Business administration and consultancy

The demand for training for students/workers is increasing, high and qualified. The answer to this growing need is this graduate degree programme that represents the transformation and expansion of the experience of the afternoon-evening programme.

The LM 77 Business Administration and Consultancy Programme – blended  represents the evolution of the "history" of the Faculty of Economics, from which we all started, in a social context where:

• work has become less structured and programmable, complex and fragmented, with a high relational content and often supported by sophisticated technologies, both in the services and professional consulting sectors, and in production, commercial and public administration;
• the individual awareness of the need to broaden, deepen and update one's skills and knowledge represents a clear life project to ensure an active and responsible presence within evolving and frequently changing work contexts (life long learning);
• The demands of companies, institutions and professional contexts for positions of responsibility require increasingly broad knowledge and personnel development policies provide, support in various forms and encourage models of certified in-depth knowledge;
• In the latest generations of workers, the need to reconcile work needs with the quality of personal and relational life (work-life balance emergencies) is evident and strong.

The study programme draws on existing experience, shares a part of the basic training course with the University's other graduate degree programmes in Business Economics, paying particular and specific attention to enhancing the work experience of students/workers, through an original e-blended formula.

The effectiveness of this project stems from the close collaboration with the research centres ILAB (Centre for Innovation in Educational Technologies) and CREMIT (Research Centre for Media Education, Innovation and Technology Literacy).

The programme aims to:

• respond to a growing demand from students/workers;
• train skills that foster the professional development and responsibility of those who are already in the world of work;
• activate a learning context according to an "Executive" model, consistent with the availability of "blended" learning technologies available at the University (50% of teaching will be in presence, during weekends - no longer in the evening - and the other 50% managed online through the most current e-learning technologies);
• promote a project with its own specific identity and primacy at national level, given the particularities of the target audience (students/workers), the places/times of delivery and the plurality of learning technologies used.