PLO 1
Integrated Global Business Strategy
Integrate strategy, economics, finance, marketing, operations, and regulation to formulate responsible decisions for organizations operating across countries and markets.
Focus College–Spain, Madrid · proposed with Nebrija
Master of
Global Business
A coherent ten-course, 30-credit, 60-ECTS master’s degree designed for completion across one full-time academic year, taught in English, with each course carrying 150 documented learner hours and contributing to an integrated, practice-oriented curriculum rather than functioning as an isolated subject.
Who built this program
This program was built by Lou Villalba, PhD., EdD., D. Lit.
He is the program developer across the whole Master of Global Business framework, from the overall program architecture through to the ten GBUS syllabi.
The seven proposed Focus College–Spain Institutional Learning Outcomes and their institutional assessment design are recorded as his original synthesis.
01The centerpiece document
Focus College–Spain
Master of Global Business: Overall Program Architecture
This document consolidates the Focus-controlled academic architecture and the proposed Focus–Nebrija contribution model. Where older files carry superseded course-ownership labels or development-status language, this document and the revised allocation and curriculum-assurance files control the current working architecture.
What the architecture sets out
The degree combines global-business environment and geoeconomic analysis, multinational strategy, intercultural leadership and negotiation, global marketing and market intelligence, international finance, trade finance and tax strategy, trade, export and investment strategy, international operations, logistics and resilient supply networks, global regulation, enterprise risk and responsible-business governance, data analytics, digital business and responsible artificial intelligence, and a jointly delivered global-business consulting capstone.
- Term 1: GBUS 701 to 705, 15 credits and 30 ECTS, 750 hours.
- Term 2: GBUS 706 to 710, 15 credits and 30 ECTS, 750 hours.
- Program total: 30 credits, 60 ECTS, 1,500 learner hours.
- Possible part-time pathway: four terms of 12 to 18 ECTS, normally extending approximately 20 to 24 months (701 to 703, then 704 and 705, then 706 to 708, then 709 and 710).
ECTS represents learning outcomes and total student workload, not contact hours alone. The 30-credit and 60-ECTS presentations are complementary academic frameworks and are not treated as a universal mechanical conversion.
The approval boundary the document draws
Section 2 is explicit about what the architecture does not establish by itself, and the site repeats it rather than softening it:
- an executed Focus–Nebrija partnership
- final legal or public institutional nomenclature
- regulatory approval in Spain or another jurisdiction
- automatic transfer credit or reciprocal recognition
- transcript or student-record responsibility
- credential ownership or awarding authority
- admissions, grading, progression, appeals, or residency regulations
- permission to recruit or enroll students
Madrid may serve as an extended learning environment through approved and verified academic, professional, cultural, entrepreneurial, and institutional opportunities. No unconfirmed employer, internship, facility, or partnership access should be advertised.
10required courses
60ECTS, 6 per course
1,500learner hours
14weeks per course
60course learning outcomes mapped
02Vision, mission, and values
The framework was confirmed on August 17, 2026, and it decides how the curriculum behaves.
To advance a future in which globally minded leaders connect cultures, markets, knowledge, and technology to create responsible and enduring value across borders.
To provide an immersive, practice-integrated master’s experience that develops empathetic, globally conscious, and adaptable professionals with the executive-level strategic, analytical, intercultural, technological, and leadership capabilities needed to thrive in complex global business environments. The program enables learners to lead responsibly, learn continuously, collaborate across cultures, and create meaningful value across diverse markets and communities.
Nine values
- 1Empathy, Human Dignity, and Intercultural RespectPerspective-taking, respectful inquiry, active listening, inclusion, and responsible engagement across cultural, linguistic, professional, and social differences.
- 2Global Consciousness and Responsible EngagementLearners examine the interdependence of markets, institutions, communities, technologies, and ecosystems, and consider how cross-border decisions affect stakeholders in different places.
