■ UNOFFICIAL IAU BARCELONA BUS/ECON PORTAL MADE BY GEORGE MONRAY
Portal Business/ Econ
In this section you can see who you should adress at IAU
IAU provides to professors of Bus/Econ with
Direct access to the used portals to prepare your classes
— 02. SUPPORT
—01. ORGANIZATION
— 03. LINKS TO PORTALS
— 05. EXPERIENTIAL LEARNING
— 06. EVALUATIONS IN BUS/ECON
Syllabi universitarios, guías metodológicas para escuelas de negocios y módulos de liderazgo estratégico.
Informes directos sobre cadenas de valor en el Sudeste Asiático y dinámica comercial entre Estados Unidos y China.
Experiencias de dirección general, internacionalización de empresas y casos prácticos de reestructuración corporativa.
— 04. METHODOLOGIES
— 07. RESEARCH AND BUDGET
— 08. CONNECTING
Info about your papers, research, interviews, etc
Experiencias de dirección general, internacionalización de empresas y casos prácticos de reestructuración corporativa.
Faculty Teaching Guidelines
Please follow these general guidelines to ensure a consistent, engaging, and positive learning experience for our students.
1. Punctuality and Class Time
Please make sure you arrive on time and use the full scheduled class period. Do not finish your sessions early. The final 5–10 minutes of class can be used for individual student questions or private matters. If you complete the planned course content before the scheduled end of the session, students should remain in the classroom and use the remaining time for individual study or academic work.
2. Make Your Sessions Practical and Relevant
Whenever possible, make your sessions practical by connecting theoretical concepts with real-life situations and professional experience. Our students appreciate hearing professional stories and learning from our experiences. Do not hesitate to share them! Bringing real-world examples into the classroom makes learning more engaging and meaningful.
3. Understand Today's Students
Today's students are different from the generations we belonged to when we were studying. It is important to understand their expectations and learning styles. Adopt a collaborative and constructive approach rather than a confrontational one. Our objective is to engage, motivate, and guide students, not to create unnecessary barriers.
4. Offer a Second Examination Opportunity
Whenever possible, we recommend offering students a second opportunity to improve or retake an examination. This provides an additional learning opportunity, reduces unnecessary academic pressure, and helps prevent avoidable conflicts between students and faculty. Any second attempt must, of course, follow the applicable academic assessment rules.
5. Grading Standards and Expectations
Please ensure that your grading practices remain reasonably aligned with general grading patterns at US four-year universities. Our students come from an American educational background, and their grading expectations and academic assessment culture may differ from those traditionally found in European institutions.
Grades that are unusually low should be supported by clear academic justification and objective assessment criteria. At the same time, it is important to avoid grade inflation and maintain appropriate academic standards.
The following approximate grade distribution has been compiled from several US research sources and can serve as a general reference:
A grades (A and A-): Approximately 45–55% of all grades awarded.
B grades (B+, B and B-): Approximately 30–35%.
C grades (C+, C and C-): Approximately 10–15%.
D and F grades: Generally less than 5–8% in the vast majority of undergraduate courses.
These figures are indicative benchmarks, not mandatory quotas. Final grades must always reflect students' actual academic performance and the learning objectives established for each course.
6. Manage Communication with Students
From the first days of class, establish clear expectations regarding communication through Microsoft Teams. Encourage students not to send repeated messages asking for explanations of issues already covered in class or documented in the course materials.
Use the final 5–10 minutes of each session for questions and answers whenever possible. Students should understand that faculty members are available to support them, but that communication must also respect reasonable professional boundaries. We are educators, not 24-hour chatbots!
7. Refer Students to Existing Course Information
Avoid repeatedly explaining rules, instructions, and procedures that have already been published in your syllabus or on Microsoft Teams. Encourage students to read the available documentation and take responsibility for familiarizing themselves with course requirements.
8. Build a Partnership with Your Students
Be approachable, friendly, and professional. Treat students as partners in the learning process rather than simply as recipients of information. This collaborative approach reflects the dynamics of the modern corporate world, where teamwork, communication, mutual respect, and shared responsibility are essential.
