Bachelor's Degree in C-ADE
Business Creation, Administration and Management

Metodology

In the Bachelor's Degree in C-ADE - Business Creation, Administration and Management, the methodology used involves a student-based teaching/learning process, which encourages active participation and favors the development of general and specific competencies that demonstrate knowledge, skills and attitudes applicable in a future professional career.

The distance learning methodology of Nebrija University focuses its efforts on the interaction with students. This commitment is concreted in the encouragement of cooperative learning, the simulation of real situations and the resolution of problems and the case method. All this with the support of the latest-generation technological tools, which serve as a support:

• Collaborative work (teacher-student, student-student) with the use of forums, chats, videoconferences, etc.
• Continuous monitoring of the student's performance with the different work tools offered by the control panel.

The educational actions are carried out in Lectures divided in content blocks and the use of videoconferences; these are complemented by learning activities, outside the lecture session through forums and chats, which encourage self-learning and critical reflection; and Tutorials where the professors are in charge of guiding and assisting the students in a personalized way, one of the hallmarks of Nebrija University.

All these techniques assume that the student takes on an active role in his/her academic training. In addition, the work of the teacher acquires a guiding dimension of support and orientation, which must be consistent with a transparent and formative evaluation system that faithfully reflects the knowledge and skills acquired.

Educational activities

The educational activities of this Bachelor's Degree in its distance learning option contain the following elements:

AF1. Distance theoretical classes

The students have online work sessions, which share some aspects with the lecture classes and in others they are differentiated by their own nature.

The subjects in which the studying has more weight in the virtual campus have a developed EDUCATIONAL ITINERARY, in which the units of the program are outlined. The structure of the Itinerary is hypertextual, as it has content Blocks, which are divided into Units. In each of these units a complete lesson is described; it refers to other related lessons which say, explain or present through hyperlinks; complementary information is added on concepts, definitions, bibliography, sales and connections with the Documentation Center of the subject. The teacher can also teach a master class using the VIDEOCONFERENCE system.

The biggest difference between the master classes and doing the content units on the platform, other than class attendance, is the chronological sequence, since the student can connect to the platform for as long as he/she wishes, at the time he/she wishes; they can interrupt their work when they want, they can interact with the platform itself, using all forms of hypertextuality and connections to Internet sources through the documentation center. They can also interact with their classmates and with teachers through the FORUMS, to ask questions or comment on some content; or in a more conventional type of learning, they can print all the material of the unit and read it wherever they want.

The virtual Campus of each subject also allows the professor to explain all kinds of documents, labeled, in the DOCUMENTS folder, with contents of the subject, in PDF, Power Point, videos and audios formats, which set forth the contents of the subject that is being taught, they provide examples and provide more information.

The academic Forum of each subject allows to build theoretical and practical knowledge through the interaction of students with different groupings. There is the General Forum, in which all the students and the teacher participate, and the Group Forum, in which the students work in small groups, always organized by the teacher and supervised by the latter, in which the members of the group -and only them- can share documents of all types.

AF2. Remote case studies

The practical cases in the online mode will be carried out using the Virtual Campus. The professor will post the case and/or exercises that the students must complete in the DOCUMENTS folder, and these will be delivered through the task mailbox for correction by the teacher. There is a specific Forum for the discussion of the relevant issues of the case by all the students and the professor, and Debates will be held through the forum.

The professors are responsible for guiding and assisting students in organizational and didactic difficulties, paying special attention to personalized advice on the skills and competencies they must carry out to complete the academic work outside of classroom lectures. They try to create a space designed to listen and advise students about topics that are of concern, a quiet environment, free of interruptions that encourages dialogue.

AF3. Remote reading and analysis of texts

The professor, as in the previous case, will post the required reading texts in the Documents folder, and the students will have to analyze them according to the same methodology as in the work described below.

AF4. Remote tutorials

The personalized nature of teaching at Nebrija University is based on the deep belief that teaching is not reduced to mere instruction. In this sense, the professor is not only a transmitter of knowledge but an educator who guides and assists students in their needs, needs that are not limited to the acquisition of concepts but also to the development of procedures and attitudes. The tutorials are provided by the professors of the subjects.

