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FINAL PROJECT COMMON SUBJECT

Learning outcomes – Putting into practice the knowledge acquired during the development of the syllabus

– Solving business complex problems

Content The Final Project for this Master consists of a report and a subsequent oral presentation containing the

solutions and recommendations for the analysis that has been assigned to the students. In this subject the

student is expected to put into practice in an integrated way all the knowledge acquired throughout the

Master studies. Therefore, theoretical and practical knowledge is analyzed when solving a business complex

problem. The panel assess the student’s ability to effectively communicate the chosen strategy and action plan.

Likewise, the panel evaluates the student’s ability to respond to the doubts and questions raised in response to

the solution given by the student to the business problem posed.

The basic structure of the report, which the student should also follow in the presentation, will include an

analysis of the situation, a diagnosis of the problems and deficiencies, a description of possible options and a

series of recommendations for the future. How the two documents are articulated is the responsibility of the

students, but they must be coherent and concise in their arguments. Therefore, clear identification of the

problem, the alternatives offered, and the criteria used to make the final decision will be key to the success of

the conclusions presented.

Skills – To develop listening and communication skills

– To develop decision making and entrepreneurship skills

Training activities The preparation of the Final Project begins in the third period of the program with specific sessions to provide

the student with the necessary tools for the preparation of the case analysis and ends with the presentation of

the report (written and oral).

Specifically, the students’ work is distributed between attending sessions, tutorials, analyzing documentation

and preparing the final exercise through a series of complementary training activities.

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The specific sessions held during the third period are as follows:

– Analytical Thinking: 3 face-to-face sessions of an hour and a half, which also involve 5 hours of

student work. This course has three main objectives:

• To approach the most common management problems with the appropriate tools: identify

the problems and apply the appropriate tools to the specific situation.

• To make a practical application of the most common theoretical tools of analytical thinking by

breaking down business situations.

• To be able, through methodical analysis, to reach logical conclusions, anticipate obstacles and base

decision making on different points of view.

– Creating the IE-Experience: 2 face-to-face sessions of an hour and a half that also involve

approximately 5 hours of student work. The objective is to help students maximize their learning

experience in the program, both individually and in teams, in order to learn and collaborate with their

peers but with a learning objective oriented to the future professional.

– Excel Business Solutions: 8 face-to-face sessions of one and a half hours that also involve about 15

hours of student work. The objective of these sessions is to train students to learn the true potential of

the spreadsheet. Budgeting models, scorecards, sales reports, ratio analysis, income statement

estimates, scenario presentation, etc. are developed, which are key tools to be able to make the

analytical conclusions of the final case.

During this time students must do different readings and analyze documentation as to properly prepare the

final work. At the same time, students have the opportunity to request tutorials to clarify concepts or

comment on different aspects of the readings. It is estimated that students dedicate between 40 and 45

hours to these activities during the third period.

Grading system – Class exhibitions and presentations: 40-60%

– Final test: 40-60%

The Final Project will be formally evaluated through an oral presentation before an academic jury. This jury

will be composed of IE University professors who have followed the students throughout the development

of the final project and, also, invited external professors and professionals. Students will have a limited amount

of time to summarize the objectives, methodology and conclusions or most important results of the

applied project. At the end of the presentation there will be a question-and-answer session with the jury.

Students will be evaluated individually for the work developed in teams. The jury will make an overall

assessment of the work presented and the oral presentation made following an equitable weighting of the

established criteria.

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IE MIM CAPSTONE PROJECT EXPERIENCE

FACULTY

Prof Chris Lobello

Chris Lobello has worked in Asian financial markets for more than 25 years, in roles ranging from risk modeling to quantitative analysis to country and regional management.

He has a practitioner's interest in the behavioral aspects of decision-making and has worked with faculty at INSEAD's Center for Decision Making and Risk Analysis, where he was appointed a visiting fellow in 2011. He is an adjunct associate professor at The Chinese University of Hong Kong and maintains an active teaching portfolio in the areas of decision-making effectiveness, risk management, ethics, and various topics in finance.

Chris studied physics and mathematics as an undergraduate and holds an EMBA from INSEAD.

