580) . selected street art, Banksy . The Birth of Venus, Sandro Botticelli (1486) . House at l‘Estaque, Georges Braque (1908) . The Parable of the Sower, Pieter Bruegel the Elder (1557) . Narcissus, Caravaggio (1597‐99) . Saint Matthew, Caravaggio (1602) . The Cellist, Marc Chagall (1939) . Still Life, Paul Cézanne (1879‐82) . Apples and Oranges, Paul Cézanne (1889) . Man with a Pipe, Gustave Courbet (1849) . A Burial at Ornans, Gustave Courbet (1850) . The Wounded Man, Gustave Courbet (1854) . The Artist’s Studio, Gustave Courbet (1855) . The Last Supper, Leonardo Da Vinci (1495‐98) . The Death of Socrates, Jacques‐Louis David (1787) . The Song of Love, Giorgio di Chirico (1914) . Nude Descending a Staircase, Marcel Duchamp (1912) . Fountain, Marcel Duchamp (1917) . Mirabeau Answering Dreux‐Brézé, Alexandre Fragonard (1830) . Interior With Hand Mirror (Self‐Portrait), Lucian Freud (1967) . Reflection (Self‐Portrait), Lucian Freud (1985) . Queen Elizabeth II, Lucian Freud (2001) . Benefits Supervisor Sleeping, Lucian Freud (1995) . The Sower, Vincent Van Gogh (1888) . Saint‐Rémy ‐ Road with Cypress and Star, Vincent Van Gogh (1890) . Wheatfield With Crows, Vincent van Gogh (1890) . Charles IV on Horseback, Francisco de Goya (1800) . Group on a Balcony, Goya (1810‐15) . Ferdinand VII of Spain, Goya (1814) . The Shootings of May 3rd 1808, Goya (1814) . Self‐Portrait, Goya (1815) . The Giant, Goya (1818) . Saturn Devouring His Son, Goya (1819‐23) . The Repentent Magdalene, El Greco (1577) . Early Sunday Morning, Edward Hopper (1930) . Nighthawks, Edward Hopper (1942) . Oedipus and the Sphinx, Jean‐August‐Dominique Ingres (1808) . Cossacks, Wassilly Kandinsky (1912) . Portrait of Adele Bloch‐Bauer I, Gustav Klimt (1907)

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. The Kiss, Gustave Klimt (1908)

. Gran Vía, Antonio López (1974‐81)

. Madrid desde Torres Blancas, Antonio López (1976‐82) Painting references used in class (continued): . Attempting the Impossible, René Magritte (1928) . The Treachery of Images, René Magritte (1929) . La Clairvoyance, Rene Magritte (1936) . Black Square, Kazimir Malevic (1915) . Sportsmen, Kazimir Malevic (1928‐30) . Olympia, Eduard Manet (1863) . Execution of Maximilian of Mexico, Edouard Manet (1868) . The Balcony, Edouard Manet (1868‐69) . Monet Working on His Boat, Edouard Manet (1874) . The Red Studio, Henri Matisse (1911) . Dance, Henri Matisse (1910) . Interior with a Bowl with Red Fish, Henri Matisse (1914) . The Creation of Adam, Michelangelo (1508‐12) . The Dying Slave, Michelangelo (1513) . The Sower, Jean‐François Millet (1850) . Nude Sitting on a Divan, Amedeo Modigliani (1917) . Girl With Braids, Amedeo Modigliani (1918) . Impression, Sunrise, Claude Monet (1872) . The Scream, Edvard Munch (1893) . Love and Pain, Edvard Munch (1893‐94) . The Prophet, Emil Nolde (1912) . Girl With Pigeon, Pablo Picasso (1901) . Boy Leading Horse, Pablo Picasso (1906) .D Daniel‐Henry Kahnweiler, Pablo Picasso (1910) . Dove With Green Peas, Pablo Picasso (1912) . Self‐Portrait Facing Death, Pablo Picasso (1972) . Autumn Rhythm, Jackson Pollock (1950) . One (number 31, 1950), Jackson Pollock (1950) . Easter and Totem, Jackson Pollock (1953) . Search, Jackson Pollock (1955) . Self‐Portrait as a Young Man, Rembrandt (1628) . Bathsheba, Rembrandt (1654) . Self‐Portrait at an Easel, Rembrandt (1669) . Dance at Le Moulin de la Galette, Pierre August Renoir (1876) . Chained Prometheus, Peter Paul Rubens (1612) . Saturn Devouring His Son, Peter Paul Rubens (1636) . Yellow, Pink and Lavender on Rose, Mark Rothko (1950) . Homage to Matisse, Mark Rothko (1954) . Seagram Murals, Mark Rothko (1959) . Rain Steam and Speed. Joseph Mallord William Turner (1844) . The Water‐seller of Seville, Velázquez (1620) . Portrait of Juan the Pumkin, Velázquez (1637‐39) . The Jester Don Diego de Acedo, Velázquez (1645)

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. Girl Reading a Letter at an Open Window, Jan Vermeer (1659)

. View of Delft, Jan Vermeer (1661)

. cave paintings in Lascaux (France) and Altamira (Spain)

Global Governance & Geopolitics


Understanding Geopolitics Track Credits: 3 Recommended Contact Hours: 50

International Relations and Global Governance

Learning Objectives of the course:

The objectives of this course are to give business aspirants a solid perspective on the

prevailing international situation and so to be able to:

− Present a general vision of the new arrangement of the international system

and its actors, particularly from 1989 onwards − Evaluate some of the techno‐economical, sociopolitical and cultural

consequences that stem from the above mentioned changes − Introduce the main attempts to construct new paradigms to understand the

driving forces in the international environment − Identify key trends in the geopolitical arena − Think strategically in the light of these developments

Course description:

We live in an age of interdependence and increasing globalization of business and markets. Currencies, goods and services criss‐cross frontiers and are sensitive to international events. Cross‐border mergers are becoming frequent.

The revolution in technology and communications has eliminated the inconvenience of distance. In such an environment, it is desirable for MSc participants to understand the ramifications of global events, to learn to analyze the complexities that exist in other parts of the world and to cope with them if the need arises in the future. This course will endeavor to help participants to understand prevailing trends in geopolitical arenas, to think more in a global context and to try to anticipate future developments.

First we will concentrate on constructing a solid framework for understanding international relations and particularly the interplay built around foreign relations, geography and history. At this point we will face and try to answer these questions: What is geopolitics? What is power and legitimacy and what role do they play in the field of international relations? We will then think and reflect upon the work of major geopolitical scholars: Is there anything like a grand strategy for international relations? How are identity, race and religions shaping current geopolitical events?