9. Technical Problems During Class
If you experience any technical problems when starting or conducting a session (computer, audio, Microsoft Teams, screen sharing, or classroom equipment), please immediately send a WhatsApp message to IAU General. Someone from the support team should arrive within approximately five minutes to assist you.
Please do not spend valuable class time trying to resolve technical issues on your own.
10. Preparing Your Course Documentation Package
Each professor is responsible for preparing their own course documentation package. You may use the prescribed textbook, supplementary readings, lecture slides, case studies, exercises, and other relevant academic materials.
Make sure your documentation is properly organized and aligned with the course syllabus and learning objectives. Materials should be clear, accessible, and ready for students to use throughout the semester.
Use of Electronic Devices in the Classroom
It is entirely up to each professor to decide whether students are allowed to use electronic devices in class and, if so, under what conditions. Professors may also establish specific guidelines indicating when and for what purposes these devices can be used.
Restricting the use of electronic devices: Given that students may become distracted by laptops and use them for activities unrelated to the course, restricting their use during class sessions is recommended. However, the final decision rests entirely with the individual professor.
Encouraging traditional handwritten notes: One possible approach is to prohibit the use of mobile phones, laptops, and other electronic devices during class and encourage students to take handwritten notes instead. This approach can promote active listening, concentration, and engagement with the course material. Furthermore, students' handwritten notes can subsequently be used during examinations.
In the case of open-notes examinations (as opposed to open-book examinations), students may consult their own handwritten notes prepared during class. This encourages students to attend sessions, engage with the material, and develop their own study resources throughout the semester.
10 advantages of an open-notes examination
1. Promotes deeper understanding
Students must understand concepts and know how to use them rather than simply memorising definitions and information.
2. Encourages critical thinking
Questions can require students to compare alternatives, evaluate arguments, interpret data, and justify decisions.
3. Develops practical problem-solving skills
Students learn to apply theoretical frameworks to realistic business situations, case studies, and professional challenges.
4. Reduces the emphasis on rote memorisation
The examination assesses intellectual ability and conceptual understanding rather than the capacity to recall large amounts of information.
5. Reflects real professional environments
Managers, economists, and business professionals routinely consult reports, databases, reference materials, and documentation when making decisions.
6. Encourages better preparation and organisation
Students must organise their notes and identify the most relevant information before the examination.
7. Improves the quality of examination questions
Instructors can set more demanding questions involving interpretation, application, synthesis, and evaluation.
8. Reduces unnecessary examination anxiety
Knowing that authorised reference materials are available can reduce stress associated with forgetting specific facts or formulas.
9. Supports independent learning
Students become responsible for selecting, organising, and using information effectively instead of relying exclusively on memorised lecture content.
10. Provides a more meaningful assessment of learning outcomes
It allows instructors to assess whether students can use knowledge to reach conclusions, solve problems, and make informed decisions.
Ethical Use of Artificial Intelligence (AI) in Academic Work
The use of AI tools in academic work should be approached pragmatically, while maintaining academic integrity and ensuring that students remain the genuine authors of their work.
Ensure that students retain authorship and intellectual ownership.
Students must remain responsible for the ideas, arguments, analysis, and conclusions presented in their assignments. The use of AI for appropriate purposes, such as language editing, proofreading, improving clarity, or structuring text, does not necessarily constitute academic misconduct. However, students must be able to demonstrate that the intellectual content of their work is genuinely their own and that any use of AI complies with the institution's academic integrity guidelines.Assess students' understanding of their own work.
If you have doubts about the authenticity or authorship of an assignment, consider asking the student to explain its content, methodology, arguments, and conclusions orally. A student who has genuinely developed and owns the work should normally be able to discuss and defend it confidently. If a student cannot explain fundamental aspects of their own paper, this may raise legitimate concerns that warrant further examination.Avoid unnecessary reliance on AI-detection and plagiarism software.
Avoid spending excessive time trying to identify AI-generated content through detection software alone. Such tools can produce unreliable results, including false positives and false negatives, and should not be treated as definitive evidence of academic misconduct. Focus instead on the quality of the student's work, their understanding of the subject, the originality of their arguments, and their ability to explain and defend their conclusions. This approach is more constructive and adds greater academic and professional value.
Software and Technical Requirements
(See also the Experiential Learning section.)
