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B4. That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences.
E1. Recognize the environment in which the organization operates, the operation of the company and its functional areas and the instruments of analysis.
E2. Apply the basics of marketing and market research.
E5. Recognize the particularities of marketing activity in sectors of activity with specific characteristics.
E6. Synthesize and evaluate marketing strategies for the internationalization of business activity.
E8. Synthesize ideas to make them feasible and profitable business understanding the current market.
The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer the prejudices of others.
Theoretical sessions
MD1.Master class: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject
MD3. Presentations: Multimedia formats that support face-to-face classes
Guided learning
MD5. Seminars: Face-to-face format in small work groups (between 14 and 40). These are sessions linked to the face-to-face sessions of the subject that allow to offer a practical perspective of the subject and in which the participation of the student is key.
MD6. Debates and forums: Face-to-face or online conversations, according to the objectives that the teacher responsible for the subject pursues.
MD7. Case study: Dynamics that starts from the study of a case, which serves to contextualize the student in a specific situation, the teacher can propose different activities, both individually and in groups, among their students
Autonomous learning
MD10. Research and critical reading of articles. Students start from a working hypothesis that they will develop, following the phases of the research methodology, including the critical reading of articles.
The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer the prejudices of others.
Topic 1. Fundamentals of institutional marketing.
Topic 2. Institutional marketing versus classic strategic and operational marketing
Subject 3. The Social Responsibility of the Company (RSE) in the Institutional Marketing
Topic 4. Agents involved in institutional marketing: segmentation in institutional marketing
Topic 5. Corporate management and communication in institutional models:
AF1. Theoretical sessions
AF2. Seminars
AF3. Work in group
AF4. Individual work
AF5. Personal study
35% SE4. Final exam
20% SE1. Continuous assessment: Participation in the activities proposed in the classroom
45% Group project:
NOTES:
Tyrol, J (2017). The economy of the common good. Barcelona: Taurus.
SINEK, S. (2011) “Start with why, how great leaders inspire everyone to take action” Penguin Group
Sabine, GH (2003) History of political theory. Madrid: Economic Culture Fund.
Posner, E & Weyl, G. (2018). Radical Markets, uprooting capitalism and democracy for a just society. Princeton University Press.
Rapaille, C. (2014). Move Up; because some cultures are advancing and others are not. Madrid; Ed. Taurus
Mazzucato, M (2018). The value of everything; making and taking in the global economy. London: Allen Lane.
Giner, S. (2013). History of social thought, 13th edition. Madrid: Ariel Social Sciences.
Hofstede, G. (1999). Cultures and organizations; mental software, international cooperation and its importance for survival. Madrid: Alianza Editorial.