Students studying in the Global Governance & Geopolitics Track will enroll into an innovativecurriculum modality comprised of 2 academic modules: International Relations and Global Governance & Euro Zone, European Union and Economic Crisis. These comprehensive modules meetfor 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.



Which are predominant powers in today’s world and where are they leading it? Can we establish or even predict the appearance and fall of new global leaders?

Finally we will revisit the main international hotspots nowadays from a geopolitical perspective. Among them and above all, the break‐up of the Middle East as we knew it (2003‐onwards); the Rise of China and its impact on the Asian region (2008‐) and Russia’s activist foreign policies(2013‐).

Methodology:

Sessions will combine lectures, group presentation and class discussions on the readings.

A certain amount of reading will be compulsory for each class. All readings for the course will be available on the website of the course. Accordingly some questions (called “threads”) will appear on the website of the course to help guide the reading.

Evaluation:

The grading for this course will be based on different types of assignments. Each part must be passed separately:

− Class participation and attendance: 20 % − Exam (open book): 40 % − Final Paper: 40 %

Incompatibilities:

None

Observations:

This course should be of value to:

− Participants who want to pursue a career in an international environment

− Participants who are good at quantitative analysis but find themselves confused or

less prepared when confronted with intercultural, interpersonal issues

− Students who would like to understand geopolitical thinking and how it has helped to shape the world, particularly from a European perspective

− Participants who are aware of the issues that this course examines, but would like

to deepen or broaden their understanding of these issues



Plagiarism: Please read and familiarize yourself with the statement on plagiarism available on ESADE’s website. If you are still uncertain as to what constitutes plagiarism please do not hesitate to contact the professor. Plagiarism is a serious academic offense and may lead to failure of the course.

Textbooks:

The following works will provide an introduction to the theoretical part of the course:

Agnew, J. 2003. Geopolitics: Re‐Visioning World Politics. London: Routledge.

Dodds, K. 2007. Geopolitics: A Very Short Introduction. Oxford: Oxford University Press.

Flint, C. 2006. Introduction to Geopolitics. New York: Routledge.

Lechner, Frank J. and John Boli, eds. 2008. The Globalization Reader, third edition. Malden MA: Blackwell Publishing.

Murillo, D. 2015. From Walmart to Al Qaeda. An interdisciplinary approach to globalization. GreenLeaf

O’Tuathail, G. and S. Dalby. 1998. The Geopolitics Reader. New York: RoutledgePress.

Steger, M. 2009. Globalization: A Very Short Introduction. Oxford: Oxford University Press.

LIST OF CLASSES

SESSION 1‐ HOW TO SEE THE WORLD. A VISUAL INTRODUCTION TO GEOPOLITICS

The cartographic illusion Geopolitics: Definitions and theories



SESSION 2‐ A BRIEF HISTORY OF GEOPOLITICS. FROM IMPERIALIST GEOPOLITICS TO THE COLLAPSE OF THE BERLIN WALL (1900‐1990)

A globalization framework List of Geopolitical paradigms A brief history of classical geopolitical thinking

SESSION 3‐ RUSSIA: THE RETURN OF A SUPERPOWER (1991‐ )

The Cold War as a cultural heritage Russia: historical and political traits Recent moves: Crimea, Ukraine and the Middle East

SESSION 4‐ THE NEOCONSERVATIVE PERSUASION: US LEADERSHIP CHALLENGED

(2001‐2008)

Fukuyama and the power of ideologies The Neoconservative push and the Bush Doctrine (2001‐2008)

SESSION 5‐ GEOPOLITICS OF/AND IDENTITY. A BROKEN MIDDLE EAST (2001‐ )

Huntington and the clash of civilizations Nationalism and the clash of identities The break‐up of a Middle East

SESSION 6‐ THE OBAMA DOCTRINE (I): THE US GOES TO ASIA(2009‐2012)

Redefining power in the XXIst Century A brand new US FP The new Asian game

SESSION 7‐ THE RISE OF CHINA (2008‐ )

The two faces of China China: indicators, trends and challenges ahead The South and East China Sea conflicts

SESSION 8‐ THE OBAMA DOCTRINE (2): THE US AS THE RELUCTANT GLOBAL POLICE

(2012‐2016)

Trends of Obama’s FP after 2012 Challenges, tensions and unresolved problems


SESSION 9‐ GEOPOLITICAL TRENDS: THINKING THE FUTURE (2017‐2050)

D. Trump, the unexpected president, and the Decline of the US Debate Socio‐economic and demographic forces ahead: more crowded, unequal

and vulnerable? Africa and Asia: the two continents where our global fate will be

determined SESSION 10‐ EXAMINATION



Euro Zone, European Union and Economic Crisis

Summary

The course revolves around the geopolitics of global governance. Specific issues dealt with: the institutional architecture of global governance, present and future of the EU as a relevant geopolitical actor, the ECB and the current euro crisis.

Objectives

The objectives of this course are to give the aspirants a solid perspective on the prevailing international situation and so to be able to: − Introduce the main attempts to construct new paradigms to understand the driving forces

in the international environment − Identify key trends in the geopolitical arena, mainly from a European perspective − Think strategically in the light of these developments

Subjects

1.- GEOPOLITICS OF EUROPE: BOOM&BUST OF THE EU? A European XXIst century? The apocalyptic vision Some 2030 Trends Project Europe 2030. Main results Group Presentation: EU's hard and soft powers. A diagnosis

2.- EU Institutions and Decision Making –Introduction: European integration ‐ ends and means –The political Institutions: Working with the Commission, the Council and the European Parliament –European Court of Justice and the legal system

3.- Principles of Constitutional Law: The Relationship between Community Law and National Laws –Direct effect –Supremacy and State liability

4. - The Internal Market –Harmonization and the internal market project –Free movement of goods –Free movement of persons, workers and social policy –Freedom of establishment and freedom to provide services



5. Europe in the World –The fragmentation of European power –Trading with the European Union. The EU and the WTO

6.-EU Economic Governance and the Euro Crisis Group Presentation: The ECB and the euro Readings on Europe and the euro: − Grieco, Joseph M. and G. John Ikenberry. "State Power and the Promotion of National Interests through Economic Integration." In Grieco & Ikenberry, 2003: esp. 149‐158. − Panorama of the EU [15 pages] http://ec.europa.eu/publications/booklets/eu_glance/79/en.pdf

Methodology

Sessions will combine an introductory lecture, a group presentation and a debate on the readings. A certain amount of reading will be compulsory for each class. All readings for the course will be available on the website of the course. Accordingly some questions (called 'threads') will appear on the website of the course to help guide the reading.

