Abstract:

This paper is focused on presenting the teaching methods employed for the delivery of a course titled "Global Context" within the pre-experience MBA program at EDEM University. This 15-hour course is situated within the “Innovation and Strategy” module of the curriculum. Specifically, the course aims to develop entrepreneurial leadership skills among students by encouraging a departure from traditional closed loop thinking towards a more dynamic approach to problem solving.

The course underscores the difficult landscape modern business leaders navigate, termed "polycrisis," wherein a convergence of global challenges such as inflation, war, environmental crises, and geopolitical transformation. Therefore, entrepreneurial leaders should prioritize action and experimentation guided by three principles: effective daily operations management combined with continuous innovation, a commitment to creating long-term value for all stakeholders, and leveraging self and social awareness to guide effective action.

The structure of the course encompasses a three-day framework. The initial two days consist of regular classes, dedicated to interactive lectures, while on the third day the forty students enrolled this year are required to deliver a presentation in class. During the first two days, the professors focus on four main topics. First, an analysis of geopolitics, where an ultra-competitive international scenario is described, in which everything becomes a weapon: energy, investment, information, migratory flows, data... With special attention to the intricate relationship between China and the USA. Second, the current macroeconomic landscape is examined, describing the endeavors of central banks to fight inflation through the rise of interest rates, what in the end affects the cost of credit, a key element in any business strategy. Third, the emergence of artificial intelligence is depicted as a business game enhancer. Lastly, the climate change and its impact on businesses are studied, with specific regard to the EU’s Corporate Sustainability Reporting Directive (CSRD). A legislation enacted in January 2023 that requires EU companies to report on their environmental, social and governance (ESG) initiatives and impact.

On the third day, the eight student groups present in class a project focusing on the analysis of a start-up, providing strategic recommendations. To do this, we take advantage of the entrepreneurial ecosystem in which the University is embedded. Within this ecosystem lies a start-up incubator (called "Lanzadera") and an investment vehicle (called “ANGELS”) which funds the most promising start-ups emerging from the incubator. Thus, each of the eight groups is randomly assigned to collaborate with one of these start-ups. The primary purpose of this assignment is to bridge the gap between theoretical knowledge and real-world application. By direct engagement with real startups and entrepreneurial figures, students not only gain insights into the challenges and nuances of the startup world, but it also enables them to offer valuable recommendations aimed at addressing these challenges. This approach results in a greater connection between students and course contents.

Keywords:

MBA, Teaching Methodologies, Entrepreneurial Leadership, Geopolitics, ESG.