- 3Integrity and Responsible LeadershipHonesty, transparency, accountability, ethical judgment, and responsible use of authority, including naming assumptions and accepting responsibility for implementation.
- 4Evidence, Inquiry, and Intellectual RigorLearners distinguish fact from inference, recognize uncertainty and limitations, and defend conclusions through disciplined reasoning.
- 5Adaptability, Learning Agility, and Continuous GrowthReflection, feedback, metacognition, independent inquiry, and experimentation, so that learners can adapt to unfamiliar markets, technologies, roles, and conditions.
- 6Innovation and Human-Centred TechnologyValue, feasibility, accessibility, privacy, security, fairness, sustainability, and human oversight are evaluated whenever digital technologies or artificial intelligence are applied.
- 7Collaboration and Knowledge Co-CreationAccountable teamwork, constructive disagreement, stakeholder engagement, shared inquiry, and the co-creation of feasible solutions.
- 8Applied Learning and Professional RelevanceCases, simulations, consulting challenges, projects, work-integrated learning, presentations, and capstone work translate knowledge into responsible action.
- 9Sustainable and Inclusive Value CreationTrade-offs, dependencies, present and future stakeholders, long-term consequences, implementation feasibility, and accountability are all evaluated.
Six program learning outcomes
PLO 2
Evidence, Analytics, and Market Intelligence
Evaluate economic, institutional, financial, technological, and market evidence using appropriate qualitative and quantitative methods to support executive judgment under uncertainty.
PLO 3
Empathetic Intercultural Leadership
Lead and collaborate across cultures with empathy, ethical awareness, effective communication, negotiation capability, and respect for human dignity and diverse perspectives.
PLO 4
Digital Business and Responsible Technology
Evaluate and apply digital technologies, data systems, and artificial intelligence responsibly while addressing governance, privacy, cybersecurity, fairness, and organizational change.
PLO 5
Governance, Sustainability, and Responsible Value
Assess legal, ethical, social, environmental, and governance implications and design actions that create sustainable, inclusive, and accountable value.
PLO 6
Applied Integration and Continuous Learning
Design, implement, communicate, and reflect on evidence-based global-business projects while demonstrating learning agility, metacognition, adaptive problem-solving, and continuing professional development.
Showing all 10 courses.
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Examines geographic, institutional, political-economic, technological, cultural, trade, investment, climate, and geopolitical forces affecting cross-border decisions. Students interpret global conditions as connected systems rather than isolated country facts, and compare institutions and business practices without stereotyping countries or cultures.
Signature assessment, 40% Global Business Environment and Geoeconomic Scenario Portfolio for an authentic cross-border decision involving two country or market contexts, with a portfolio of roughly 4,000 to 5,000 words, an executive presentation, and an oral defence.
- A1 Evidence and Methods Labs10%
- A2 Comparative Institutional and Market Opportunity Brief, Week 515%
- A3 Geoeconomic Case Analysis Midterm, Week 7, controlled, 150 minutes25%
- A4 Scenario Stress-Test and Strategic Options Memorandum, Week 1010%
- A5 Signature portfolio, presentation, and defence40%
PLO progression PLO 1 Developed, PLO 2 Developed, PLO 5 Introduced, PLO 6 Introduced.
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Develops global strategy through industry, capability, ecosystem, entry, partnership, acquisition, organization, governance, implementation, performance, and learning choices. Students evaluate frameworks rather than applying them mechanically, and explain why a framework suits the decision and the evidence available.
Signature assessment, 40% Multinational Strategy and Implementation Dossier of roughly 4,500 to 5,500 words for an authentic cross-border enterprise decision, with entry and partnership choices, an operating and governance model, performance measures, scenarios, decision triggers, presentation, and oral defence.