Evaluation

Group presentation, class participation, online threads on readings or cases and final exam

Bibliography

The following works will provide an introduction to the theoretical part of the course: Agnew, J. 2003. Geopolitics: Re‐Visioning World Politics. London: Routledge. Dodds, K. 2007. Geopolitics: A Very Short Introduction. Oxford: Oxford University Press. Flint, C. 2006. Introduction to Geopolitics. New York: Routledge. Lechner, Frank J. and John Boli, eds. 2008. The Globalization Reader, third edition. Malden MA: Blackwell Publishing. O'Tuathail, G. and S. Dalby. 1998. The Geopolitics Reader. New York: Routledge Press. Steger, M. 2009. Globalization: A Very Short Introduction. Oxford: Oxford University Press.

Spanish Language & Culture


Spanish Language & Culture Track Credits: 3 Recommended Contact Hours: 50

Students studying in the Spanish Language and Culture Track will enroll into an innovative curriculum modality comprised of 2 academic modules: Spanish Language module and Spanish History, Art & Culture. These comprehensive modules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.

Spanish Language Module: various levels

Summary

ESADE’S Spanish language courses, taught by native speakers with specific training in education, are an effective way of learning Spanish and improving language fluency. We focus on ensuring that our students rapidly acquire the language skills they need in a Spanish‐speaking setting. The reduced‐group classes are interactive, dynamic andenjoyable, focusing on communication skills to help students to pick up the language from day one.

Methodology

Key factors of the ESADE Methodology in languageteaching:

Relevant content adapted to the needs of each group: everything you learn inthe classroom can be applied to your student/professional life from the very first day

Communication in action: our courses are centered on language practice, and the activities encourage active participation by the student

Outstanding group dynamics, an excellent motivational atmosphere that really encourages a learning environment

Learning 2.0: a virtual platform in every classroom, virtual campus, online resources and so on, all contributing to an effective, interactive learning experience

Continuous progress assessment: on‐going monitoring of your development, aswell as personalized guidelines for your learning

Evaluation

1. Continual assessment (assessed class activities, class participation) 2. Final assessment (final exam)

Attendance at class is compulsory. The minimum required attendance is 80%.



General Objectives by level: A1. CEFR Breakthrough Level

Understand and use common expressions in everyday situations, as well as simple phrases and sentences to satisfy immediate needs

Introduce yourself and others, ask for and provide basic information about where they live, belongings and acquaintances

Talk to people on a simple level as long as the other person speaks slowly and clearly and is willing to help

Understand and produce oral and written texts dealing with immediate needs and frequent, familiar matters

Communicate well enough to be able to carry out simple everyday tasks that do not require anything beyond simple and direct exchanges of information aboutroutine, familiar matters

A2. CEFR Waystage Level

Communicate in order to complete basic everyday tasks requiring no more than simple exchanges of information on familiar, routine matters

Describe, in simple terms, aspects of your life and surroundings as well as matters relating to immediate needs

Begin, continue and end simple face‐to‐face conversations Interact in structured situations with the help of the other speaker Describe past activities and personal experiences in simple terms Express feelings in simple terms

B1. CEFR Threshold Level

Communicate effectively in everyday situations in your personal and professional life Understand the main ideas of simple, clear texts written in standard language whether

dealing with work, studies or leisure Produce simple, connected texts on topics that are familiar or of personal interest Describe experiences, events, hopes and ambitions Justify your opinions Explain your plans

B2. CEFR Vantage Level

Communicate effectively in both everyday and unusual situations Understand the basic ideas in complex texts – including technical ones Interact with native speakers quite fluently and naturally Produce clear, detailed texts on a number of subjects Defend a point of view on general subjects in a debate or discussion Understand what is being said in standard language even in a noisy environment Offer feedback on statements made by other speakers in a debate Construct a clear, coherent and cohesive discourse Use linguistic and extra‐linguistic strategies of cooperation correctly Use the language of persuasion correctly



C1. CEFR Effective Operational Proficiency Level

Use a wide repertory of language Maintain fluent spontaneous communication Produce clear, fluent and well‐structured discourse Manage organisational patterns, connectors and cohesive devices Demonstrate a high level of precision, accuracy and facility in the use of the language Communicate subtle nuances of meaning using the most appropriate structures and

vocabulary Know and use a wide repertory of vocabulary and of idiomatic and colloquial

expressions Use the correct register in different situations of communication

Spanish History, Art and Culture: Understanding Spain and Barcelona through Miró, Picasso, Gaudí.

Summary

The conference sessions look at the history of Spain as well as some of the most relevant examples of its art and culture. They aim to give the students valuable insights into the Spanish and Catalan society.

The sessions will be completed by cultural excursions to Barcelona andsurroundings to get a deeper understanding of Spain and the culture.

The participants can choose from a rage of content options: cultural elements common to the whole of Spain (including the History of Spanish Pop Music through Political and Social changes, Football, Bullfighting, Spanish food) or some cultural highlights of Barcelona such as Picasso, Dalí, Miró, Gaudí and other Modernist artists, main Museums in Barcelona and so on).

Students will give a presentation about a restaurant, museum, place or traditional business he or she visited in Barcelona. Students are also divided into groups, and invited to visit key, museums or sites, which will be the topic of a presentation: Picasso Museum, Miró Foundation, a Gaudí building, etc.

Objectives

During the program, participants will acquire a deeper understanding of their surroundings while studying in ESADE: Barcelona, Catalunya and Spain and awider historical and cultural perspective.



Contents • Recent History of Spain and Catalonia

• History of Spanish Pop Music (1960-2012)

• Food in Spain

• Joan Miró (1893-1983) & the Meaning of Art

• Antonio Gaudí and Modernism

• Salvador Dalí (1904-1989)

• Pablo Picasso (1881-1973)

• Bullfighting

• Football in Spain

Methodology

Class lectures taught by the professor will lead to constant group discussions and debates. Students will be required active participation in the sessions andexcursions, making presentations and doing a final exam.

Evaluation

Attendance and participation and final evaluation Bibliography

Recommended reading:

“Homage to Catalonia”. George Orwell. Penguin Books. First Edition, 1938. “Barcelona, a History”. J.Castellar‐Gassol. Edicions de 1984. 2004 “Barcelona”. Robert Hughes. Harvill‐HarperCollins. 1992 “The Basque History of the World”. Mark Kurlansky. Vintage, 2000 “The New Spaniards”. John Hooper. Penguin Books, 2006 “Morbo: The Story of Spanish Football”. Phil Ball. WSC Books, 2001

Web pages:

About Spanish History: Library of the Congress. Country Studies: http://lcweb2.loc.gov/frd/cs/ Generalitat de Catalunya webpage (English option): http://www.gencat.cat/catalunya/eng/coneixer‐historia.htm

Barcelona Innovation Industries

Barcelona Innovation Industries Track Credits: 3 Recommended Contact Hours: 50

Students studying in the Barcelona Innovation Industries Track will enroll into an innovative curriculum modality comprised of 2 academic modules: Sports Management and Fashion Management. These comprehensive modules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.