Plan software requirements in advance. If your course requires students to use specific software, plan ahead and, whenever possible, include these requirements in the syllabus. This gives students sufficient time to check compatibility, obtain access, and prepare before classes begin.
Consider operating system compatibility. Most of our students use Apple devices (macOS). Be aware that certain Microsoft Excel add-ins and other applications designed specifically for Microsoft Windows may not be compatible with students' laptops. Check compatibility before selecting software for course activities.
Check classroom power availability. Please note that most classrooms are not equipped with readily accessible electrical outlets for connecting or charging students' laptops. Take this into consideration when planning activities that require extended computer use.
No dedicated student computer lab. Please be aware that the institution currently does not provide a dedicated computer lab for students to use. Consequently, any activities requiring computers should be planned around the equipment available to students.
Request technical assistance in advance. If you require additional equipment, such as electrical connectors, adapters, or other classroom resources, I recommend contacting the Academic Department. They can liaise with the Maintenance Department to determine whether the requested equipment can be provided.
Use of classroom computers. Please note that using software or installing applications on the main computer in the classroom may not always be permitted. Contact the Academic Department in advance so that they can clarify the applicable arrangements and assist you where possible.
Prioritise web-based software solutions. If students are expected to work with their own laptops during class, the preferred option is generally to use Software as a Service (SaaS) or browser-based applications rather than requiring students to download and install software on their individual computers. This approach reduces compatibility issues, simplifies access, and makes classroom activities easier to manage.
ACCESS TO FREE TEXTBOOKS AND PPT SLIDES
Free textbooks
You can always use instructor resources or create them directly. It is also possible to use Gemini Notebook https://notebook.google.com/ to prepare materials. Gemini Notebook can also help you to prepare exams and tests.
Guest Speakers and Academic Materials Budget
Each professor is entitled to invite a guest speaker for one session per course or 36-hour section. The allocated budget is €150 per course.
Please note the following guidelines:
Guest speakers are not substitutes. A guest speaker participates in a class session alongside the professor. A substitute professor, who takes responsibility for teaching the session in the professor's absence, does not qualify as a guest speaker under this provision.
Alternative use of the budget. The €150 allocation may alternatively be used to purchase academic materials and resources, including software, books, teaching cases, and other course-related materials.
Budget allocation per course. The budget is allocated separately for each course. For example, if you teach four courses, your total available budget would be €600 (€150 × 4).
For further information or guidance on how to request and manage this budget, please contact the Academic Department at academics.bcn@iau.edu.
Experiential Learning
The use of experiential learning is highly recommended in Business and Economics courses. Whenever possible, professors are encouraged to incorporate practical activities that allow students to apply theoretical knowledge to real-world situations and develop relevant professional competencies.
The following are some suggested approaches and resources:
Role-Playing Activities
Organise in-class role-playing exercises involving business negotiations, corporate decision-making, conflict resolution, cross-cultural management, leadership challenges, and other realistic professional situations.Teamwork and Collaborative Projects
Encourage teamwork both inside and outside the classroom. Students should have opportunities to collaborate, share responsibilities, solve problems, and deliver joint outcomes, reflecting the dynamics of professional working environments.Case Studies
Use business and economics case studies to expose students to real-world management challenges and decision-making situations. The following platforms offer a wide range of teaching cases:For further information or assistance with case-study resources, please contact the Academic Department at academics.bcn@iau.edu.
Flash Business Diagnostics (FBD)
Consider organising short business-diagnostic activities in which students visit companies located near IAU during a class session. Working individually or in teams, students conduct a brief business audit, identify potential challenges or opportunities, and present their findings and recommendations. This is an excellent way to connect classroom learning with the local business environment.Field Trips
Whenever scheduling and logistical constraints permit, organise visits to companies, institutions, or other relevant organisations. To minimise disruption and maximise the time available for learning, field trips should preferably involve locations within close proximity to IAU.Software-Based Activities
Introduce students to software commonly used in Business and Economics. Whenever possible, consider free or accessible alternatives, such as:PSPP – Statistics and Quantitative Research: https://www.gnu.org/software/pspp/
jamovi – Statistics and Quantitative Research: https://www.jamovi.org/
JASP – Statistics and Quantitative Research: https://jasp-stats.org/
QDA Miner Lite – Qualitative Data Analysis: https://provalisresearch.com/products/qualitative-data-analysis-software/freeware/
Please also refer to the Software and Technical Requirements section when planning activities that require students to use specific applications.