- A1 Global Strategy Framework Suitability Labs, Weeks 2 to 510%
- A2 Multinational Enterprise Competitive-System and Capability Diagnostic, Week 615%
- A3 Controlled Entry and Growth Strategy Case, Week 7, 150 minutes20%
- A4 Global Strategy Execution Simulation and Individual Governance Memorandum, Week 1115%
- A5 Signature dossier, presentation, and defence40%
PLO progression PLO 1 Master’s-standard demonstration, PLO 2 Developed, PLO 5 Developed, PLO 6 Developed.
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Develops contextual intercultural leadership, empathy, active listening, psychological safety, conflict navigation, stakeholder analysis, coalition building, ethical influence, negotiation, and reflective practice.
Signature assessment, 40% Cross-Border Leadership and Negotiation Simulation Portfolio built inside one evolving multi-party case: a cross-border partnership facing internal team conflict, workforce or community concerns, contested authority, and a time-sensitive negotiation. The focus stays on leadership relationships and negotiation process rather than duplicating the GBUS 702 enterprise-strategy analysis.
- A1 Situated Intercultural Analysis Briefs, Weeks 3 and 510%
- A2 Relational Communication Practicum, Week 4, faculty-observed15%
- A3 Multicultural Team, Conflict, and Psychological-Safety Diagnostic, Week 715%
- A4 Controlled Cross-Border Negotiation Laboratory, Week 1020%
- A5 Signature simulation portfolio and defence40%
PLO progression PLO 3 Master’s-standard demonstration, PLO 5 Developed, PLO 6 Developed.
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Integrates customer, competitor, institution, cultural-context, research, segmentation, positioning, channel, digital, analytics, privacy, accessibility, sustainability, and responsible-claims decisions.
Signature assessment, 40% Global Market Intelligence and Responsible Growth Strategy for an instructor-approved organization, offering, and pre-qualified target market. Shared cases and common datasets are permitted, but no collective product or team score contributes to the grade.
- A1 Cross-Market Customer, Competitor, and Channel Intelligence Brief, Week 310%
- A2 Ethical Market-Research Design and Instrument Pretest, Week 615%
- A3 Customer, Channel, and Digital Analytics Portfolio, controlled task plus a reproducible analytics book20%
- A4 STP, Positioning, Market-Entry, Adaptation, and Claims Challenge, Week 1015%
- A5 Signature strategy, presentation, and defence40%
PLO progression PLO 1 Developed, PLO 2 Developed, PLO 3 Introduced, PLO 4 Developed, PLO 5 Developed.
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Integrates financial-statement and cash-flow interpretation, treasury, currency, rate, country, counterparty and liquidity risk, investment valuation, financing, documentary trade finance, working capital, executive tax issue spotting, governance, and ethical capital allocation.
Signature assessment, 45% International Finance, Trade-Finance, and Tax Strategy Case built on an instructor-issued, pre-qualified multinational context. The case pack includes three years of statements and cash-flow evidence, currency and segment data, market rates and financing quotations, a defined capital project, a specific cross-border sale or procurement transaction, documentary trade-finance facts, and tax-relevant activities and uncertainty.
- A1 Cross-Border Financial Performance and Cash-Flow Diagnostic, Week 310%
- A2 Treasury Exposure, Financial-Risk, and Liquidity Laboratory, Week 615%
- A3 Documentary Trade-Finance and Working-Capital Case, Week 915%
- A4 International Tax Executive Decision Memorandum, Week 1115%
- A5 Signature case, presentation, and defence45%
PLO progression PLO 1 Developed, PLO 2 Developed, PLO 5 Developed.
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Examines trade agreements, market access, export, import and investment opportunities, investment attraction, negotiation, protocol, customs, sanctions, controls, anti-corruption, human rights, sustainability, due diligence, and responsible implementation.
Signature assessment, 45% Export, Investment, and Market-Access Strategy for an approved organization, sector, place, and pre-qualified target market. Students choose either an export-development pathway or an investment-attraction pathway, and only after comparing export, import, investment, and partnership alternatives.