Sports Management

Objectives

The global sports industry, valued at nearly 150 billion USD (Deloitte, 2014), has a high public profile. Yet many fans of teams, leagues, competitions and athletes are unaware of the full scope of the global sports industry and its major drivers of growth and revenue, as well as

the professional and investment opportunities provided by the sector. This course aims to provide students with a general overview of the global sports sector, including its main levers and stakeholders, as well as their interrelationship. Specifically, it looks to introduce students to three main 'branches' of professional activity within the sector: Promotion (including sponsorship, brand management, communication and sales); Events & Tourism (including event management, hosting, bidding processes, people management and operations); and Representation (including athlete management, image

rights, and personal branding and communication). Furthermore, the course will offer students an opportunity to put their learnings into practice through a final project analyzing important trends and entities within the industry.

− To understand the size and scope of the sports industry on a national/international level; − To identify the main levers and stakeholders of the industry, and their interrelationship; ‐To understand the primary sources of revenue in the sector, and the role of innovation in creating value; − To identify the various career paths in the sector, and the value that management graduates can add; level; − To perform a final project allowing students to be conversant in the sector and its various topics.

Content

1. The Sports Sector players, dynamics and interrelationships

3. Sporting Events bidding, hosting & impact

5. Case Presentations students present, in teams, their solution to the assigned case

2. Sources of Revenue media, sponsorship & event based

4. Looking Ahead innovation, technology & fan development


Methodology

There will be two separate days of class sessions, in which classroom participation will be valued, including but not limited to the completion of all readings assigned. Participants will be required to work on a project that will focus on a subject related to the course. They will be assigned to work in groups of 3‐5 members.

Assessment

Attendance to all class sessions is compulsory, including the final Case Presentations session

Course assessment will be based on: − Classroom participation (30 %) ‐ Students' thoughtful, succinct contribution to class discussion, including informed questions and personal insights; − Readings and individual exercises (30%) ‐ On each of the class days, students will be presented with a brief individual exercise related to learnings from the assigned readings; − Project group presentation (20%) ‐ Working in teams, students will present their solution to a case assigned during the class session phase of the course; − Project group final report (20%) ‐ In addition to group presentation, teams will be required to submit a report, between 10 and 20 pages, on the topic assigned.

Bibliography

Course bibliography will be posted on the Moodle platform at the beginning of the Course.


Fashion Management Objectives

The fashion market has proven resilient and adaptable as global change continues to affect most industries, in some cases directly disrupting established business models.

The increased pressure of ROI resulting from corporations and market interests on established brands and its effect on the creative nature of the outcome, the allure of new markets not exempt from fluctuations in demand, the disappearance of seasonal collections and cycles based on easily foreseeable trends, the consolidation of high‐street ready to wear chains, the emergence of small niche brands leveraging the power and speed of technology, the changing face of today's consumers and their distinct habits and preferences, the increasing focus on sustainability and social responsibility, the value of direct contact between brands and consumers via social media and the irruption and evolution of influence marketing into traditional branding and marketing practices areall key issues that underpin the fashion business on a global scale.

Like all marketing disciplines today, it is an exciting and challenging scenario that demands specific knowledge, creative thinking, agile mindset, continuous learning, resilience, digital competencies, value management and brand building.

Specifically, it focuses on providing insights into the following areas:

− Universe: the foundations of the fashion industry and its distinguishing features as an artistic and cultural signifier, personal statement, design discipline and business activity,

− System: the elements that configure the fashion ecosystem and how they interact with each other within specific parameters to configure a unique process as a creative industry (structure, suppliers, channels, product, brand, marketing, communication, consumers, stakeholders, technology, design)

− Professionals: the skills, mindsets, roles, abilities and available career paths

We'll also be touching on: fashion brand management and equity; creative, artistic and design fundamentals; changes in communication and advertising; new media & influence marketing; BTL activity: PR, events and sponsoring; visual merchandising; distribution channels and omni channel consumer behaviour; digital branding and marketing; marketing intelligence.


− obtain a basic understanding of the fashion industry: ecosystem, processes, relationships, value − identify the main levers and stakeholders of the industry, their interrelationship and context − understand the main drivers and the role of innovation in creating value; − identify and develop the skills required and explore available career paths in the sector − become familiar with other actors and participants in the ecosystem to facilitate relationships, management and team work − define the value management graduates can provide and work on how to become a visible and attractive candidate − hear and interact directly with practitioners and specialists currently working in the sector on local/global level.

Content

1. Universe

foundations of the fashion industry and its distinguishing features as a cultural reality, personal signifier, art form and business activity.

creative industries, fashion brand management and equity; creative, artistic and design fundamentals

3. Professionals

skills, mindsets, roles, abilities, career paths available and access to them from the perspective of an MSc in Marketing

Personal Branding, extending related learning, work experience, attitude and 360º approach

elements that configure the fashion ecosystem and how they interact with each other within specific parameters to configure a unique process as a creative industry:

structure, suppliers channels, product brand, marketing, communication, consumers, stakeholders technology, design


Methodology

The Seminar will be held over 2 days of Capsule Sessions, in which classroom participation will be observed and valued, including appropriate and timely references to the readings assigned.

The structure of the course (which will be provided in full in the final syllabus) is based on a combination of theory and practice, with students expected to be proactive in their approach. The material and exercises included aim to foster the identification and acquisition of related skillsets and apply learnings in an atmosphere of open contribution and creativity.

Sessions will be active, creative and innovative in their design and speakers on specific areas will share their insights and experience with students.

Some preparation will be requested prior to sessions.

Assessment

Attendance to all class sessions is compulsory. Students' thoughtful, succinct contribution to class discussion, including informed questions and personal insights. Interpretation and familiarity with readings will be expected.

− Classroom participation & Readings (15%) − Exercises (total 65%) − 15% in class and prep − 25% case study 1 − 25% case study 1 − Activity and contributions to Esade Fashion social media and Personal Branding work (20%)

Bibliography

The basics & a little more: a Bibliography to inspire, get‐to‐know and enjoy the Fashion Industry from a perspective of Marketing, Communication, Culture & Design

Highly recommended Essentials:

Marketing Fashion Marketing Fashion is a practical guide to the fundamental principles of marketing and branding, from catwalk to price calculation, developing brand identity to creating a customer profile. The book explains key theoretical concepts, and illustrates how they are applied within the global fashion and retail industry, from the heights of haute couture to the multiples of the mass market. Harriet Posner ‐ Laurence King Publishing, 2011


The fashion handbook (media practice) The Fashion Handbook uses case studies, interviews and profiles and includes chapters written by recognised academics and fashion industry experts. Specialist topics include fashion culture, luxury brands, fashion journalism, fashion buying, design and manufacturing, retailing, PR and styling. "The Fashion Handbook" includes: a unique and wide overview of the fashion industry; chapters on specialist topics; contributions from recognised experts in both academia and the fashion industry; expert advice on careers in fashion retailing. It is a must for all students of the fashion world.