Prof Haydn Pound

Haydn is a management consultant, investor and educator with over 25 years of experience in business and management training. Previously he worked for PwC and The Boston Consulting Group. Today, he teaches into MBA, EMBA and executive education programs for some of the world’s leading institutions, including the London Business School, IE Business School and the Nanyang Business School. Previously he taught for INSEAD where he won the Best MBA Teacher Award on numerous occasions. He is also a Board Director of the Goulburn Valley Water Corporation and Box Hill Institute.

Haydn lives in Melbourne, Australia with his wife, Katrina, and daughter, Chiara. He is a Certified Practicing Accountant and holds an MBA completed at the Universities of Melbourne and Chicago. He is a CPA and Graduate member of the Australian Institute of Company Directors. For fun, Haydn holds a commercial pilot license with a Multi Engine Command Instrument Rating.

DESCRIPTION This is a capstone course to help you manage in the Age of VUCA - Volatility, Uncertainty, Complexity, and Ambiguity. It explores important areas of management from a VUCA perspective, including:

● Decision making● Forecasting and planning● Strategy● Profitability analy

● Storytelling

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The course will be example rich and taught from a practitioner’s perspective. While we will cover some theory, it will be cast sharply in practical terms using case studies and individual/group structured experiences.

Course deliverables are as follows:

● The newsletter● Peer evaluation● Written report● Oral Presentation

LEARNING OBJECTIVES

Introduce students to the collective role that volatility, uncertainty, complexity, and ambiguity plays in business and to techniques and methodologies that can be used to effect good business decisions without the certainty that is typically present in traditional business cases.

1. Understand how the human brain really acts in making decisions, and use this knowledge to developtechniques for better decision process.

2. Understand the presence and breadth of risk and uncertainty, the difference between these terms, andhow this uncertainty creates particular challenges in leading a business.

3. Understand analytic techniques useful for palling in an environment of uncertainty.4. Develop a language to aid in good decision process.5. Think strategically about the changing environment and recognize the need for agility in the face of a

changing customers, competitions and technologies6. Recognize situations where profitability and performance information may no longer be accurate or

useful for decision making7. Understand the role that storytelling plays not just in communication, but in aiding individuals and

organizations in developing a better understanding of the breadth of potential eventualities, and therebyin developing suitable plans and contingencies.

8. Deconstruct the fundamental lessons embedded within The Wisdom of Crowds and Project Aristotle tounderstand better the traps and perils too often found in group-decision-making.

9. Develop specific techniques and approaches for teams to improve their decision-making process.

METHODOLOGY

This course comprises 6 topics. The course will be delivered via Zoom and you are expected to be online (cameras activated) at all times.

The classes will be interactive with some full group presentations, small group breakout exercises, individual work, plus report-back and debriefs. There will also be a number of interactive exercises and significant opportunities to collaborate and share with others.

Out-of-class work is expected between classes, typically preparing answers to a Case Study or undertaking background reading prior to the next class.

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PROGRAM

Topic 1 Class 1 Session 1

Decision Making Basics - Which port? Lead faculty: Prof Chris Lobello

● Identifying your Fundamental Objective● Spotlighting● The language of decision-making● Case study/project: Carter Racing (English/Español)

Topic 2 Class 2 Sessions 2 and 3

Decisions in an environment of uncertainty - Forecasting and fortunetelling Lead faculty: Profs Chris Lobello & Haydn Pound

● Understanding uncertainty (Chris 1 hrs.)● Frank Knight - Risk v Uncertainty

a. Calibration v. Specificityb. Coconut uncertainty

● Modelling techniques to give shape to uncertainty (Haydn 3 hrs.)a. Averages and That Guyb. Monte Carlo modelling

● Preparing for topic 3 - Strategic Uncertainty

Topic 3 Class 3 Sessions 4 and 5

Strategic uncertainty - customers and competitors Lead faculty: Prof Haydn Pound

● Value creation and competitive advantage● Positioning and capabilities● Assessing and responding to the competitive environment

● Case study - Evolution and Revolution… the only two certainties● Case study/project: Hallstead Jewellers (English/Español)

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Topic 4 Class 4 Sessions 5 and 6

Your dashboard, accounting and managerial decisions Lead faculty: Prof Haydn Pound

● Activity Based Costing● Case study/project: Classic Pen Company (English/Español)