- A1 Trade Agreement, Institution, Dispute, and Market-Access Diagnostic, Week 412%
- A2 Comparative Export, Import, Investment, and Partnership Opportunity Evaluation, Week 715%
- A3 Customs, Sanctions, Export-Control, and Responsible Due-Diligence Decision File, Week 1215%
- A4 Trade-and-Investment Negotiation, Protocol, Stakeholder, and Coalition Simulation, Week 913%
- A5 Signature strategy, presentation, and defence45%
PLO progression PLO 1, 2, 3, 5, and 6 all Developed.
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Integrates operating models, processes, capacity, sourcing, inventory, transport, locations, partners, service, cost, quality, resilience, human rights, climate, cyber, digital operations, responsible AI, implementation, and benefits realization.
Signature assessment, 45% Resilient International Operations and Supply-Network Plan for a pre-qualified organizational challenge, built from a decision protocol and model architecture, a network model and evidence book, presentation, and defence.
- A1 International Operating-Model and Process Diagnostic, Week 412%
- A2 Supply-Network Design and Quantitative Decision File, Week 718%
- A3 Controlled Disruption and Resilience Case, Week 1015%
- A4 Responsible Digital Operations and AI Decision Memorandum, Week 1210%
- A5 Signature plan, presentation, and defence45%
PLO progression PLO 1, 2, 4, 5, and 6 all Developed.
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Integrates comparative legal, regulatory and contractual environments, cross-border obligations, enterprise-risk taxonomies, scenarios, stress and interdependency analysis, controls, monitoring, escalation, remediation, board oversight, and responsible advice under uncertainty.
Signature assessment, 45% Global Governance, Enterprise Risk, and Responsible Business Report for an approved internationally active organization and an enterprise-level decision spanning at least two materially different jurisdictions. It may not be a single shipment, customs clearance, export-control transaction, supplier-routing problem, or supply-network redesign.
- A1 Comparative Legal, Regulatory, Contractual, and Governance Diagnostic, Week 412%
- A2 Cross-Border Obligations and Compliance Decision File, Week 815%
- A3 Enterprise-Risk Taxonomy, Scenario, Stress, and Interdependency Laboratory, Week 1118%
- A4 Board Risk and Responsible-Business Advice Simulation, Week 1310%
- A5 Signature report, presentation, and defence45%
PLO progression PLO 5 Master’s-standard demonstration, with PLO 1, 2, and 6 Developed.
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Develops decision framing, data quality and governance, descriptive, comparative, forecasting and scenario analytics, visualization, digital-business evaluation, responsible AI, cybersecurity, privacy, bias, explainability, vendor and model risk, adoption, monitoring, and accountability.
Signature assessment, 45% Global Decision-Intelligence Portfolio and Responsible-AI Roadmap for a consequential organizational decision, opening with a decision protocol and governance blueprint that names authority, users, indicators, risk classification, validation, human oversight, and the student’s AI-use plan.
- A1 Decision Question, Indicator, Assumption, and Evidence Charter, Week 310%
- A2 Controlled Analytics, Forecasting, Scenario, and Visualization Case, Week 718%
- A3 Data Provenance, Governance, Privacy, and Security Audit, Week 915%
- A4 Digital-Business and Responsible-AI Opportunity Memorandum, Week 1112%
- A5 Signature portfolio, roadmap, presentation, and defence45%
PLO progression PLO 2 and PLO 4 at master’s-standard demonstration, PLO 5 and PLO 6 Developed.
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Each student diagnoses, researches, addresses, and defends a consequential global-business problem, opportunity, or question through an independently accountable consulting, research, venture, policy, or organizational project. Students frame a decision rather than choose a topic: stakeholders, authority, assumptions, success criteria, boundaries, evidence needs, ethics, methods, milestones, risks, and deliverables are all defined. Team contexts are permitted, but all graded evidence is individually attributable.
Signature assessment, 50% Global Business Consulting Capstone Portfolio, Executive Presentation, and Individual Oral Defence in Week 14. The professional deliverable runs roughly 6,000 to 8,000 words or an equivalent approved professional scope, and the course confirms all six program learning outcomes at master’s standard.