Business Games and Simulations
Business simulations and online management games can provide an engaging environment in which students experiment with business decisions and observe their potential consequences.Suggested platforms include:
Virtonomics – Business and Economics Simulation: https://virtonomics.com/
Sim Companies – Business Management Simulation: https://www.simcompanies.com/
Development of Professional Competencies
Professors are encouraged to introduce games, exercises, simulations, and innovative teaching techniques that contribute to the development of professional competencies relevant to Business and Economics.Activities may focus on leadership, communication, negotiation, teamwork, analytical thinking, problem-solving, entrepreneurship, decision-making, and cross-cultural awareness.
The guiding principle is to make learning practical, engaging, and professionally relevant. Any activity that helps students connect academic knowledge with the skills and challenges they will encounter in their future careers is welcome.
EXAMINATION AND ASSESSMENT GUIDELINES
1. Overall Student Assessment
The overall evaluation of students should ideally be based on four or five assessment components distributed throughout the course. This approach provides a more balanced evaluation of student performance and avoids placing excessive emphasis on a single examination.
The following is an example of a possible assessment structure:
Assessment component Weight
Midterm examination30%, Final examination40%, Class participation10% (maximum), Other work, examinations, or assignments20%. Total100%
Professors may adapt the assessment structure to the specific requirements of their courses, while ensuring that evaluation criteria are clearly communicated to students.
2. Examination Dates and Scheduling
Avoid changing examination dates unilaterally. Examination dates should be established in advance and communicated clearly to students.
If a date must be changed for unavoidable reasons, professors should be flexible and considerate of students' existing commitments.
Follow the academic calendar: Examination dates, particularly final examinations, should be aligned with the official academic calendar. Please avoid scheduling conflicts or making changes without prior coordination.
Plan ahead: Ensure that students have sufficient notice of examination dates and assessment requirements.
3. Examinations Conducted in the Classroom
If examinations are conducted during regular class sessions, please consider the following:
Prepare examination materials in advance. Make sure that all necessary materials are ready before the examination. If you require printed copies or other resources, contact the Academic Department beforehand.
Online examinations and internet connectivity: If students are required to take an examination online while physically present in the classroom, make sure that everyone has reliable internet access and can connect successfully.
Strongly recommended: Divide students into two groups and have them take the examination at different times. Having the entire class access the examination simultaneously may overload the available internet connection, causing disruptions and unnecessary complications on examination day. Please plan ahead to avoid this situation.
Paper-based, closed-book examinations:
For multiple-choice examinations conducted on paper, I recommend using ZipGrade. This application allows professors to scan and grade answer sheets quickly, significantly reducing correction time.
4. Online Examination Platforms
For examinations conducted online, the following platforms are recommended:
Testportal: An online examination platform offering assessment and monitoring features, including activity monitoring and mechanisms designed to help identify potentially suspicious behaviour during examinations. Please check the available monitoring features and their limitations before relying on them. (https://testportal.net)
Microsoft Teams: The built-in Forms/Quizzes functionality can also be used to prepare and administer online examinations and quizzes.
Select the platform that best suits your course requirements, examination format, and students' technical capabilities.
5. Second Examination Opportunities
I strongly recommend considering a second examination opportunity, particularly for the midterm examination.
Whenever possible, allow students who wish to improve their results to take a second attempt. This can be organised towards the end of the course, subject to the applicable academic assessment regulations.
Providing a second opportunity can reduce unnecessary stress and examination anxiety while giving students the chance to demonstrate improved understanding of the course material. It can also contribute to a more constructive teaching and learning environment.
6. Assessment Rubrics
Always provide a clear assessment rubric for assignments, presentations, essays, and other substantial coursework.
Students should understand in advance:
What is expected from them.
Which criteria will be used to evaluate their work.
How marks are allocated to each criterion.
What distinguishes excellent, good, satisfactory, and insufficient performance.
Transparent assessment criteria improve consistency, reduce misunderstandings, and help students focus their efforts on the intended learning outcomes.