David Shaw, Tim Jackson ‐ Routledge, 2006

Fashion 2.0: Season of Change: A Forecast of Digital Trends Set to Disrupt the Fashion Industry "The fashion industry will change more in the next ten years than it has in the last one hundred. The driver of this change will be technology: technology that changes the role of the retailer, technology that changes the capability of brands to access their customers, and technology that changes every aspect of consumer behaviour.?

Yuli Ziv ‐ www.yuliziv.com 2013

100 Contemporary Fashion Designers A compendium of the 1st two volumes of Fashion Now! by TASCHEN . An exhaustive study of fashion design worldwide, it's considered an indispensable reference book for anyone interested in the future of fashion.

Edited by Terry Jones, founder & creative director of i‐D ‐ Taschen

Grace: A Memoir Known through much of her career only to those behind the scenes, she might have remained fashion's best‐kept secret were it not for The September Issue, the acclaimed 2009 documentary that turned publicity‐averse Grace into a sudden, reluctant celebrity. Grace's palpable engagement with her work brought a rare insight into the passion that produces many of the magazine's most memorable shoots. The book weaves together her personal story with the professional career that has made her a powerful and respected creative force in the world of fashion.

Grace Coddington, Random House 2012

Carine Roitfeld: Irreverent A visual history of Roitfeld's fearless career. A daring instigator, she is known for pushing the limits with her subversive styling ideas. Featuring a selection of 250 magazine tear sheets and covers from pivotal editorial shoots and advertising campaigns, as well as intimate visual ephemera, this book gives an inside view into Roitfeld's creative thought process and sensibility and is a must‐have for those interested in cutting‐edge fashion and femininity.


Carine Roitfeld, Rizzoli 2011

Additional References

"Consumer Behaviour & Culture? Marieke de Mooij ‐ Sage Publications, 2011 "20th Century Fashion: 100 Years of Apparel Ads: 100 Years of Fashion Ads? Alison A. Nieder and Jim Heimann, 2009 "A to Z of Style? Amy de la Haye, V&A Publishing, 2011 "Vogue, The Covers? Dodie Kazanjian, Vogue, 2011

Links:

http://www.businessoffashion.com/ https://www.thinkwithgoogle.com/articles/spring‐2015‐fashion‐trends‐google‐data.html http://www.webbyawards.com/winners/2015/websites/general‐website/fashion‐beauty/ http://fashionista.com/2015/02/most‐influential‐style‐bloggers‐2015

Effective Interpersonal Communication


Effective Interpersonal Communication Track Credits: 3 Recommended Contact Hours: 50

Rhetoric for Persuasion and Public Speaking

Summary

Working on and polishing presentation skills aims to improve students' communicative ability and performance by providing the opportunity to rehearse, deliver and critique a presentation on a business topic.

Objectives

To prepare and produce effective presentations to suit a variety of audiences and a variety of purposes. This involves focusing on a series of more specific objectives during the course: A. to recognise the origins of public speaking and its importance to all fields of human communication B. to promote awareness of how planning affects speech effectiveness and how to cope with time restraints C. to identify winning skills in delivering different messages D. to learn about how an audience perceives the speaker, and how one can learn from this

Methodology

1. Giving short and more extensive presentations 2. Self‐study and discussion in class 3. In‐class tasks and assignments 4. Critical viewing of video recordings, films and live performances 5. Reading of related texts 6. Peer evaluation and discussion 7. Professor‐led discussion

Evaluation

Class activities and final assessed task

Students studying in the Intercultural Communication Track will enroll into an innovativecurriculum modality comprised of 2 academic modules: Rhetoric for Persuasion and PublicSpeaking and Negotiation, Communication and Conflict Management. These comprehensivemodules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of2,400 minutes.



Assessment criteria

Evaluation is carried out as follows: Continuous assessment of all class activities taking into account the following criteria: 1. Adapting the language and content to the specific audience 2. Selecting relevant information according to the task and audience 3. Organizing and presenting the information clearly and coherently 4. Following the conventions of the genre in terms of the content, awareness of body language and intonation conventions Final Assessed task (15 minute prepared presentation)



Negotiation, Communication and Conflict Management

Summary

Students will learn how to prepare for negotiation, understanding the key issues in a dispute resolution role. They will be able to create value in negotiations and how to share this value out. They will be able to handle negotiations according to different approaches and will be able defend themselves from aggressive behavior.

Prerequisites

Ready for active and appropriate contribution, readiness to share experiences. Willingness to negotiate and put into practice learnings.

Objectives

− Emotional self‐awareness: understanding how feelings affect behavior in negotiations. − Achievement orientation: thinking about objectives for performance improvement and anticipating problems. − Emotional self‐control and suppressing personal needs or desires in favor of organizational, family, or group needs; managing impulses and dealing with stress calmly . − Flexibility. Changing behaviors to suit the situation and situational needs. Empathy. Understanding others. − Assertiveness: communicating what you want in a non‐aggressive way. − Influence: convincing others persuasively and engagingly, appealing to their self interest. − Conflict management: bringing conflict into the open, acknowledging the feelings and views of all sides, discussing and de‐escalating conflicts.

Subjects

1. Introduction What is negotiation? Why is it so important for business people? Background and types of negotiation. Distributive and integrative approach. Prisoner’s dilemma. Stages in the process

2. Two Parties, one issue The negotiating zone, analytical models, pre‐negotiation, confidence; common interests; role of time, aspirations, team roles; mergers.

3. Advice for negotiators Defining issues, interests and positions, making proposals and packaging, the skills of negotiating: listening, arguing, creating options, dealing with Impasses, signalling, tactics.



4. Two-parties, many issues Tactics, concessions, creating issues, trading, closing. Evaluating strategy choices

5. Other general concerns Ethics; fairness; cross cultural issues

Methodology

This is a highly practical course with simulations every class. The debriefing sessions help to create take‐aways and learning points.