Topic 5 Class 5 Sessions 7 and 8

Engaging others through storytelling (and communication) Lead faculty: Prof Chris Lobello

● Story-telling● Being short, sharp and succinct● The difference between what I want and what you want● Great speakers and what we can learn from them

Topic 6 Class 6 Sessions 9 and 10

Decision Making in Groups Lead faculty: Prof Chris Lobello

● Wisdom of Crowds● Project Aristotle● Case study/project: Desert Survival Simulation RTF [Chris]

Final thoughts (30 mins.) ● Assessment overview (IE, Victor)● Prof Chris Lobello● Prof Haydn Pound● Sentiment feedback

ASSESSMENT

Your overall grade in this course will be determined according to four factors, as follows:

Newsweek article - 30%

You are required to write an article in the Newsweek style (www.newsweek.com) with the title “Managing for success in the Age of VUCA”. Maximum length: 400 words. You may adopt any approach at all, providing the article provides advice, insight or maybe even a framework for effective management in an environment of volatility, uncertainty, complexity and ambiguity.

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Your Newsweek article must adhere to the following requirements: ● 400 works maximum (excluding diagrams/graphs)● 2 pages maximum (do not submit a document that is 3 or more pages in length)● 12pt Times New Roman (or equivalent)● Double spaced

Your article will be judged on a pass/fail basis according to the following criteria:

Objective Criteria

Prepare a well written, structured and succinct business document

Newsweek article that is: ● easy to read● engaging● professionally presented

Derive business insights through integration of personal experiences and course content

Newsweek article that: ● Evaluates personal (business/management) experiences

through the lens of VUCA frameworks and learnings● Uses personal experiences and VUCA content to develop new

frameworks and thinking models

Demonstrate awareness of contemporary management issues in a VUCA environment

Newsweek article that references examples/issues that contextualize learnings

You are reminded of Mark Twain’s famous remark: I did not have time to write a short letter, so I wrote a long one instead.

Peer feedback - 30%

Peer feedback will be collected based on your contribution to and interaction with your allocated group. The following peer feedback dimensions are anticipated:

Objective Criteria

Communicates effectively with peers Peer feedback (rating 1-low to 5-high)

Contributes to a team learning/working environment Peer feedback (rating 1-low to 5-high)

Demonstrates comfort with ambiguity Peer feedback (rating 1-low to 5-high)

Works effectively in a virtual environment Peer feedback (rating 1-low to 5-high)

Not submitting the p2p feedback will result in a zero for the student in this component.

Final paper and jury presentation - 40%

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You are required to make an oral presentation to the jury on the following topic: Thinking about this course, your reading and life experiences, and all you have learned in your MIM, what do you think will be the critical success factors for (a) businesses going forward, and (b) effective managerial leadership, in the Age of VUCA?

To support your presentation, you are required to prepare a final paper that captures your background research, insights, and conclusions. This paper must be submitted a few days prior to your J u r y presentation using turnitin.com. You are expected to adhere to all normal expectations and requirements for academic work. Please note that while the final paper is not separately assessed, it will be considered by the presentation Tribunal in determining your grade.

The requirements for the paper and Jury presentation are as follows:

Final paper must adhere to the following requirements:

● 10 Pages maximum ONLY (includingCover Page, Content and Appendices)

● 12pt Times New Roman (or equivalent)● Double spaced● Submitted via Turnitin

Depending on your group language, you can write it in Spanish or English.

Dependiendo del idioma de su grupo, puede escribir en español o inglés.

Jury presentations:

● You will follow an order● 15 minutes to present (timed)● 5 minutes for Q&A● Presenting only via ZOOM● Access only with your IE Student

Account(@student.ie.edu)

Depending on your group language, you can present it in Spanish or English.

Dependiendo del idioma de su grupo, puede escribir en español o inglés.

Assessment criteria for the final paper and oral presentation are contained in Appendix 1.

Online attendance

We will use zoom for course delivery. When you connect to zoom, ensure your display name is showing your correct name according to IE enrolment records.

Periodically, the IE admin team will capture the zoom screen and audit those connected. You need to be online AND with camera activated for participation credit. If you are not online, or if you are online with video deactivated, you will be deemed to be a non-participant.

Non-participation will result in a grade deduction of up to 10% depending on frequency.