7. IMPORTANT: Coordination Between Professors Teaching Different Sections of the Same Course
Some courses are delivered through multiple sections, sometimes taught by two or three different professors on different days and at different times.
Professors teaching different sections of the same course are responsible for agreeing in advance on a common assessment structure, evaluation criteria, and examination conditions. (you will be notified in advance about who is teaching the same course)
For example, if two professors teach different sections of "International Business", they should coordinate and agree on the assessment structure before the course begins.
A common assessment structure could be:
Assessment component
Weight: Midterm examination30%, Final examination40%, Class participation10% (maximum), Other work, examinations, or assignments 20%. Total 100%
The following principles should apply:
1. Identical assessment weights
All sections of the same course must follow the same assessment percentages. If the midterm examination represents 30% of the final grade in one section, it should represent 30% in every other section of that course.
2. Consistent examination formats
Examinations should follow the same agreed format across all sections. For example, professors should agree in advance whether examinations will be:
Open-notes.
Open-book.
Closed-book.
Multiple-choice.
Essay-based.
Case-study or problem-solving examinations.
This does not mean that every professor must use identical examination questions. Questions may differ according to the material covered, teaching approach, and specific classroom activities. However, the overall examination format and level of assessment should remain consistent.
3. Comparable assignments and coursework
If the assessment structure includes a group project, presentation, research paper, or other assignment, the requirements should be reasonably comparable across sections.
For example, if students in one section are required to complete a teamwork project, students in the other sections should undertake a similar project with comparable expectations, workload, and assessment criteria.
4. Consistent evaluation standards
Professors should agree on common grading expectations and assessment rubrics to ensure that students enrolled in different sections are evaluated according to comparable academic standards.
Why is this important?
Consistency across sections is essential for maintaining academic standards and institutional credibility.
When students enrolled in different sections of the same course are assessed under substantially different systems, they may perceive that the course has different academic requirements or grading standards depending on the professor.
This can generate unnecessary complaints and administrative complications, particularly when students' home universities review course syllabi, assessment systems, and academic transcripts.
Please coordinate with your colleagues before the beginning of the course and ensure that all sections follow the same agreed assessment framework. (You will be notified by email in advance)
The objective is not to restrict individual teaching styles or academic freedom. It is to ensure that all students taking the same course receive a fair, transparent, and academically comparable assessment experience.
Special Accommodations
Working with students who require special academic accommodations can be demanding, as each student may have specific needs and individual requirements. It is important to ensure that these accommodations are implemented appropriately while keeping the administrative and logistical arrangements manageable for professors.
The most common accommodations include:
Additional examination time: Many students are entitled to 1.5 times the standard examination duration.
Quiet examination environment: Some students may require a separate room or a quiet environment in which to complete their examinations.
The following procedures are recommended:
Online examinations with additional time. If examinations are conducted online, I recommend creating a separate examination link for students requiring additional time. The examination should be configured in advance to provide the appropriate time allowance (e.g., 1.5 times the standard duration).
Separate examination rooms and supervision. If one or more students require a quiet examination environment, please ask them to contact the Academic Department directly. The department will coordinate the necessary arrangements, including room allocation and examination supervision (proctoring).
Responsibility for logistical arrangements. Professors are responsible for ensuring that the academic assessment reflects the approved accommodations. However, room bookings, supervision, and other logistical arrangements should be coordinated by the Academic Department. These arrangements fall outside the professor's direct responsibilities and require institutional coordination.
Recommended Approach
Whenever possible, I recommend administering examinations online, provided the format is appropriate for the course and complies with the institution's examination requirements.
Online platforms can help facilitate special accommodations through:
Individual examination links.
Extended examination time.
Randomised questions and answer options.
Time limits and examination settings.
Available monitoring and academic integrity features.
This approach can significantly reduce logistical complications, simplify the implementation of accommodations, and minimise unnecessary administrative communication.
Please coordinate with the Academic Department whenever a student requires a separate examination environment or additional logistical arrangements. The objective is to ensure that students receive their approved accommodations without placing unnecessary administrative responsibilities on individual professors.
IMPORTANT: RELATED TO THE SPECIAL ACCOMMODATION EXAMS
Students receiving special accommodations must take their exams after the rest of the class has completed the examination.