- A1 Project Charter and Ethical Feasibility Review, Week 3, an approval gate10%
- A2 Methodology and Evidence Protocol, Week 515%
- A3 Professional Practice and Milestone Portfolio, Weeks 4 to 1210%
- A4 Midpoint Evidence Review and Individual Defence, Week 815%
- A5a Professional deliverable and capstone evidence portfolio30%
- A5b Executive presentation8%
- A5c Individual oral defence, reflection, and continuing-development plan12%
PLO progression All six PLOs at master’s-standard demonstration. Joint delivery must function as one coherent capstone, not two unrelated institutional halves.
The capstone should be prepared through orientation and project development before or early in Term 2, subject to the approved academic calendar and supervision model.
03Curriculum assurance
Where each outcome is introduced, developed, and demonstrated.
Legend: I introduced, D developed, M master’s-standard demonstration, and a dash where an outcome is not intentionally mapped. GBUS 710 provides culminating confirmation of all six PLOs through the professional deliverable, evidence portfolio, executive presentation, and individual oral defence; the earlier designated courses provide distributed direct evidence and reduce over-reliance on one final assessment.
| Course | PLO 1 | PLO 2 | PLO 3 | PLO 4 | PLO 5 | PLO 6 |
|---|---|---|---|---|---|---|
| GBUS 701 | D | D | – | – | I | I |
| GBUS 702 | M | D | – | – | D | D |
| GBUS 703 | – | – | M | – | D | D |
| GBUS 704 | D | D | I | D | D | – |
| GBUS 705 | D | D | – | – | D | – |
| GBUS 706 | D | D | D | – | D | D |
| GBUS 707 | D | D | – | D | D | D |
| GBUS 708 | D | D | – | – | M | D |
| GBUS 709 | – | M | – | M | D | D |
| GBUS 710 | M | M | M | M | M | M |
What every course guide has to specify
- exact CLOs and PLO alignment
- 150 hours of documented workload
- weighted direct assessments totaling 100%
- an authentic signature assessment
- the common four-level master’s rubric plus Level 0 for no assessable evidence
- criterion-level CLO reporting
- individual accountability in team contexts
- AI, evidence, data, privacy, and assessment-security conditions
- calibration, moderation, quality checks, and reassessment controls
- delivery-mode equivalence
Course grades cannot replace direct CLO and PLO evidence. Program-level results must use designated rubric criteria, valid denominators, stated evidence limitations, and documented faculty interpretation.
The artificial intelligence and evidence policy
The syllabi carry two named conditions rather than a general warning. AI-0, no generative AI, applies to controlled assessments and live assessment, including the GBUS 701 Week 7 midterm and the capstone midpoint and final defences: no generative AI, external assistance, communication, or prewritten generated text. AI-1, limited disclosed assistance, may be permitted for labs, briefs, memoranda, and portfolio preparation, covering uses such as search-term generation, language feedback, coding assistance, chart drafting, counterargument generation, or translation checking, with independent verification and citation of original sources.
For each summative task where assistance is allowed, students keep an AI-Use and Evidence Log recording the tool and visible version, date, purpose, input summary, output retained or rejected, verification performed, their own revision, and where it sits in the submission. A student may instead declare that no generative AI was used, and choosing not to use AI does not reduce the grade. Automated AI detectors are not treated as conclusive evidence.
Proposed benchmark
At least 80% of students with valid evidence demonstrate each outcome at Level 3 or 4 on the first valid administration, subject to baseline evidence and formal approval. A possible working grade standard is a cumulative B or 3.0 equivalent, no grade below C+, and at least B− in the capstone. These values are recommendations until formally approved.
04Institutional learning outcomes
Two documents that are read as one: the outcomes chart and the assessment framework behind it.