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Appendix 1 Assessment criteria for Jury and final paper

The final paper is not graded and will serve as a preparation guide for the Jury Professors. It consists of 40% of your final individual grade in this course. This 40% will be determined based on your oral presentation, as follows:

● CONTENT, KNOWLEDGE, COMPREHENSION & METHODOLOGY(60%)

● PRESENTATION SKILLS (20%)● COMMUNICATION & DIALOGUE CAPACITY (20%)

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GLOBAL IMMERSION WEEK – NEW YORK

AREA: FINANCE

MASTER IN MANAGEMENT

Professor: PEDRO GETE

E-mail: Pedro.Gete@ie.edu

Prof. Gete is Professor of Finance and the Director of the Finance Department at IE. He has taught at Chicago-

Booth, Georgetown University, IE Business School, and Universidad Carlos III de Madrid. He has a Ph.D. in

Economics from the University of Chicago, as well as a B.A. in Economics and a J.D. from Universidad Carlos III

de Madrid.

Prof. Gete publishes often at the leading academic journals and presents at the top universities and

conferences. He also participates in professional conferences that connect academics and practitioners. His

research is related to policy questions, and he often interacts with policy institutions, such as Central Banks,

International Organizations, and regulators of Financial and Real Estate Markets. His papers are in the top 10%

by worldwide downloads at SSRN, the leading network for research in Business and Social Sciences.

Prof. Gete has won several "best teaching awards". He has a flexible approach to teaching, in which he tailors

each course to his particular audience. That said, some characteristics that are present in all of his courses

include his passion for teaching and his encouragement of students to apply concepts in novel real-life

scenarios. He believes that understanding leads to creativity, and that decision-making must be primarily based

on data analysis.

INTRODUCTION AND WELCOME

The COVID shock is transforming society and markets. Some implications will be short-term, some will last long.

This Global Immersion week will give you access to top professionals that will help you open your mind to new

ideas, sharpen your skills and think on key questions for companies and financial markets.

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LEARNING OBJECTIVES

– Participants should leave the Immersion with

– Better professional and personal preparation for a lifetime of innovation and adaptation to change. The

COVID shock is an example of a recent shock that companies and financial institutions need to learn to

navigate.

– An enhanced ability to dive into a large, complex, rapidly changing “global” business environment and

identify key underlying forces and success factors to doing business in a global world.

– A richer-world view by actively challenging assumptions embedded in the business frameworks and

financial education learned to date (prior to and during the IE MIM experience).

– Practical tips to working in financial markets and in corporate finance roles.

– Experience on how top professionals analyze (and disagree) over key questions for markets

METHODOLOGY

Pre-GIW:

Two pre-sessions (lectures and discussions) to prepare and to provide a framework One pre-session

with the Provider to go through the agenda, platform/website.

GIW Experience

Post GIW Experience

Final Report (10 pages) and Oral Presentation (to defend your work in front of a Tribunal) to make sense of their

understanding and learnings.

For the Report, you should study a business case based on real events as provided during the immersion week.

Provide solutions and possible future scenarios.

PROGRAM

SESSIONS 1 & 2

These pre-sessions will introduce you to current questions in markets. The idea is to situate you relative to open

issues, to provide a framework of analysis to warm up for the conversations that you will have during the Global

Immersion week.

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SESSION 3

– Introduction to Goldman Sachs

– Overview of open challenges

– Live Business Challenge & Case

– Leveraging in-house technology & commercialization

– Being an entrepreneur in a corporate environment

– Mentorship & intrapreneurship

– COVID challenges

– Capital services

– Real estate investment market

SESSION 4

– Introduction to McKinsey

– What's happening with COVID

– Real estate investment market

– How companies are responding

– Private Equity industry

– American & global perspective

SESSION 5

– Structure, health, and future & evolution of the financial system

– Impact and changes on the financial system post-COVID

– Challenges, opportunities, etc.

SESSION 6

– The spectrum of alternative investments (real assets, PE, VC, private debt, etc.) and major investment

trends.

Financial innovations in our sector and the response to climate change and other sustainability

challenges (i.e. green bonds, conservation initiatives, carbon offsetting, etc.).

– Implications of COVID-19 in the investment space and in the interest in food and agriculture

assets.

