Global business management
Coordinator Emanuele Antonio Vendramini talks about the programme
Coordinator Emanuele Antonio Vendramini talks about the programme
The Master of Science in Global Business Management is the newest and the most international program offered by the Faculty of Economics and Law at the Piacenza Campus.
It is the result of years of experience both in teaching and in researching also within the IPBS (International Network of Business Schools) Network.
The International Partnership of Business Schools (IPBS) is a consortium of 13 leading business schools in Europe, USA and Latin America. The partner schools are located in Dublin (Ireland), Lancaster (United Kingdom), Madrid (Spain), Reims/Rouen (France), Reutlingen (Germany), Piacenza (Italy), St. Catharines (Canada), Boston (MA, USA), Raleigh (NC, USA), San Diego (CA, USA), Puebla (Mexico) and São Paulo (Brazil).
The Master of Science in Global Business Management aims at addressing the most innovative managerial topics on international business, on doing business in foreign countries, on international competitiveness, on merging and acquisition, of performance measurement and management and on sustainability management.
Companies tend to employ graduates with the following skills:
The Global Business Management program aims to endow students with the listed skills so as to enable them to quickly adapt to an international environment, whilst understanding the dynamics, and knowing how to effectively identify solutions to managerial problems in such settings.
Where possible in person, where necessary remotely
The guidelines set out in this document on how teaching will be carried out are based on the assumption that the application of measures for social distancing and limiting the spread of the virus will be confirmed for the entire coming academic year. It seems opportune to rethink teaching methods so that they are not limited by simply extending what was done during the emergency phase affecting the second semester of the current year but rather by mixing and matching the positive aspects of the alternative teaching methods used, in an integrated way which ensures consistency and stability throughout the year and not just for short periods.
The planning and configuration of course teaching – radically rethought and not merely limited to a conversion of lecture room teaching - will require considerable commitment from professors/instructors and it would not be opportune to invest only to return to traditional methods.
Primarily, the Faculty intends to take the opportunity offered by the experience gained during the enforced response to the pandemic to implement teaching methods of a more advanced qualitative standard, with the certainty that this will contribute to long-term improvements in educational skills and will not limit the effects of learning to a simple return to normality.
The return of students to the lecture room and interaction when physically attending - whether classes, course exams or final exams - is still the preferred choice considered a priority and desired outcome by the Faculty and will be regularly measured to assess feasibility.
The Faculty views the personal educational and training relationship between teacher and student and between students themselves as fundamental in any case. The university community aims for collaborative competitiveness and everyone’s commitment will be focused on the search for educational familiarity, which may be digital.
The teaching committee is already working to ensure that the message to incoming students and their families offers a clear and transparent picture of the teaching methods that will be used and constitutes an element of certainty on which to base informed choices.
The essential conditions necessary for the overall achievement of the quality output underlying these guidelines are that:
The Faculty’s primary objective remains to guarantee serious, rigorous, quality teaching in compliance with the measures set out in the legislation and the University’s general regulations and provisions.
ACADEMIC CALENDAR PIACENZA CAMPUS
Degree Programme in Economics (LT 18 and LM 77): the traditional calendar (5 + 5 weeks of classes per semester) starting on 14 September is confirmed.
Single-cycle Degree Programme in Law (LMG/01): the calendar of 12 weeks starting on 7 September is confirmed.
ACADEMIC CALENDAR CREMONA CAMPUS
Degree Programme in Business Economics (LT18): the transfer to the new Collegio S. Monica site means that the start of classes will be delayed until 1 October.
PRE-SESSIONAL COURSES AND REMEDIAL COURSES (‘OFA’ COURSES)
Pre-sessional courses and remedial courses will be offered in lecture rooms with live streaming.
For the Degree Programme in Economics (LT18) in Piacenza, these courses will start on 3 September. For the Degree Programme in Economics (LT18) in Cremona, these courses will only be held remotely and will start on 21 September.
In order to organise the students’ day and allow for the socialising experience of communal learning, including when teaching is delivered online, it is essential to maintain a fixed timetable. The video recorded material, including classes, will generally be published on the BB platform and will be available for a given period of time. In order to reconcile the need for presence on campus, groupwork and participation in various teaching activities, it may prove necessary to hold lessons in the late afternoon and on Saturday morning, ensuring that each class of course a total of six hours teaching per day.