The Focus College–Spain Proposed Institutional Learning Outcomes and Assessment Framework (August 23, 2026) supplies the definitions, direct evidence, criteria, and AAC&U VALUE alignment. The Proposed Institutional Learning Outcomes Summary Chart is its one-page companion. Neither stands alone, so they are presented here as a pair.
Document one
Proposed Institutional Learning Outcomes, Summary Chart
- ILO 1Integrated Knowledge and Critical JudgmentIntegrates disciplinary and interdisciplinary knowledge to analyze information, question assumptions, evaluate evidence and alternatives, recognize uncertainty, and reach well-supported conclusions.
- ILO 2Applied Problem-Solving and InnovationDevelops, evaluates, and implements practical, creative, and evidence-informed responses to complex real-world problems, with attention to feasibility, stakeholders, and responsible implementation.
- ILO 3Research, Data, and Responsible Digital CapabilityLocates, evaluates, analyzes, and ethically uses research, data, digital technologies, and artificial intelligence while protecting privacy, verifying outputs, acknowledging limitations, and retaining human accountability.
- ILO 4Communication and CollaborationCommunicates clearly and persuasively in written, oral, visual, and digital forms and collaborates effectively, respectfully, and accountably with diverse teams and stakeholders.
- ILO 5Ethical Leadership and Professional ResponsibilityExercises integrity, ethical judgment, accountability, initiative, and responsible leadership while considering human dignity, affected stakeholders, consequences, professional boundaries, safeguards, and remediation.
- ILO 6Global and Intercultural CompetenceAnalyzes issues across international and cultural contexts, engages respectfully across differences, avoids stereotyping, and adapts communication, decisions, and actions to diverse stakeholders and environments.
- ILO 7Sustainability and Long-Term ValueEvaluates economic, environmental, and social consequences using systems thinking and develops resilient, feasible, and accountable strategies that create enduring value for organizations and society.
Primary external reference: AAC&U VALUE Rubrics, aacu.org/value/rubrics.
Document two
Proposed ILOs and Assessment Framework
Common performance scale
- Level 4, Advanced. Exceeds expectations through exceptional integration, independence, methodological rigor, insight, responsible judgment, or impact.
- Level 3, Proficient. Meets the expectations established for the credential level, discipline, and assessment context.
- Level 2, Developing. Partial achievement and growing independence, but important gaps remain.
- Level 1, Emerging. Initial understanding or capability that requires substantial guidance or improvement.
- Level 0, No assessable evidence. Missing, nonresponsive, inaccessible, compromised, or not individually attributable. Level 0 is not a performance level.
A Proficient result in a master’s program must demonstrate greater integration, independence, methodological rigor, and complexity than Proficient performance in a certificate or bachelor’s program.
The assessment cycle
- Plan. Confirm the ILO, criteria, benchmark, participating programs, designated artifacts, sample, reporting period, and owners.
- Collect. Obtain valid, individually attributable student work through approved privacy, records, accessibility, and sampling procedures.
- Calibrate and score. Train assessors, review Level 1 to 4 anchor work, score criterion-level evidence, and double-score a representative subset including boundary cases.
- Analyze. Examine achievement, criterion patterns, disaggregation, delivery mode, scorer consistency, denominators, and evidence limitations.
- Improve. Select a specific curriculum, teaching, assignment, support, assessment, or policy action with an owner, resources, and timeline.
- Reassess. Verify implementation and determine whether student learning improved using comparable direct evidence.
- Communicate. Share aggregate findings and improvement actions while protecting student privacy.
A practical institutional cycle assesses two or three ILOs each year, completing all seven within three years. Direct evidence from student work is the primary basis for judging achievement; surveys, employer feedback, engagement data, retention, and satisfaction may explain results but never replace it.
Both documents are proposed for institutional consultation. The ILOs, definitions, assessment criteria, performance descriptors, benchmark, sampling model, review cycle, governance responsibilities, and public reporting approach require formal approval before being represented as official Focus College–Spain policy.
05Focus and Nebrija
The contribution model is calculated by ECTS and learner workload, not by approximate course count.