SESSION 7

– Change of dynamics banking and brokerage industry

– Efficient access to investing instruments (broker-dealer industry worldwide)

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SESSION 8

– Introduction to Ernst & Young

– Global banking & capital markets

– Large transformation programs

– Disruption & innovation

SESSION 9

– Introduction & overview of YieldStreet

– NYC Fintech scene

– Career & entrepreneurial journey

SESSION 10

– Commercial & Corporate Investment Banking

– Consultative nature of role

– Rolling out liquidity program with commercial bank to partners

– COVID-related disruption: central banks cutting rates, liquidity team highly impacted.

EVALUATION CRITERIA Global Immersion Week requires that students prepare their questions previously, engage and ask question, attend and apply feedback and the knowledge gained from the visits back into their Live Business Challenge. Your overall grade in this course will be determined according to the following factors:

Assessment criteria for JURY PRESENTATION

The final paper is not graded by the Jury There, you are graded based on the following criteria: ● CONTENT, KNOWLEDGE, COMPREHENSION & METHODOLOGY (60%)● PRESENTATION SKILLS (20%)● COMMUNICATION & DIALOGUE CAPACITY (20%)

Criteria Percentage Comments

Class Participation 15 %

Group Presentation 20 %

Individual Final Report 15 %

Final Exam 50 % Final Group Report and Content 30% Presentation Skills 10% Q&A 10%

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Every member of the team must talk in the presentation. Organize accordingly since you will have 20 min (15 presenting + 5 for Q&A).

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Global Immersion Silicon Valley – Tutoring and Final Exam

PROFESSOR

Ricardo Perez is Professor of Innovation and Information Systems at IE Business School, Ricardo Perez has combined an extensive professional career with research into the field of innovation and technology. Ricardo is Academic Director of the Master in Digital Business at IE, and has participated and managed several research projects, with total funding of more than €1 million, in areas such as the media industry, banking or telecoms.

During the last twenty years Ricardo has collaborated in education and consulting projects with companies like Inditex, Telefonica, Banco Santander, BBVA, Microsoft, Oracle, SAP, Facebook, Google, Linkedin, Amazon, EA Games, GE, BT, Vodafone, Alcatel-Lucent, Arla, Vestas, Gestamp, and also with universities like Stanford, MIT or Berkeley in the USA, Egade in Mexico, Insper in Brasil, CKGSB and Shanghai Univ in China or Univ. Of Cape Town in South Africa.

He has run innovation projects with many organizations, affecting not only processes and operations but also developing new business models, opening new markets and fundamentally changing the approach to “how we do business” of several of the organizations involved.

Prof. Perez research is related to how digital technologies are impacting the media- telco, banking and retail industry, and how these organizations can create mechanisms and develop innovation capabilities to face the changes. He works with multinational corporations in four continents to apply and test these ideas. He has helped design and deploy innovation efforts in multiple organizations, crafting both the structure of the initiatives and their strategy.

Academic Background:

CPCL, Harvard Business School Executive Education PHD Courses (ABD) and Research, Corporate Information Systems at ESTII, Universidad Politécnica de Madrid Research and PhD courses in information technologies, MIT Sloan Business School MBA, IE Business School Law Degree, Universidad de Santiago

Professional Background:

Independent consultant in Strategy, Innovation and IT/IS, Madrid 1995 - Present Advisor, Confederación Española de Cajas de Ahorro (C.E.C.A.), Madrid (1995- 1996)

Teaching and Research Experience:

Teaching courses on Innovation Management, Digital Innovation, IT/IS Management, Strategy in High Tech Industries, Innovation in the Telecom – Media industry Chair, The Future of Media and Advertising in Spain Research Initiative Professor of Information Technologies and Strategic Management, IE Business School, (2000 – present) Research fellow of the Information Management Research Centre, IE Business School (2000-2001) Coordinator and Researcher in the Financial Services and the Web Project of MIT Sloan and IE Business School (2000-2001) Managing Editor Sloan Management School, MIT, Cambridge (USA) (1999 –2001) President of Research Commission, Asociación Española de Comercio Electrónico, Madrid (1998- 1999)

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DESCRIPTION

During our virtual visit to Silicon Valley, we will try to understand what is special and different about this place, that has given the world some of the most successful technology companies in the world… in the last decades. The special ecosystem of exploration, funding and scaling up that you can find there is unique. The number of companies and leaders from all over the world that are trying to make a mark there, incredible. The potential to create and scale a technology company, unparalleled.

