In this subject we will lay the foundations of the knowledge that every professional must have about Management, and for this we will carry out an itinerary through the different functional disciplines to be able to observe how changes in the business environment affect managerial work.
No prior knowledge.
1. Gaining knowledge on the general framework in which projects are carried out companies.
2. Distinguish the different functional areas and their link to the Project management activity.
3. Interpret the impact of projects on the financial situation of a company through indicators that allow evaluating the position of the entity.
1. Business strategies.
2. Managerial finance.
3. Business model development.
4. Marketing I.
5. Marketing II.
6. Canvas presentation / Consumer behavior.
7. People management.
The teaching methodology used in the on-campus modality is divided into four steps for each of the sessions that make up the subjects of the program:
· Students must prepare at home the previous tasks of the session recommended by the teacher: reading an article, watching a video, solving a practical case or exercise, etc. In this way, the student prepares the topic of the session and acquires prior knowledge that will allow him to take better advantage of the session together with the teacher and the rest of the classmates.
· The teacher dedicates the first part of the session to working on the concepts related to the theme of the day, encouraging debate and discussion among the students, taking advantage of the fact that they have prepared the previous tasks and are based on prior knowledge.
· The teacher dedicates the second part of the session to the analysis, debate and resolution of the practical case or exercise proposed in the previous tasks. In this way, the concepts covered in the first part of the session are taken to a practical environment to strengthen the student's learning. It is essential that students work on the case or exercise at home to make the most of the contributions of the rest of their classmates during the second part of the session, as well as make valuable contributions to the group.
· It is recommended that students prepare at home the subsequent tasks of the session recommended by the teacher, which aim to finish consolidating the knowledge discussed and worked on in class.
The assessment of the subject will be based on the individual performance of the student, the performance of the teamwork and the grade obtained in the final presentation.
· Participation, practices, exercises (conclusions about the Business Model Canvas): 60%
· Team work (development of a Business Model Canvas): 40%
· Final objective test (multiple choice test): 30%
· Michael E Porter,(2017) Estrategia Competitiva: Técnicas para análisis de la empresa y sus competidores, Pirámide.
· Philip Kotler y Gary Armstrong, (2019), Principios de Marketing, UK, Pearson Education; 8th Edition.
· Alexander Osterwalder & Yves Pigneur, (2011), Generación de modelos de negocio, Deusto.
· Yves Pigneur, Gregory Bernarda y Alan Smith, (2015), Diseñando la propuesta de valor. Deusto.
· Eduardo Martínez, (2021), Finanzas para directivos, Mc Graw Hill Education.
· Shimon Dolan, (2007), La gestión de los recursos humanos, Mc Graw-Hill.
· Joan Magretta, (2012), What Management is, UK, Profile Books.
· Jordi Garrido i Pavia, (2008), ¡Maldito Trabajo! Una increíble, pero cierta, historia sobre mobbing, burnout y dirección de personas, Editorial Granica.