Focus
27 ECTS675 learner hours, 45%
GBUS 701, 702, 703, and 707 as complete courses, totalling 24 ECTS, plus 3 ECTS of the joint capstone.
Nebrija
33 ECTS825 learner hours, 55%
GBUS 704, 705, 706, 708, and 709 as complete courses, totalling 30 ECTS, plus 3 ECTS of the joint capstone.
Course ownership identifies the current proposed academic contribution. It does not by itself determine award authority, transcript treatment, faculty appointment, assessment ratification, or legal responsibility.
Course-title crosswalk, Version 4, August 22, 2026
The crosswalk lets each institution identify courses using its own exact curriculum titles. The Focus column uses the GBUS codes and working titles from the controlling Course Portfolio and Articulation Map; the Nebrija column uses the full published English module titles from the current Master’s Degree in International Business syllabus. A match does not rename either institution’s course.
| Focus course | Published Nebrija module or cluster | Relationship |
|---|---|---|
| GBUS 701 Global Business Environments and Geoeconomic Analysis | International Economics (4 ECTS); Analysis of the International Business Environment (3 ECTS inferred) | Substantial cluster |
| GBUS 702 Global Strategy and Multinational Enterprise | International Management and Strategy (6 ECTS) | Direct, closest one-to-one |
| GBUS 703 Intercultural Leadership and Cross-Border Negotiation | Managing Cultural Differences (3 ECTS); International Trade Negotiations and Agreements (3 ECTS) | Substantial cluster |
| GBUS 704 Global Marketing and Market Intelligence | Global Marketing Management (4 ECTS); Data Analysis and Decision Making (3 ECTS) | Substantial cluster |
| GBUS 705 International Finance, Trade Finance, and Tax Strategy | International Finance Management (4 ECTS); International Trade Finance (3 ECTS); International Taxation (3 ECTS) | Strongest cluster |
| GBUS 706 Global Trade, Export, and Investment Strategy | International Trade Negotiations and Agreements (3 ECTS); Export and Import Management (3 ECTS); Analysis of the International Business Environment (partial, 3 ECTS inferred) | Substantial with bridge |
| GBUS 707 International Operations, Logistics, and Resilient Supply Networks | Operations Management and International Logistics (3 ECTS) | Partial, complementary |
| GBUS 708 Global Regulation, Enterprise Risk, and Responsible Business Governance | Analysis of the International Business Environment (partial); International Taxation (partial); International Trade Negotiations and Agreements (partial) | Partial, major bridge |
| GBUS 709 Data Analytics, Digital Business, and Responsible AI | Data Analysis and Decision Making (3 ECTS) | Partial, largest bridge |
| GBUS 710 Global Business Consulting Capstone | Master’s Thesis (6 ECTS); Vocational Training Option (12 ECTS) or Research Training Option (12 ECTS), which are alternatives rather than cumulative | Joint-equivalence candidate |
Priority findings from the matching map, Version 3.2
- GBUS 705 is the strongest match. Its three-domain structure aligns with International Finance Management, International Trade Finance, and International Taxation. Their published values total 10 ECTS, so an integrated 6-ECTS design must be approved rather than credits mechanically combined.
- GBUS 702 is the cleanest one-to-one match, subject to outcome and assessment verification.
- GBUS 706 is viable with a defined bridge. Investment promotion and attraction, sanctions, due diligence, and responsible implementation must be added.
- GBUS 708 requires a major integrated redesign. Current modules offer regulatory context, but the full enterprise-risk and responsible-governance architecture must be explicit and directly assessed.
- GBUS 709 has the largest gap. Data Analysis and Decision Making supports the analytics foundation, but the published International Business module list identifies no separate digital-business or responsible-AI modules. Nebrija’s separate MBA Tech curriculum is adjacent evidence of institutional expertise only, not an automatic equivalency.