We will conduct a series of meetings with different types of companies during the week: – The Money: we will talk to investors. What do they care about? What is special about the

system? What is the role they play? What are the different players? When they talk tofounders, what are they looking for?

– The founders: we will have a couple of founders of unicorns. What is their experience? Whatdoes it take to make it? How does their role change during the different stages of theevolution of the company?

– The different stages in the life of a tech startup: we will talk to people in small companies,struggling to survive, and big tech corporations that look like traditional companies. What isthe difference from the perspective of culture, how to get things done?

– The visitors: companies from all over the world try to get a piece of the action, from CorporateVenture Capital to investing in outpost or research centers, they try to take advantage of thepool of talent that you can find in Silicon Valley. What is the value of being there? What arethe difficult and easy parts of the story of trying to get ahead in Silicon Valley as a big corp?

We will try to understand the reality of Silicon Valley from very different perspectives, so that you are ready to translate these findings into recommendations for other companies.

LEARNING OBJECTIVES

When we finish our week, you will have gained a better understanding of: – The Silicon Valley Ecosystem– The different players and perspectives that bring uniqueness to this area of the world.– The changing role of founders, and the evolution of the ecosystem during the last years.– How the different players see the game of funding- scaling companies– The role of innovation in the technology world from different perspectives– The evolution of the technology company from small to giant and the implications for how this

companies operate.– The role of funding and different types of players in this space.– The role of companies coming from outside Silicon Valley and what they are looking for

when they come to this environment.

METHODOLOGY

The week will have two introductory/preparation sessions. I will help you to be as prepared as possible for the meetings so that you can get as much value from them as possible. The idea is that like in any meeting, the level of the conversation evolves as a consequence of the type of questions posed: we will understand the companies we talk to well enough before we meet them so that we can skip the basic questions and go to the details.

During the sessions, you are expected to give all your mind and heart to the discussion. This is a unique opportunity to be exposed to people that are building the future of technology and the world, so we want to make the most out of it.

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After the sessions, we will challenge you to take the learnings and apply them to a traditional company: how will you apply the things that you have been exposed to a different company (small or big) that is not in this environment?

PROGRAM - 10 sessions (Part 1)

Session 1 Introduction to Silicon Valley, presentation of the challenge

Session 2 Student presentations – research on companies, feedback

Session 3 Setting the stage: Mind the Bridge, Berkeley lecturer

Session 4-5 Moderated meetings with Facebook, Coursera, Zoom

Session 6-7 Moderated meetings with Balbix, Nissan, Branch.io

Session 8-9 Moderated meetings with Cloudflare, General Catalyst, SVB

Session 10 Moderated meetings with Telefónica, VoiceBase and learnings wrap-up

EVALUATION

Every member of the team must talk in the presentation. Organize accordingly since you will have 20 min (15 presenting + 5 for Q&A).

Criteria Percentage Comments

Class Participation 15 %

Group Presentation 20 %

Individual Final Report 15 %

Final Exam 50 % Final Group Report and Content 30% Presentation Skills 10% Q&A 10%

Global Immersion Week South Africa – Tutoring

AREA: OTHERS

MASTER IN MANAGEMENT

Professor: PABLO ESTEVES SANCHEZ - EMZINGO

E-mail: pesteves@faculty.ie.edu

Pablo Esteves is a managing partner at Emzingo, a learning and development design firm he joined in 2011 after finishing his MBA at IE Business School. He manages the design and development of social innovation projects and leadership development programs in Brasil, Netherlands, Peru, South Africa, Spain, and the United States. Pablo is an adjunct professor at IE Business School and IE School of Human Sciences and Technology, and a visiting professor for Trinity College Dublin and Universidad de Valladolid.

Additionally, Pablo is part of the board of trustees of the Elisa Sednaoui Foundation and the advisory board of Play Africa Children’s Museum. He is an IDEO U Impact House Alumni, a founding member of the Global Design House, and an Aspen Institute Fellow in Spain.