This is particularly important when questions are filtered or shared. The potential impact is different when one student shares or filters questions for the entire class than when the entire class shares questions with one individual student.
Whenever possible, instructors should also modify the questions and prepare different versions of the exam to minimize the risk of information being shared and to ensure academic integrity.
Studying or enrolling in a PhD/DBA while you work as faculty for IAU Barcelona?
You might receive some help in tuition for your doctoral degree. Contact with Dr. Estevao Bosco estevao.bosco@iau.edu
What we really value of Bus/Econ Faculty Members at IAU Barcelona
Some professors believe that student evaluations are the most important measure of their academic performance. However, this is not necessarily the case at IAU Barcelona Business and Economics.
We value and respect the contributions, dedication, and professional efforts of every faculty member. Nevertheless, when considering opportunities for professional recognition, additional responsibilities, and other career-related advantages, we apply a broader set of criteria. These are based on the following three dimensions:
1. Quality of Academic and Professional CV – HIGH WEIGHT
This is one of the most important criteria in our assessment. We place significant value on the overall quality of a professor's academic and professional background, including:
Number and level of academic qualifications and degrees.
Reputation and academic standing of the institutions attended.
PhD or other doctoral-level qualifications.
Academic publications and research contributions.
Years of teaching, research, and relevant professional experience.
Professors with stronger academic credentials, substantial professional experience, and a proven record of academic contributions are given particular consideration in this category.
2. Professional Relationships and Collaboration with IAU Staff – MEDIUM WEIGHT
We strongly believe in an internal client philosophy. This means that our professional relationships with colleagues and administrative staff should reflect the same level of respect, responsiveness, and commitment that we expect when dealing with external clients.
Professors who consistently fail to respond to emails, demonstrate limited availability, or give the impression that IAU is not a priority or a valued professional partner may receive lower assessments in this category.
Conversely, professors who communicate effectively, respond in a timely manner, demonstrate professionalism, and show genuine interest in collaborating with the institution receive higher consideration.
3. Student Evaluations – MEDIUM-LOW WEIGHT
Student evaluations are also considered and form part of our overall assessment. We value student feedback and recognize its importance in identifying strengths and opportunities for improvement.
However, we do not consider student evaluations to be the primary or most important indicator of a professor's overall professional value or contribution to the institution.
Our philosophy
At IAU Barcelona Business and Economics, we believe that academic excellence goes beyond student satisfaction. A professor's professional value is reflected in academic qualifications, research achievements, professional experience, institutional commitment, and the ability to contribute positively to the academic community.
For this reason, student evaluations matter, but they are only one component of a broader and more comprehensive assessment of faculty performance.
George (Jorge) Monray. My role as Head of Business and Economics in Barcelona at IAU
Dear Bus/Econ Faculty Members,
First and foremost, I would like to sincerely thank you for your invaluable time, patience, expertise, and mentorship. Your analytical knowledge and professional experience in Business and Economics play a fundamental role in maintaining IAU's academic quality and continuously challenging me to grow academically. It is always an honor to learn from and work alongside such talented colleagues.
As a professor at IAU with more than 20 years of experience teaching at international and study abroad programs, I would like to make myself available to support fellow faculty members in their professional development and academic endeavors. My goal is to help everyone perform at their best, strengthen our academic standards, and create an environment in which we can continue learning from one another.
Please feel free to invite me for a coffee anytime. I would be delighted to explore professional and academic synergies, exchange ideas, discuss potential improvements, and identify opportunities for collaboration.
I would also like to clarify the scope of my responsibilities within IAU. Although I am a member of the Academic Council and contribute to faculty appraisal and performance evaluation, I do not have the authority to hire or dismiss professors. Similarly, course and section allocations, as well as most HR-related matters, fall outside my responsibilities. My role focuses primarily on supporting and developing the Business and Economics disciplines and contributing to their academic quality. For matters related to these administrative and HR processes, please contact the Academic Department directly.
Ultimately, my objective is simple: to help you do your job better, support your professional development, and contribute to our collective academic excellence without creating unnecessary demands or adding significantly to your workload.
Please do not hesitate to contact me by email at jorge.monray@iau.edu if there is anything I can do to help.
Thank you again for being part of our academic community.
Un abrazo a tod@s,
GM!