Evaluation

Case report, Negotiation Journal, simulation/participation and final exam

Bibliography

Max Bazeman and Margaret Neale Negotiating Rationally. Free Press 1992. Cohen, H. You Can Negotiate Anything. New York: Bantam Books,1982. Elkman, P. Telling Lies Norton 2002 Elkman, P. Emotions Revealed. Owl Books (2007) Fisher, R. & Ury, W. Getting to Yes. New York: Penguin Books, 1991. (GTY) Fisher, R. & Ertel, D. Getting Ready to Negotiate: The Getting to Yes Workbook. New York: Penguin Books,1995. Fisher, R & Ury, W. Getting to Yes: Negotiating Agreement Without Giving in. New York: Penguin Books,1991. Fitzgerald, C. & Kirby, L., Research and Applications in Psychological Type and Leadership Development. Palo Alto: Davies ‐Black Publishing,1997. Fowler, A. Negotiation Skills and Strategies. London: Institute of Personnel Management, 1990. Fowler, A. Effective Negotiation. London: Institute of Personnel Management,1986. Raiffa, H. . The Art and Science of Negotiation. 2002. (Recommended) Raiffa H, Lectures on Negotiation Analysis PON Books 2000 Hickson, J. &Pugh, D., Management Worldwide: The Impact of Societal Culture on Organizations around the Globe. New York: Penguin Books,1995. Hofstede, G., Culture and Organizations: Software of the Mind. Intercultural Cooperation and its Importance for Survival. New York: McGraw ¿Hill,1997. Kennedy, G. Benson, J. & McMillian, J. Managing Negotiations. London: Hutchinson Business, 1987. Kennedy, G. Everything’s Negotiable. London: Arrow Business Books, 1997. Kennedy, G. The New Negotiating Edge. Nicholas Brealey, 1998. Lewicki, R., Saunders, D. & Minton, J. Negotiation. New York: Irwin McGraw‐Hill,1999. (recommended) Lewicki S., Saunders, Minton & Barry. Negotiation: Readings, Excercises and Cases (McGraw 2010 6e)(L) Menkel‐Meadow, Love, Schneider, Sternlight. Dispute Resolution. Beyond the Adversarial



Model. Aspen 2002 (recommended) Moffit, M and Bordone, R. The Handbook of Dispute Resolution Jossey Bass, 2005 Mnookin et al. Beyond Winning. Negotiating to create value in deals and disputes, 2000 (obligatory) BW Patton, Stone and Heen, Difficult Conversations: How to Discuss What Matters Most Rangarajan, L. N. The Limitation of Conflict: A theory of Bargaining and Negotiation. London: Croom Helm, 1985. Shell, G. Bargaining for Advantage: Negotiation Strategies for Reasonable People. New York: Penguin Books, 2000. Stone, D. et al. Difficult Conversation. How to discuss what Matters Most. New York: Penguin Books, 2000. DC Ury, W. Getting Past No: Negotiating Your Way From Confrontation To Cooperation. New York: Bantam Books,1993. Negotiation Journal offers academic papers on issues dealt with in negotiation studies



Digital World Track Credits: 3 Recommended Contact Hours: 50

Students studying in the Technology for Entrepreneurs Track will enroll into an innovative curriculum modality comprised of 2 academic modules: Digital Entrepreneurship & Innovation and E‐Commerce & Technology. These comprehensive modules meet for 120 minutes, 5 days a week over a 4 weeks session for a combined total of 2,400 minutes.

Digital Entrepreneurship & Innovation

This course aims at introducing the basic aspects of the so‐called Information and Communications Technologies (ICT) as well as at discussing the impact that such technologies are having and will have in the near future in four main industrial sectors. ICT being transversal technologies, their presence in any business concept nowadays is not a choice but a must. Therefore, it seems interesting that any person having in mind a business project knows the possibilities that ICT are providing, and how such possibilities are being used in well‐established industrial sectors.

Objectives This course will

Provide you the fundamentals of main ICT, which will allow you to understand their usefulness and applicability to your specific business project.

Give you an overview of how these technologies are nowadays being applied in specific industrial sectors, covering a large range of services.

Methodology The course will be given by selected experts in the various domains that will be covered. The main teaching methods will be:

Specific presentations given by the experts Reading material offering, at various levels of detail, a deeper analysis of the

different aspects of the course.

Overview 1. Introduction: Internet and Internet of Things (IoT) 2. How to Globalize 3. Internet Platforms I 4. Detecting Digital Opportunities 5. Internet Platforms II 6. Innovation + Lean Startup 7. Business Model 8. Business Plan 9. Financing & Venture Capital

Technology for Entrepreneurs


E‐Commerce & Technology

Course Contribution to the Program

This course aims to provide students with a general overview of the E‐Commerce & Technology sector, focusing on the type of companies that predominate in Barcelona/Spain (Privalia, Letsbonus, Social Point) and including its main levers and stakeholders, as well as their interrelationship. Specifically, it looks to introduce students to three main dimensions within the sector: e‐ commerce & technology industry, design & usability, and legal aspects.

Additional guest lecturers to be named at the outset of the course


− To understand the size and scope of the E‐Commerce & Technology industry; − To identify the main levers and stakeholders of the industry, and their interrelationship; − To understand the main drivers and the role of innovation in creating value; − To identify the various career paths in the sector, and the value that management graduates can add; − To hear directly from practitioners and specialists currently working in the sector on local/global level.

Content

1. An overview of the E‐commerce and Tech Sector

players, structure, business models, dynamics, trends

2. An approach to important legal aspects

privacy, data protection etc.

3. User experience

What do we mean by UX (User Experience)? How some of the world's most successful companies, like Apple, Amazon and Zappos are dominating their markets by investing in great UX? What makes a great User Experience? What tools and methods can we use to understand our customers and generate disruptive ideas? How can we shift our perspective so that we look at the world through the eyes of our customers?

Technology for Entrepreneurs


Methodology

The structure of the course (which will be provided in full in the final syllabus), includes the following topics: Furthermore it focuses on providing insights into the following industry areas: industry overview (); legalaspects (privacy, data protection,?); Design and usability (user experience) 2. An overview of the E‐commerce and Tech Sector: players, structure, business models, dynamics, trends 3. An approach to important legal aspects: privacy, data protection,? 4. User experience: What do we mean by UX (User Experience)? How some of the world's most successful companies, like Apple, Amazon and Zappos are dominating their markets by investing in great UX? What makes a great User Experience? What tools and methods can we use to understand our customers and generate disruptive ideas? How can we shift our perspective so that we look at the world through the eyes of our customers? Assessment

Assessment Breakdown

Description % Classroom participation 60 Readings and exercises 40

Assessment Criteria

Attendance to all class sessions is compulsory. Course assessment will be based on: − Classroom participation (60 %) ‐ Students' thoughtful, succinct contribution to class discussion, including informed questions and personal insights − Readings and exercises (40%)

Bibliography

Course bibliography will be posted on the Moodle platform at the beginning of the Course.

