The method

The IEDE Business School teaching method is one of the greatest added values of the master's degree course, having been strengthened and enriched by more than 15 years of experience in management and specialized training.

These methods are based on highly practical, result-oriented education in which renowned professionals in the sector transfer their knowledge of management skills to students through the proposal and resolution of real cases. With these methods, the student becomes the central figure of the learning process throughout the master's course, both in and outside the classroom.

A practical case-by-case study brings into the classroom the managers' experience in different business situations. Students work in teams analyzing these real cases, under the constant guidance of professors and lecturers who monitor the discussions and facilitate reflection and debate. This, in turn, favors the exchange of ideas, know-how and solutions.

This method enables students to:

• Acquire and develop the professional skills in highest demand within this sector
• Share their know-how and exchange opinions with their colleagues, enhancing and increasing their learning
• Develop their entrepreneurial spirit

Our goal: to convey to students the importance of two things: 'learning how to learn' (a basic skill for a society in which change management is both an opportunity and a great challenge); and that of turning experience into knowledge.

We promote this learning by applying today's new business methods, using a combination of resources and means which lead to success.

The master's course is designed and structured so that students learn and develop the human and technical skills necessary for optimum management, as well as to achieve the program’s objectives.

The method’s success lies partially in a rigorous initial student selection, both in the admission process and when forming workgroups, processes which are carried out by the Information and Admissions Department and the Academic Department at IEDE Business School. These steps must take into account the academic and professional track record of students and their technical abilities, specifically, their emotional intelligence, drive to succeed, motivation capabilities, attitudes and perceptions of the world around them.

Each session has a different conceptual focus and is divided into three phases:

Theory Class

In this session the professor will present the materialrequired and the keys aspects of the case.This inverse learning process acceleratesconceptual learning. Questions are lively and thelevel of interest in the class increases considerably.

Group Work

Groups are distributed into working rooms to analyzethe case once again with the guidelines providedby the professor in the theory class. Now they willshare their knowledge and experience, points ofview and conclusions. The professor rotates amongthe groups, answering questions, providingmethodological support and observing each group'sdiagnosis of the case, whether the problem hasbeen identified correctly and whether or not thesolutions are reasonable.In this phase, the members of each group mustreach a consensus, since only unanimous proposalsmay be taken to the plenary debate. This approachforces students to learn to negotiate and unifyproposals in order to reach a consensus.

Plenary Debate

In this third and final part of the session the professoruses questions to guide the discussion, focusingon the most essential aspects of the problem. Theprofessor helps students to reach the conclusionsthat will become the learning objectives of the day.These conclusions show that oftentimes there ismore than one solution to a business problem. Thismakes students feel that they have acquired theknowledge in a practical, applied way.During this final phase the students develop theirability to communicate concepts, as one or morerepresentatives from the group present theirconclusions to the rest of the class.

In-depth Study and Teacher Consultation Phase

The last phase is always an in-depth study phase,in which students establish a connection with andreceive feedback from the teacher on more specifictopics. The goal is to stimulate within students acontinued interest in professional issues.