MBA
An outstanding MBA in Latin America
22nd
Best in Latam
1st
In Colombia with the greatest income variation
3rd
Best ROI in Latam
1st
Student satisfaction index in Colombia
Source: America Economia, 2020.
s achieved by offering relevant and quality training to students, stemming from applicable research that contributes with ethical and responsible solutions for the productive environment, considering all the stakeholders involved. Finally, it is also made tangible with the participation of students in international events within the Academic Excellence initiative such as the ¨Social Enterprise Conference¨ (SECON) at Harvard University or ¨Doing Good, Doing Well¨ at IESE, where conferences are developed, and these topics are discussed.
Business intervention
Knowledge transfer and application program, whose fundamental objective is to improve the managerial and administrative capacities of SMEs in order to strengthen their structure, consolidation, growth and sustainability. It allows solving real problem situations, from a multidisciplinary perspective, developing project management skills, generating experiential learning and adapting the theory to the context. In this way, it contributes to their professional development and comprehensive training, strengthening their leadership, creativity, identification and solution of problems, decision making; and in turn contributing to the country as true agents of change. Since 2015, more than 553 students have participated, consulting 293 companies in December 2019.
In its international version, the project is carried out with multicultural teams made up of master’s degree students and programs at this educational level from foreign universities (Harvard, NYU, Wharton, INCAE, Tecnológico de Monterrey, among others) who carry out the same activity with additional benefits such as multicultural and experiential learning with discussion and approach to problem situations from multiple perspectives. In the reporting period, a total of 54 MBA students and 214 international participants have carried out the exercise.
Academic Excellence initiative
Recognition of the best academic performance of the students for participating in events held at the best universities in the world through open calls to which interested parties apply, so that they can participate as representatives of the School of Management in international events that promote recognized universities of high quality and reputation. In these seminars, students are able to experience multicultural environments, learn about global realities and understand how they are approached by their peers in different contexts. For this, the School and the MBA program grant financial support to facilitate travel and guarantee participation through registration to the different events.
Curricular flexibility (Electives)
Seminars for the development of soft skills and emphasis of thematic deepening (module IV) in which the latest management trends are applied.
Internationalization
Participation in different national and international training spaces that allow knowledge exchange and creation. The multicultural perspective, provided within the program, enriches the work of the manager, who will be able to learn from others, and who is being trained to meet the challenges imposed by the competitive environment.
Experience and recognition
That the program has built for more than 27 years, and a position and image as one of the best master’s programs at the national and Latin American level.
Based on these strengths, the MBA program has established objectives and competencies, and ensures that the thematic contents and the application of various methodologies allow students to be able to develop, strengthen and understand the problems, to be in the capacity to assume the role that they will have as graduates. To do this, it is permanently carrying out a process of referencing and consulting various sources that allows it to recognize needs, good practices and developments in the various topics.
The above has also been supported in the application of some of the points proposed by Datar and Garvin (2008), whose research, called Rethinking MBA, points out the need to integrate knowledge to do, supported in the being (values, attitudes, personal and responsible development with society).
Through the program, the aim is then to satisfy these competences with an updated, contextualized and pertinent curriculum, so that, through its students and graduates, it adheres to the proposals of the “third mission” of the University in search of sustainability and perdurability of organizations. Then, as both the Program and the student, become “active” actors who, from training, can apply their knowledge in context, supported by values and attitudes that seek general well-being, based within a framework of sustainable development.
The profile of the candidate for the Master of Business Administration has been determined as: ¨Professionals from any discipline with at least three years of work experience in positions of responsibility, who wish to develop management skills in order to expand their professional development through knowledge of the different administration areas¨
As components of the curriculum, the following pedagogical strategies and evaluation systems, explained by the course plan, is revised and updated by consulting professors, students, professionals, and alumni. This plan is constructed based on academic and professional demands for the administration of businesses, and the analysis of current principal problems in Colombia and around the world.
The course plan for the MBA program is flexible, contextualized, and comprehensive. In this way, we promote the capacity of the student to apply knowledge in real contexts. Examples include the Plan Padrinos Program® and other simulations which through an interpretive and critical educational process permits the re-construction, re-education, and integration of the administrative knowledge in analysis and the solution for business situations.