ABOUT THIS PROGRAM You are an explorer. Your mission is to document and observe the world around you with fresh eyes as if you have never seen it before. Everything is interesting. During this course, you will discover how to collect and document your findings. You will pay close attention and notice patterns, trends, and unearth insights for innovation. You will focus on one thing at a time. Build your creative confidence and intelligence. You will learn how to unlearn. Welcome to this adventure!

This course follows a discovery journey that allows you to learn new frameworks and tools, apply your skills to a project, practice your communication and teamwork capabilities, and build your creative intelligence and confidence. It will highlight the importance of team building, celebrating wins, and delivering feedback. Both individual and group skills play a role, including the ability to do independent research, reflect via representation and experimentation, and communicate and collaborate effectively.

At the end of this course, you will be able to: – Develop self-awareness and bring attention to your emotions, habits, and strengths

– Collaborate well with others and drive creative projects forward

– Embrace diversity, equity, and understand the importance of social justice

– Grow your creative confidence and the creative potential of teammates

– Present and articulate original thoughts, ideas, and opinions effectively

– Develop curiosity and new behavior patterns to inspire and embrace new ways of thinking

METHODOLOGY The program's methodology is aligned to IE University's Liquid Learning. Thus, the Global Immersion Week is designed with synchronous and asynchronous learning experiences and tools.

The program is designed with three components:

1.- Pre-program sessions

2.- Program sessions, workshops, and experiential learning activities

3.- Post-program assignment to summarize learnings

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Each of the components above is designed with Live, Learn, Lead principles:

LIVE. Refers to the hands-on experiential learning model. You will gain social and cultural awareness through the socio-cultural immersion included in the program. These sessions and activities expose you to new perspectives.

LEARN. Refers to the different methodologies, theories, academic modules, and toolkits included in the program to help you navigate uncertainty and design better solutions. The program is learner- centric to create meaningful learning journeys.

LEAD. Refers to working with the leadership development tools provided to become a responsible leader. The program allows you to explore your decision-making process, to better regulate your attention and emotions, and to find purpose in your work.

PROGRAM

SESSIONS 1 - 2 (VIDEOCONFERENCE)

Pre-Program Sessions. Sessions 1 & 2

Learning to Unlearn: Understanding Theory U Methodology.

PROGRAM SESSIONS 3 - 10 SESSION 3. Remote Collaboration and Team Building. Effective collaboration in remote working environments. Challange Design and Scope.

SESSION 4 & 5. Cross-cultural awareness and intelligence. South African historical context: Apartheid and Current affairs in SA. Cultural immersion: Zulu Lessons South Africa context: BBBEE and applicability History of Johannesburg and Post-COVID context

SESSION 5 & 6. Emotional Intelligence and Biases. Emotional and Cultural Intelligence Self-awareness, biases, and leadership

SESSION 7 & 8. Human-Centred Design and Innovation. Human-Centred Design and Design Thinking Insights for Innovation

SESSION 9 & 10. Effective Presentations and Storytelling. Effective Presentations Storytelling and Pitches

EVALUATION CRITERIA

Reflect on findings and learnings, crystalize knowledge and key takeaways from the program experience. These will be demonstrated in the individual report (20% of the final grade) and during the Final Exam Assignment (50% of the final grade.)

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Students will receive a design challenge at the beginning of Session 3 during the In-program component of the Global Immersion Week. The work carried out as teams during the Program Sessions (sessions 3 through 10) will help them identify areas of opportunity and a series of recommendations for the challenge. Theserecommendations will be presented as a 10-page Final Report and a Final Presentation (15 min presenting +5 min Q&A at a Tribunal).

Criteria Percentage Comments Class Participation 15 % Group Presentation 20 % Individual Final Report 15 % Final Exam 50 % Final Group Report and

Content 30% Presentation Skills 10% Q&A 10%

FAILING GRADE AND REASSESSMENT

When students receive a Fail in a course, they have the opportunity to present themselves for reassessment in order to earn the necessary credits toward graduation.

The reassessment of students should be scheduled between 5 and 10 working days after the review session takes place.

Grades for the reassessment are limited to a Low Pass and Fail.

Both, the initial Fail as well as the grade of the reassessment remain on the transcript. For the purpose of calculating the GPA however, only the grade of the reassessment is to be considered. Students receiving a failing grade in the reassessment of a course will not be able to continue in the program.