CREDITS AND WORKLOAD
Although the overall general parameter remains 1 credit = 25 hours of study, the new types of course delivery will have to be monitored to ensure that although they may alter the effort required, standards do not fall and the workload does not increase.
The ratio between teaching hours and credits used by the Faculty and set out below is confirmed:
Degree Programme in Economics
Degree Programme in Law
As set out in the paragraph on teaching delivery, the concept of ‘classes’ will take various forms: in attendance/remote, synchronous/asynchronous, in groups, plenary.
DELIVERY OF TEACHING
Depending on the demands of the individual courses and the details of the programmes, the total hours set out above may be made up of a combination of types of teaching delivery, which however entirely guarantees the availability and efficaciousness of the course delivered remotely, and characterised by:
It is essential that for a programme to be organized successfully from a didactic point of view at least two thirds of the total number of classes of each course should be live streamed.
Visiting professors will be able to live stream all their classes. Only when this is not feasible the lessons can be delivered asynchronously by professors recording and uploading sessions from their workplace. They will, however, be required to programme specific times for interaction with the students.
The same criteria apply to practical sessions, the total number of hours of which may be increased with regard to the total number of teaching hours in the Faculty, and may include the option of working in small groups. Professors/instructors are strongly advised to upload a variety of material to the Blackboard page for each course, including video recordings, sets of slides, exercises, e-books, films and testimonials.
The recording of live-streamed classes held in lecture rooms which are then subsequently made available to students asynchronously online for a limited period will be carried out at the discretion of the professor/instructor, in accordance with the programme coordinator.
After the work of professors’/instructors’ planning for each course delivery and the coordination of the entire programme, the resulting class timetable must guarantee suitable distribution of the various types of didactic activities throughout the week, and avoid excessive concentration and overlapping of types of delivery.
It would be advisable to monitor the progress of courses, including through interviews and questionnaires (without neglecting possible informal conversations, which can be useful in highlighting difficulties and problems) in order to gather suggestions which can be useful for readjusting and correcting the path of the programme.
The Faculty considers it particularly useful to adopt a syllabus for each course and to share these with the students through publication on the course platform and a presentation during the first classes.
The syllabus should set out the teaching methods chosen for each class, references to the teaching materials used, recommended study materials, and assessment methods to be used to check knowledge acquired.
The syllabus thus acts as a conceptual map and an organizational support for students who may not be physically present on campus and might therefore suffer from a lack of informal alignment that is normally experienced in the social and collaborative nature of a lecture room. The course programme can in no way replace the syllabus, which performs cognitive and detailed functions not found in the course programmes.
Where possible, within the limits of the safety measures in force, assessment of knowledge and skills acquired should be carried out with face-to-face examinations.
In general, it is strongly advised to plan regular formative assessment, based on tests, assignments and mid-term examinations so that the results can be collected during the course. The programme coordinators must be informed of all activities planned in order to avoid excessive and unbalanced workloads.
The monitoring of exam results by the programme coordinators and tutors on the pass rate of exams is recommended in order to limit the drop-out risk.
Personal communication between academic staff and their students will be encouraged, above all with presence on campus, but also through online contact. Particular attention should be paid to what has always been a point of quality for the Faculty: the publication of office hours schedules throughout the whole period of classes and exams, keeping appointments, providing opportunity for ad hoc discussion on the progress of the course and any difficulties encountered.
Professors’/instructors’ online pages and course pages on the Blackboard platform must be kept up to date and monitored constantly.
Professors/instructors are expected to answer students’ e-mails and requests for information promptly and fully.
ACCESS TO THE CAMPUS
When access to the campus is limited, the Faculty will assess the access criteria in order to ensure equal opportunities for all students.
Room capacity can be taken into account for each course, and physical presence will be encouraged for courses with small numbers of enrolments.
WELCOME DAY – OPEN DAY – GRADUATION
The Faculty hopes to be able to organise a Welcome Day for all programmes and for all programme years, dividing participants into groups if necessary, so that students have the opportunity to have contact with the campus, and renew relations and social contacts with fellow students that will be useful throughout the academic year when there might not be many opportunities for being together on campus.
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