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CB1. That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects. involving knowledge from the forefront of their field of study.
CB2. That students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study. .
CB3. That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.
CB4. That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences.
CE1. Recognize the environment in which the organization operates, the operation of the company and its functional areas and the instruments of analysis.
CE2. Apply the principles of marketing and market research
CE5. Recognize the particularities of marketing activity in sectors of activity with specific characteristics.
CE6. Synthesize and evaluate marketing strategies for the internationalization of business activity.
CE8. Synthesize ideas to make them feasible and profitable business understanding the current market.
CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.
CG2. Be able to innovate by developing an open attitude to change and be willing to re-evaluate old mental models that limit thinking.
CG3. Integrate the values of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Marketing and Digital Communities contribute to training citizens for a a just, democratic society based on a culture of dialogue and peace.
CT1. Communicate properly orally and in writing in the two official languages of Catalonia.
CT3. Demonstrate entrepreneurial leadership and leadership skills that build personal confidence and reduce risk aversion.
CT5. Develop tasks applying the knowledge acquired with flexibility and creativity and adapting them to new contexts and situations.
This subject serves to know the new models of strategic thinking as well as to contribute practice to apply these strategic models in the real company. The course, based on institutional theory and the theory of dynamic capabilities, aims to be the bridge between strategic theory and practice in the logic of institutional marketing:
Developing and understanding a conception of "long-term business model", together with the idea of "social purpose", this subject explains how to develop the values, principles, beliefs of the company in the long term and with social purpose, and how translate all this into concrete market actions, always guaranteeing the institutional vision in the strategic and operational field simultaneously.
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
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
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.
This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.
The Tecnocampus will make available to teachers and students the digital tools needed to carry out the course, as well as guides and recommendations that facilitate adaptation to the non-contact mode.
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. New segmentation models: segmentation in institutional marketing
Topic 5. Management and leadership in institutional models:
AF1. Theoretical sessions
AF3. Work in group
AF4. Individual work
AF5. Personal study
50% SE4. Final exam
50% Continuous assessment:
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.