Innovation & Methodology


Innovation & Methodology Track Credits: 3 Recommended Contact Hours: 50

Design Thinking

Prerequisites

An attitude of eagerness, empathy, pro‐activeness, openness to collaborate and work hard (and have fun).


The complexity and uncertainty of the world of business requires a set of skills that combine analytical approaches with creative ones. The challenges are more often unstable, unpredictable, and complex. To be competitive in this environment, we need to be able to combine analytical and creative approaches.

The main objective of this course is to help students develop creative thinking skills and the ability to move from conceptual thinking to taking action. The skills practiced in the course include the ability to gain deep insights about users, to use these insights for defining and reframing problems into actionable statements, and generating ideas aimed at creating alternative solutions and approaches to the identified problem. Furthermore, students will learn to carry out practical experiments that create new learning on aspects central to the successful realization of the idea

During the course, we will follow the Design Thinking approach to tackle an innovation challenge. The course is going to be like a studio and the students will work their challenge on a weekly basis, receiving a weekly lecture about practical methods that they can soon put into practice.

LEARNING OBJECTIVES 1. Understanding of the links between innovation, value creation, and the role creativity plays. 2. Experience‐based learning of one innovation approach and related methods 3. Ability to design and manage innovation projects by actually following the path of a real innovation project. 4. Understanding of the dynamics of learning and knowledge management necessary for innovation projects. 5. Know‐how for fostering creative and innovative groups. 6. Develop communication and presentation skills.

Students studying in the Innovation & Methodology Track will enroll into an innovativecurriculum modality comprised of 2 academic modules: Design Thinking and ProjectManagement. These comprehensive modules meet for 120 minutes, 5 days a week over a 4weeks session for a combined total of 2,400 minutes.



MAIN TOPICS OF THE COURSE The course progresses from opportunity identification to designing the new offering: Topic 1: Identifying opportunities for innovation Topic 2: Defining the project Topic 3: Idea generation and conceptual development Topic 4: Prototyping and experimenting Topic 5: Validation and refinement of the idea Topic 6: Convincing (elevator pitch)



Workload distribution

Lectures: 30% Participatory sessions / autonomous work: 70%

Assessment criteria

Participation: 15% Assignments: 20% Final project presentations: 50% Peer'sevaluation: 15%

Bibliography

− Anderson, Simester, 2011, A step‐by‐step guide to smart business experiments, Harvard Business Review, March, pp. 98‐105. − Barthélemy, J., 2006, The experimental roots of revolutionary vision, Sloan Management Review, 48,1, pp. 81‐84. − Brown, T. 2008, Design Thinking, Harvard Business Review, June 2008, pp. 84‐92. − Davenport, T.H. 2009, How to Design Smart Business Experiments, Harvard Business Review, February, 2009, pp. 68‐76. − Gunther McGrath, Rita; MacMillan, Ian C. 1997: Discovering New Points of Differentiation. Harward Business Review July‐August 1997 − Kelley, T. (2001) Prototyping is the shorthand of innovation, Design Management Journal − Kim, W. Chan; Mauborgne Renée 2005: Blue Ocean Strategy: From theory to practice. California Management Review Spring 2005. − Kim, W. Chan; Mauborgne Renée 1999: Creating New Market Space. Harvard Business Review January‐February 1999. − Moore, Geoffrey A. 2004: Innovating Within Established Enterprises. Harvard Business Review July‐August 2004. − Segarra, E., "¿De dónde proceden las ideas?: las fuentes de innovación en la empresa", Harvard‐Deusto Business Review, 2010



Project Management


The aim of this course is to enable you to contribute to the design, planning, implementation and evaluation of organizational projects in order to link strategy to execution while improving your managerial practice.

Course Contribution to Program

Project Management (PM) can be defined as "the application of knowledge, skills, tools and techniques to project activities in order to meet or exceed stakeholders needs and expectations from a project" (Project Management Institute, 1998) and covers a wide range of situations and activities, directed primarily at causing change. For example, PM can be used in implementing new strategies, developing new products, or changing specific processes within the organization. In your professional life ‐ regardless of the functional area or business sector you work in‐ one thing that you can be sure of is that you will participate, lead and/or sponsor projects.

Specific objectives of this course include: Improving technical skills There are a number of issues that are specific to projects, especially in relation to planning and control of time and budgets. During this course, you will have the opportunity to analyze and practice helpful tools and techniques to develop projects. By the end of the course, you will have a range of new technical skills, which will help you to be more successful on your participation in projects.

Improving interpersonal skills While technical skills are necessary to have a robust frame work to develop projects, to achieve success in while managing projects the key is in interpersonal skills (soft skills). Thus, we put emphasis on these skills, among others you have: teambuilding, customer expectations, assessing stakeholders interests, communication and presentation skills, etc. We will share our experience to help you develop these on your own and will also bring in gusts to further provide you with different points of view.

Improving intellectual skills In many ways, project management requires integration of intellectual skills. So during this course, you will be asked to analyze and assess complex problems; reach decisions; and then synthesize your learning into action plans and "real life" projects. This will require you not only to read and study what others have done, but also to develop your abilities to think innovatively, laterally and holistically. This in turn will assist you in implementing your projects.



Content

1. COURSE OUTLINE

The Project Life‐Cycle There are a number of variations on a theme when it comes to describing a project life cycle. Some frameworks use a three‐stage life cycle; others use up to nine stages. Here, we will review a five‐stage life cycle:

Project Initiation How do projects begin? In some cases, the need for change will come from the external environment or the competitive environment. In other cases, the need might arise from within the organization.

Project Definition Once you have identified a need, it is important to define more precisely what the outcomes will be and how they will be achieved.

Project Planning In this stage, the detailed plans are drawn up, including schedules and budgets, so that everyone in the team knows what exactly is expected from them.

Project Execution & Control Now the project is actually put into practice and things begin to happen. As long as the planning has been effective, this stage should proceed without obstacles. Too often however, difficulties arise which make this stage the most problematic of all.

Project Closure Once the project has been completed, an evaluation process should take place. All too often, this is overlooked in the relief of having completed the project, and yet it is important that it should take place, since in future the lessons learnt can be applied and project management improved.

2. COURSE PROGRAMME

What is Project Management? What is a project? Project vs operational work Project and strategic planning What is Project Management? The PM Knowledge Areas

Methodology

Methodology used consists of different teaching tools: Lecture presentations of the key tools, techniques and skills required for a successful project



management. Discussion of business cases specific in PM tools & skills practice. Link to business: Project presentations & discussions by Guest Speakers experienced in Project Management. Team Project Assignment: practical application: Project selection, preliminary presentation, final presentations and contract book. Wrap‐up Quiz: this is a set of multiple choice questions at the end of the course that will enable you to confirm you acquired the key concepts. Tutorials: to help you implement the tools you learn into your team's project, we will assume a role of "project sponsor" to assist you on your project progress. This course is considered open book, to enable people to share their experience and opinion in project management to enhance the collective learning experience of all.

