https://youtu.be/bFH8fbaSNdA: this mp4 video file was automatically transcribed by Sonix with the best speech-to-text algorithms. This transcript may contain errors.
Francisco González:
The program began as Coex 25 years ago and has been evolving throughout the entire history of the program, adapting to the changes that the market itself has given us, given us and demanded from us. The program was initially taught only in Spanish, with a few subjects that were the most relevant. Basically it was saying gentlemen, in the market, apart from Spain and more things. The program evolved as the world evolved, globalization. The program had to shift to much more global elements. The name was changed because we wanted to give one more element of International Trade management and we realized that there were beginning to be a series of students who were beginning to demand and ask both foreigners and nationals that we give them or teach a master's degree in commerce. international in English makes perfect sense. That is, if you are in the international market and your vocation is to internationalize the company, then being in Latin America is very good, but the market is much larger. Then we started teaching some subjects in English. At a point where the volume of students and the demand for international students was much larger, almost than national ones, the program took a turn again, new subjects were changed, other subjects that had more weight at that time were added. and it was already taught 100% in English on all campuses in Spain. The next step and differentiating element was to accredit it within the international accreditors with a quality program and currently the program is accredited by AMBA and by Fmd, the latter being the Fmd the only international trade program accredited by this, by this, by this accreditor.
Francisco González:
With which the evolution has been natural. 25 years later they have allowed us to have more than 5000 alumni in the market. And well, and we continue to change it because for next year we have re-engineered the program again with new subjects. We have given more weight to the operational part, more weight to the financial part, we have removed a little of the burden on the marketing part, because it is true that although we are a school with a marketing DNA, the international market has more elements , so I think it is much more balanced than it was before. The program is not an international relations program. They have to acquire strategy skills. Competencies of what I want to do with the company, with the company, with the spin off that I am going to create from my own company, with my business, with my own life. I want to create a company. Do they have to have financial skills, risk management, long-term financing or short-term financing skills? They have to have operational skills. Buying in China and bringing it to Europe is very good, but you have to know how to do it. They have to have market competencies. Also marketing skills. With these four we were able to set up the basic structure of the program and they have to have very important competencies that are also professional, transversal competencies so that the person, regardless of where they are doing their professional work, is able to demonstrate speaking ability, thinking ability. criticism or ethics in business.
Francisco González:
Well, making it as practical as possible. I know it's a classic. The practicality of the programs is always said, but there is no other option. After the Transformative learning programs that we have carried out at ESIC, we have realized that the best way to prepare students to acquire the response capacity that the market is going to ask of them is for them to know how to do things. Learning by doing. And what we do is that the teacher comes to class. We tell them 1/1, we give them material first, that material. We recommend that you read it deeply, that you study it and on that material, once you have marked your first structure, what the teacher does, what we teachers do is go into class and ask them. Well, I understand that you have read it, not all of you, maybe all of you have. What do you think if we start developing and then the class starts? I start it particularly by asking Well, what do you think of this? Let them do a critical analysis of those things they have seen. And that gives rise to, in a logical sequence, giving them a theoretical explanation of what has happened. A practical case, a practical explanation, a debate, a theoretical explanation. Even if you study it, that's how we do it. The reality is that the job market has some complexities, but it is true that international markets offer more opportunities.
Francisco González:
It occurs to me that anyone who is in banking can find everything that has to do with documentary credits, financing or risk management in the departments of Internacional Consulting. Also a lot of consulting, especially in the operational logistics part. They may be taking out export or import departments, sales directors who want to outsource operations. That is to say, the range is very wide in all those companies that have to have two characteristics: one, that person knows how to manage in international markets and the second, that they have the ability, of course, to speak English or more languages, because if not, I wouldn't be fully prepared. We have that complexity and we will always continue to have it. On the one hand they have their own networking, one of that network of co-workers. Yes, it is true that depending on the profile of the students, they are younger or less young, they have more capacity. Second, we help them with all the events that are happening at school. There are a good number of events. Practically every week there is one, a job fair is held, intense work is done with the people from the Professional Development Unit department, where students can search on the website for internships that will help them or take their first professional experience or even stay to work between them. And then there is the SIC Alumni service.