The course plan for the MBA program includes 862 hours in-person in these modules grouped by themes:
- Fundamental Module and Management
- Functional Module
- Strategic Module
- Emphasis Module
- Dissertation or Thesis
Module I: Fundamentals and Management
This module proposes to the student to reflect on fundamental themes from the Academic Project and on the materials, which form the basis of the School of Management.
| Course | Credits | Hours |
| Fundamental Area | ||
| Strategy and Sustainability | 3 | 36 |
| Economics and Businesses | 3 | 36 |
| Management Area | ||
| Administrative Thinking | 3 | 36 |
| Entrepreneurship and Development of Business Capacity | 3 | 24 |
| Finance I | 3 | 24 |
| Organizational Analysis | 3 | 24 |
| Research Epistemology | 3 | 24 |
| Total | 21 | 204 |
Module II: Functional
This module permits the student to analyze different subjects as they relate to each of the functional areas of the organization from various perspectives. Students are then expected to know these perspectives in order to look for the operational efficiency of an organization, understanding the creation of value in the processes of a business. Included are the studies of administrative thinking, management of human talent, finance, marketing, and operations and information systems management.
| Course | Credits | Hours |
| Functional Area I | ||
| Management of Human Talent | 3 | 36 |
| Marketing I | 3 | 36 |
| Management Information Systems | 3 | 24 |
| Marketing II | 3 | 24 |
| Functional Area II | ||
| Management of Operations | 3 | 36 |
| Eco-efficiency | 3 | 24 |
| Finance II | 3 | 36 |
| Research Methods | 3 | 24 |
| Total | 24 | 240 |
Module III: Strategy
The strategic module constitutes one of our differentiating principles in which we provide knowledge in important subjects for the construction of the future. Students analyze themes and methodologies to establish and determine the basic and distinct competencies of an organization and the strategic importance of Intellectual Capital. In the same way, future studies expect to ensure that the student understands the importance of proactive and anticipatory thinking, transcending the organization. By integrating these concepts, we ensure the durability of the entities in the world. As an important support in the formation of students, this module also includes a business intervention, which looks to improve the performance of SMEs. In this way, we ensure the philosophical terms of the program achieve the education of the strategic manager.
| Course | Credits | Hours |
| Strategic Area | ||
| Strategic Direction | 4 | 48 |
| Future Studies | 3 | 36 |
| Leadership | 3 | 36 |
| Plan Padrinos (Applied Research) | 2 | 24 |
| Seminars (6) Electives | 6 | 72 |
| Total | 18 | 216 |
Module IV: Emphasis
The importance of knowledge and new challenges facing the organization create indispensable offerings for a series of areas which permit the student to go into depth in the acquired knowledge in his or her specific interest. The emphasis contributes to the differentiating element, providing the possibility to enrich the professional management performance in the chosen area of focus. The differentiation is then established by the emphasis in traditional subjects and by the participation of professors from respected, international universities. The emphasis can be in subjects such as: future studies, information systems, intellectual capital, development of new products, and internationalization
| Course | Credits | Hours |
| Emphasis Area | ||
| Course I | 8 | 24 |
| Course II | 24 | |
| Course III | 24 | |
| Course IIV | 24 | |
| Research Project | 3 | 24 |
| Thesis | 12 | 82 |
| Total | 23 | 202 |
Dissertation
The dissertation consists of the public presentation of the results from a research or development project. In the presentation, the student will pay attention to the doubts of the audience, typically formed by students, business professionals, and a judge. The dissertation is required for graduation.
Note: The management of the program reserves the right to make changes and modifications as it sees best to the structure, hours, and in the salary of professors in order to improve the program and develop the management themes.
Some of our full-time professors
· Francisco Mojica Sastoque: Doctor, Laboratoire d’Investigation en Prospective, Stratégie et Organosation, LIPSOR, University of París V.
· Alejandro Boada Ortiz: Doctor in Business Administration DBA, New Castle University.
· Gustavo Yepes López: Doctor in Management, Universidad Antonio Nebrija.
· Olga Lucía Anzola: PhD-Social Sciences & Humanities, Pontificia Universidad Javeriana.
· Alejandro Beltrán Duque: Doctor in Accounting and Management. Universidad Autónoma de Madrid.
Additionally, we have the participation of foreign professors from prestigious Universities who enrich students´ global perspective such as:
· Stanford University, USA
· Yale University, USA
· Universidad de Saint Gallen, Suiza
· Carnegie-Mellon University, USA
· University of Rochester, USA
· Universidad Católica de Lovaina, Bélgica
· Pennsylvania State University, USA
· University of Illinois, USA
· University of Minnesota, EE.UU
· Euromed Maseille Ecole de Management, France
· Among others
Alumny Advisory Council
· Carlos Andrés López Franco – President – Refocosta
· Carlos Angulo Porras – Chief Executive – Región Andina Arysta Lifescience
· José Luis Riveros Romero – Chief Executive – Auros Copias S.A.