LANGUAGE The course language will be English. The team products and presentation must be delivered in English.

Assessment

Assessment Breakdown

Description % Individualassessment 50 Team assessment 50

Assessment criteria

The assessment of course work will consist of two parts: Individual assessment(50%) Based on attendance, active participation, individual assignments (cases), a peer evaluation on the project contribution and a wrap‐up quiz (to help you identify areas of strength and weakness). Attendance: a major part of your learning in this course will take place in the classroom. You are expected to attend all sessions. However if for a justified reason you miss a class, you can compensate it by delivering, within the following two weeks, an executive summary (max 2 pages) of either recent articles on PM new methodologies or case study (describing industry, project and the key success factors for success / failure). Remember that ESADE's is a minimum attendance of 80%. Active participation: in the form of insights, practical examples, questions, etc. will be rewarded on an individual basis. Focus will be on the contributions' quality rather than on quantity. Team assessment(50%) During the course, you will be asked to work in a team on a specific project (chosen by the team). This is a team responsibility for the final outcome, which represents how it happens in the real world. The assessment is broken down into 4 deliverables (Project selection, 1st presentation, Final presentation and Project Contract Book) and a class assessment. Both

English for Business Communication


presentations will be delivered to a simulated "steering committee". The team score will be allocated to the all team members.

Bibliography

BIBLIOGRAPHY: E. Verzuh, "The Fast Forward MBA in Project Management", John Wiley & Sons, Inc., 2008. H. Ken Bowen, "Project Management Manual", Harvard Business School, 2002. "Managing Projects Large & Small", Harvard Business Publishing, 2004 FACULTY: Coordinator: Prof. Pablo VEGA ‐ [email protected] Associate Professor of Strategy & General Management at ESADE since year 2000. Finance program " ESADE, Madrid; MSc Science and Technology Policy ‐ Sussex University,UK; MBA ‐ ITAM, Mexico; BSc Chemical Engineering " UIA, Mexico; Fully trained Six Sigma Black Belt + executive trainings from various institutions. Senior management roles in companies like Sun Microsystems and Procter & Gamble and Ricoh. Subjects of interest: Project management, Strategy Deployment, Emerging Markets, Change Management& Leadership. Prof. Miguel POZA ‐ [email protected] Associate Professor of Strategy & General Management at ESADE MSc Industrial Engineering ‐ICAI Madrid, Executive MBA from ESADE (SPAIN), Executive Education Programs at Cranfield University (UK) Senior Management position at different multinational companies having worked in Spain, UK, France and Germany Subjects of interest: Entrepreneurship, Project Management, Operations, Leadership & Change Management Prof. José Miguel IBAÑEZ ‐ [email protected] Sponsor & main point of contact Associate Professor of Strategy & General Management at ESADE . Executive MBA from ESADE, MSc Computer Science‐UPC Barcelona (SPAIN) Project management background in multinational companies, SMBs, research institutions, and startup. Subjects of interest: Technology trends, Project Management, Leadership, People Management, Change Management, Entrepreneurship.




The module is spread over 4 weeks and meets for 120 minutes, 5 days a week ‐ a total of 2,400 minutes contact time.

Summary

The English for Business Communication course offers a dynamic, interactive learning environment in which students get multiple opportunities both to practice, reflect on and extend their range of spoken and written English. The input materials enable participants to enlarge their knowledge of different language registers and expressions, while improving their active use of the language.

Objectives

By the end of the course the participants will have:

Increased confidence when speaking in English in a variety of situations and registers. Participated in a series of simulated business meetings, and analysed their own performance. Enlarged their knowledge of English registers, expressions and language for the business context. Produced a series of guided written summaries of both text and spoken inputs. Participated in a number of structured debates.

Methodology

1. Frequent short speeches and mini‐presentations 2. Analysis, critique and discussion of business news reports 3. Analysis of successful meetings skills 4. Simulated business meetings 5. Structured debates 6. Written summaries: news, minutes of meetings, debates 7. Business language work 8. Participation in Course Forum 9. Professor‐led discussion

Credits: 3Contact Hours: 50

Students choosing the English for Business Communication Track will be non‐native speakers of English. Although they have a good basic knowledge of English, they will be interested in improving their confidence and effectiveness in both spoken and written English and expanding their ability to communicate in meetings using typical business language.



Policies and Evaluation

Participants are expected to read the inputs for each day’s session, and where relevant to prepare their own responses as indicated. Participants are also expected to complete a learner journal entry after every session. Participation in class and in the forum discussions is an integral part of the course and accounts for an important part of the grade. Team projects also form an essential part of the course activities.

There will be one final evaluated written summary.

It is the responsibility of each student to ensure that they comply with deadlines. When a delay occurs, students must get in touch with the professors and work out a solution.

Grading System

The final grade will be based on the following:

Student Course Journal entries, Participation in the sessions & course forum, and onel evaluated writing

Assessment criteria

Evaluation is carried out as follows:

Participation in sessions will be based on the following criteria: 1. Selecting relevant information according to the task and audience 2. Adapting the language and content to the specific audience and task 3. Organizing and presenting the information clearly and coherently

Written work including the final writing will be based on the following criteria:

1. Selecting the relevant information 2. Clear and coherent explanation of the information.



Bibliography Course inputs will come from a range of different sources. The references below are examples

of the media that will be used.

News media The Financial Times The Economist The New York Times The Guardian The BBC

etc.

Business meetings Gallo, Amy: “The Condensed Guide to running meetings” Harvard Business Review , June

2015 Higgins, Chris: “5 Tips to lead and facilitate meetings simultaneously” Lucid Writers Blog,

September 2014 Higgs, Malcolm: “Building an effective team” Team Performance Management: Vol 2, No 4,

1996 Mind Tools Team: “How understanding team roles can improve team performance” Mind

Tools

Summary Writing Owl Purdue on‐line writing lab De Chazal, Edward & Moore, Julie: “Oxford EAP: Adanced”, Oxford University Press 2013 Bailey, Stephen: “Academic Writing” Routlege 2015

Communication Skills Active Listening Llopis, Glen: “6 ways effective listening can make you a better leader”,

Forbes, May 2013 Humphrey, Judith: “How to speak with confidence and get your point across”, Chateleine,

August 2014 North, Marjorie Lee: “10 Tips for improving your public speaking skills” Harvard University Powell, Mark: “Dynamic Presentations”, Cambridge, 2010

ESADE-Summer-2019-course-syllabi.pdf - API Abroad

Documents

Transcript of ESADE-Summer-2019-course-syllabi.pdf - API Abroad