This module will take a look at the regions of Latin America, MENA and Asia to give you an overview of some key contemporary global issues.
MENA: You will examine the fault lines and sources of tension and instability in the MENA region and then progress to a geopolitical focus on the region (alliances and rivalries and the role of regional and global actors).
Latin America: Latin America is witnessing a surge in economic activity at a time when politics in the region has never been more interesting. The implications of this on global trade and relations is fascinating, and of central importance to understand. This section zooms in on the most salient developments in the region, their background, and their impact on business and politics in Latin America and beyond.
Contemporary India and China: It is beyond debate that China and India are of fundamental importance to the global economy, but many aspects of their geopolitics and trade policy remain misunderstood. Here you examine the practical aspects of contemporary China and India, which are essential if we are to make sense of current events and developments in the region.
● Latin America: Critically evaluate the Colombian Peace Process and the economic and political trajectory of Brazil.
● MENA: Evaluate the way in which the MENA region has changed since the Arab Spring, and analyse the interplay of political, historical and cultural forces which gave rise to these events. The cases of Tunisia and Egypt.
● Asia: Analyse the changes undergone by China and India since WWII and evaluate their impact on each country’s presence on the current world stage as a global player.
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ESEI uses the project-based learning and assessment methodology across all modules taught in our master programs. This means that you will work together in groups to develop projects that require creativity, team work, and problem-solving skills.
The main benefit of Project-Based Learning is that by the time you graduate, you will essentially have a portfolio of work to show which will be directly applicable to what you’ll be doing as a future employee or business owner.
It’s up to the teacher to decide on the format of the project – it can be a case study, a written report, a video, a role-playing activity, a podcast, or any other kind of media that gets your point across. The teachers create the project briefs and oversee the progress that teams are making week after week with regular check-in points.
Final Project – 80%
● 40% GROUP Project submission
● 20% INDIVIDUAL Project submission
● 20% GROUP PRESENTATION of the Project and Q&A
Class Participation- 20%
● 20% of the grade will be based on how students participate/engage in class and with the virtual classroom space.
Xavier is graduated in International Trade and International Business and Marketing (ESCI-UPF), holds Master Degrees in International Business Management (ICEX-CECO) and in Economic History (UB-UAB-UZ), certification in Retail Management (FIT NYC) and currently pursuing his PhD in Business History with areas of interest in the creation of value, innovation and entrepreneurship.
He is lecturer at ESCI-UPF, ESIC and EAE in the fields of sales management, international business and cross-cultural management.
Xavier has an international sales and marketing career in the furniture industry with 15 years of experience across different world regions, first based in the USA and then from Barcelona traveling and doing business in over 70 countries.