Francisco González:
That is, all the students who are there can be permanently connected to each other and professional careers, which is a service that is provided forever. The former student can go to ESIC professional careers and see what opportunities there may be. They are two things. On the one hand, the technology is fundamentally based on our LMS, the Learning Management System, where all the documentation and the transactional relationship with the student of teachers, students, subjects, assignments, grades, everything, everything is there. We have implemented this technology on all campuses in Spain and this technology is what allows us very fluid communication with students. We are no longer delivering papers, they are no longer returning papers to us, they are uploading everything. There it is evaluated on it, on the platform. In fact, it depends on the type of exam, you self-assess yourself on the platform. But how do we teach that it is the second, 1/2 of the question or the first to be answered? Answered the last part first. We started something called Transformative learning, which has nothing more than a mystery and that is changing the name of the way we did it. That is, it was not or is not that the teacher arrives. You meet a group of students who don't know anything about what you are going to talk to them about. He gives them a master class and then gives them a test or gives them a case. No, now what we are trying to do is reverse the model, that is, teaching. The obligation is on the student to learn, not on the teacher to teach.
Francisco González:
That completely changes the way you approach the subject. I can tell you everything you want. If you don't want to learn, that will be your problem, right? Here it is the other way around. I am going to give you enough information beforehand so that you can prepare the subject that you are going to see in 15 days. Once you get to class we have to take certain things for granted, if you have not studied it, at least you have read it, you have written down the doubts you have had. On that platform you have the possibility in the forum to ask questions to the teacher and he will answer you, set challenges that you clarify so that when the first class arrives what they are telling you is not completely new. The achievement is much greater, so what you are doing is shifting the burden of proof towards the student. And if then what you also do is teaching based on challenges, in small cases or in larger cases, once of course the theory has been explained, then unfortunately there has to be theory. That is to say, I cannot ask a student to do an exercise, a practical case on Incoterms, if I have not previously explained what they are and it is not worth it for me to read them, I have to tell them what they are. We have to tell him. It's the way we do it. Well, how can we, because we have to give the programs, the programs, time for them to develop and time for what, For what? So that they live.
Speaker1:
It is true that the world is changing at too much my opinion, at too fast a speed, right? And the programs have a limitation. In fact, this program, MIT and its twin brother, the MIB, which are the same. Well, this is my third year as director of the program, it has already changed three times, once a year and I am still not happy. Are we going to change it again for the year 24 25 Why? Well, precisely because circumstances are changing a lot, legal environments are changing a lot. New subject next year. The legal environment and the legal environment are changing a lot of operational issues. That is, we are no longer talking about COBIT. Notice that COBIT seems like a long time ago and it was in the year 22, but the supply chains are still suffering and we are suffering the effects of that disruption. When we want to realize. It turns out that the Hutus or Houthis are having trouble in the Red Sea and we cannot pass the ships through the canal, through the Suez Canal, so they have to go all the way around and that produces many changes in the supply chains. supply. It produces many changes. The element of how we buy or how companies are supplying products in Asia, another subject that we are reinforcing for next year in Operations Management. What to do with stocks when it suits us? Stocking when we don't change everything we can? If I answer that we have 14 different nationalities in the classroom, you can imagine to what extent we give it importance.
Speaker1:
In fact, one of the subjects we have is Cross-cultural Negotiation. That is, you have to understand that when you want to do business and these are businesses, you have to understand how people outside work. You have to understand how other cultures work. So you have to give them clues on how to approach, as negotiating with an Arab is not the same as negotiating with an American. What is your own idiosyncrasy as a European and southern Spaniard? So for us, communication skills, critical thinking skills and, above all, intercultural negotiation skills between them are critical. Well, the master's degree has two accreditations, one from AMBA and another from FMD that I mentioned before, which position us very well within the rankings in the market. The students, many of them especially international, come because of the accreditations we have, we are constantly working on them. Renewing them We are receiving audits from the accreditors to improve the programs within the measure and that is taken, it is returned. Well, in one. In the last joy that we have had, because QS that is one. It is a recognized university ranking firm in the world, it has positioned the Master, the Mitb, the Master International Trade Business as number four in the world, first in Europe and first in Spain in academic quality in international trade.
Sonix has many features that you'd love including share transcripts, automated translation, enterprise-grade admin tools, secure transcription and file storageand Easily transcribe your Zoom meetings. Try Sonix for free today.
![[Img # 57606]](https://empresaexterior.com/upload/images/05_2024/8300_south-summit.jpg)