The professors are responsible for guiding and assisting students in organizational and didactic difficulties, paying special attention to personalized advice on the skills and competencies they must carry out to complete the academic work outside of classroom lectures. They try to create a space designed to listen and advise students about topics that are of concern, a quiet environment, free of interruptions that encourages dialogue.

In its distance learning modality, in the Virtual Campus there will be a tutorial site, through which students can raise their questions to the professor of the subject, who will respond through the same channel.

In the same way, five mechanisms of assistance to the student in tutorials are implemented.

• The academic forums of each subject, moderated by the professor, with the participation of all the students, where they can consult and share questions of the students and answers by the professor.
• Individual email between student and professor, for individual clarifications.
• Telephone tutoring at a pre-scheduled time for each subject.
• Remote tutoring using tools such as Skype that allow direct visualization between professor and student or visualization of documents.
• Obviously, students who wish to do so and can travel, may arrange a personal face-to-face tutoring with the professor at the Nebrija University Campus.

AF5. Projects through virtual resources

The discussion of the specific aspects of these projects is carried out in the "Forums" section, in which the students debate about these cases, as well as related topics that the professor thinks appropriate to raise.

The exposition, by the individual or in groups, is presented by the students through the Task Mailbox and/or through videoconference. Each subject has its own space in the Virtual Campus, which allows to share documentation and images, and hold debates by real-time videoconference.

At the same time, in the PROJECTS tool, the professor and the students can share the work that everyone carries out, once they have been commented and evaluated by the professor, so cooperative learning is made accessible: everything that each student does can be available to the entire class, if the professor deems it convenient.

AF6. Individual and / or team work of the students

This educational activity is exactly the same as in the classroom attendance modality, and consists of the student having to carry out by himself/herself (or in a group) the reading of articles, notes, as well as the cases and individual projects (or in groups) that are required. These projects are reflected in the evaluation system regarding ECTS credits.

AF7. Complementary education actions

Seminars, specialized conferences and congresses on topics related to the areas of knowledge.

AF8. Activities of professional internships

The students will carry out internships of a duration equivalent to 18 ECTS from the 6th semester in companies with which the university has agreements. The students will perform the tasks that are assigned by the tutor responsible for their follow-up in the institution in which the internships are carried out. These education activities will be supervised by the tutor of the University, who will be responsible, in coordination with the tutor of the center and the student in question, to evaluate their process of professional and personal evolution in the internship center. The practical activities will always be performed in person, in the institution in which they are carried out. However, all will be followed by periodic tutorials, with the person in charge of the follow-up, at the university, or virtual, through communication by e-mail, video conference or Skype.

AF9. Preparation, presentation and defense of the Final Research Project

Development of an academic project of 18 ECTS credits on any of the topics proposed by the Department. Due to the entrepreneurial approach of the degree in C-ADE, the Final Research Project requires the elaboration of a Business Plan. However, the student may also opt for a EDP aimed at research in entrepreneurship, internationalization and/or family business, which are research lines of the department.

Grading system

The grading system of the distance learning modality does not change significantly with respect to the classroom modality, in the sense that the same educational activities are evaluated, although in its remote option.

In this way, the evaluation procedures for the distance learning modality are:

• Participation in remote forums, chats, blogs and other collaborative media, and remote participation in the classroom sessions.
• Preparation of individual and group work.
• Evaluation of complementary readings.
• Solving of practical cases.
• Remote and face-to-face written tests: there are two types of written distance tests:
  • a) Self-assessment test. These self-assessment tests will also be implemented on the distance learning platform so that the student can repeat them and see the score obtained as many times as he/she wishes.
  • b) Knowledge exam: Longer than the tests and evaluated by the professor. The results will be published on the platform after a certain time.

The exams or final exercises of each subject will always be performed in person.

In the final grade of the subject, the grade of said final exam is weighted with the rest of the assessment elements, with variable percentages of weighting of the different concepts, depending on the specific contents of the subject. The specific percentages of weighting in each subject appear in the documentation delivered to the student at the beginning of the course.

All grades will be accessible through the Internet, in the student's private section.

Grading examples:

Subject: Applied statistics
Grading system:

• Class participation, remote forums and other collaborative resources: 10%
• Group and individual projects: 20%
• Mid-term written tests: 10%
• In-person final exam: 50%