· Luis Fernando García Tarquino – Chief Executive – Seguridad Atlas Ltda.
The MBA prepares their graduates to perform adequately and successfully as an entrepreneur, intrapreneur, advisor and / or manager of public or private companies regardless of their size. Some of our graduates:
| Name | Position – Company |
| Yeimy Baez | VP Gas – Ecopetrol |
| Christian Chu | Vice-President of New Business Development – Casa Luker |
| Kaleb Ávila | VP Latin America – Panduit |
| Jorge Camacho | Head of Corporate Strategy – Pint Pharma |
| Douglas Guardo | CEO – High Nutrition Company |
| Frank Giovanni Medina Mican | CEO – Supergiros |
| Israel Lozano | International Consultant in Human Talent |
| James Posada Rosero | CEO – Marcopolo Superpolo |
| José Luis Riveros | CEO – Auros |
| Juan Carlos Basante | Operations Manager – Prosegur |
| Luis Carlos Núñez | Chief regional supply operation – Ecopetrol |
| Claudia Rodríguez | Strategic Consultant in Human Talent – Enlace Positivo |
Learning goals
- Understand the interdependence among economic, social and environmental aspects and the organization in order to contribute to sustainable development
- Manage the organization from a systemic perspective
- Communicate argued ideas clearly and assertively
- Propose relevant solutions through strategies that promote perdurability and business competitiveness
- Respond to the challenges of emerging economies in a global environment
Learning objectives
- Determine the impact that business decisions and actions have in a social, economic and environmental field
2.1. Integrate administrative knowledge from the organizational, administrative and functional perspective
3.1. Show capacity to communicate effectively in its management role
4.1. Design and execute an organizational intervention plan to generate change and innovation from a strategic and operational perspective
5.1. Analyze the local, regional and global economic reality from the systemic competitiveness model
In the last measurement (2020) of the América Economía Magazine Ranking, the Externado’s MBA was highlighted in the following aspects (among the 50 best MBA in Latin América):
· The MBA has de highest ROI in Colombia
· The program ranks first in Colombia and sixth in Latin America in terms of the satisfaction rate reported by graduates.
· The MBA of Universidad Externado de Colombia is the second program in Latin America with the highest average monthly income variation percentage: 64% vs. 23% of the second in Colombia. This is highlighted in the analysis carried out by the study researchers:
̈ … If it is an absolute variation of the monthly average income three years after graduating, in adjusted dollars, it is the Universidad Externado de Colombia (22nd) that obtains the best ratio for its students … ̈
· The program ranks second in the region in terms of positive mobility (positive career change). 86% of graduates reported positive mobility vs. 70% of those who belong to the second Colombian master’s degree.
· The MBA is the eighth in Latin America in terms of current monthly net income (in dollars).
The MBA, under agreements signed with two Institutions, allows the student who has completed the entire curriculum in Colombia (Universidad Externado de Colombia), to opt for a second degree in:
- Master Universitario en Logística y Dirección de Operaciones – ENAE Bussiness School.
- Máster en Marketing Digital y Dirección Comercial – ENAE Business School.
- Master of Strategic Design Labs – Istituto Europeo di Design, Madrid.
About ENAE Business School
ENAE Business School is an International Institution focused in postgraduate and executive training. Interaction with companies is considered central in inspiring and delivering ENAE Business School performance We believe that managerial and business training must rely on a selective admission process, experienced and qualified faculty together with interaction between students and businessmen, all this make possible the direct communication among business participants, students and professors in order to create the learning environment required for improving managerial capacities.
ENAE has been the leading business school in the southeast of Spain and our leadership has make us growing internationally and counting with an international faculty and student community. ENAE is in a continuous improvement process leading to become an international reference.
About IED
For more than fifty years, the Istituto Europeo di Design has been operating in the fields of education and research in the disciplines of design, fashion, visual communication and management. Today, the IED is a constantly expanding international network that issues first-level academic diplomas and organises three-year courses, Masters courses, continuous professional development and advanced training courses.
The most significant milestones in the Group’s history include the foundation of the IED campuses in Milan (1966), Rome (1973), Turin (1989), Madrid (1994), Barcelona (2002), São Paulo (2005), Venice (2007), Florence (2008) and Cagliari (2009). In 2012, the Aldo Galli Academy in Como also joined the IED Group and as of 2013 courses have commenced in Rio de Janeiro, the second IED school in Brazil
Fast Facts
ROI
30 months
1257
alumni
+ 25
years of experience
2nd
Program in Latam with the best labour mobility
Source: America Economia, 2020.