- GBUS 710 requires a signed joint-capstone protocol. The Master’s Thesis cannot be treated as automatically equivalent to the proposed consulting capstone.
What Nebrija is asked to confirm
- the exact current English titles and ECTS values in the Nebrija column
- the omitted public-page value for Analysis of the International Business Environment, shown as 3 ECTS inferred because the stated semester total mathematically requires it
- current module guides, outcomes, content, workload, and assessments for every mapped module
- whether the professional or the research training option is intended, since they are alternatives
- the joint-capstone relationship with the Master’s Thesis, and the protocol for supervision, assessment, defence, records, and academic authority
- that the proposed teaching allocation does not rename Nebrija modules on its transcripts or in its approved curriculum
Before recruitment or publication
Both institutions must first confirm final degree and institutional names, the legal and regulatory basis for delivery and award, curriculum approval and change authority, faculty qualifications, course and assessment ownership, calendar and delivery mode, admissions and progression rules, tuition and student support, technology and library responsibilities, data protection and records, capstone and research-ethics rules, quality assurance and periodic review, marketing and brand approval, and teach-out and student-protection arrangements.
06Career profile
Career communication uses an experience-calibrated two-route model, and it promises nothing it cannot evidence.
The Career Profile identifies internationally portable capability areas rather than one national labour market. Career alignment means the curriculum develops relevant capabilities; it does not guarantee employment, promotion, compensation, work authorization, licensure, or immediate eligibility for every title.
Entry or early career
Analysis, coordination, research, supervised consulting, project support, market intelligence, and graduate-development work.
Analyst · Associate · Coordinator · Trainee · Junior Consultant · Project Support
Experienced professional
Management of a process, team, market, client relationship, project, partnership, transformation, or specialist mandate.
Manager · Specialist Lead · Business Partner · Consultant · Project Lead · Market Lead
Longer-term progression
Direction of significant functions, portfolios, international units, partnerships, or enterprise strategy after substantial experience.
Director · Head · Country Lead · Practice Lead, where experience and authorization support progression
Ten career families
- Global Strategy, Market Development, and Business Expansion
- International Trade, Export, Import, and Investment Promotion
- Market Intelligence, Analytics, and Decision Support
- Global Marketing, Customer Strategy, and Market Entry
- International Finance, Treasury, and Trade Finance
- International Operations, Logistics, and Supply Networks
- Digital Transformation, Responsible AI, and Technology Governance
- Governance, Risk, Compliance, and Responsible Business
- Consulting, Organizational Change, and Project Leadership
- International Partnerships, Institutions, and Stakeholder Engagement
The portfolio a graduate leaves with
A country-and-market assessment, a multinational strategy dossier, a negotiation simulation record, a global marketing strategy, an international finance case, a trade-and-investment plan, a resilient operations plan, a governance memorandum, a commercial-intelligence dashboard, a responsible-technology roadmap, a consulting portfolio, the capstone deliverable, oral-defence evidence, and a continuing-development plan.
Continuous learning is treated as an explicit career capability: identifying knowledge gaps, evaluating new evidence, learning unfamiliar markets and technologies, revising assumptions, building professional learning networks, and maintaining a development plan. The program assesses metacognition and adaptive learning through reflection, portfolio evidence, reassessment, and the capstone defence.
Public-communication guardrails
Career materials must avoid guaranteed-employment language, universal claims about role eligibility, unverified salary or placement claims, and claims that one curriculum fits every labour market without adaptation. Role examples stay illustrative, experience-calibrated, and connected to verified curriculum evidence.
English is the program language, but additional language capability strengthens professional mobility. Graduates should investigate local language, work-authorization, professional-registration, and employer requirements in every intended jurisdiction. The degree itself does not confer immigration status, work authorization, or professional licensure.
07Proposed requirements
Admission and completion, both subject to formal approval.
Admission should normally require
- a recognized bachelor’s degree or approved equivalent
- evidence of readiness for graduate study in business or a related field
- English-language proficiency sufficient for graduate study, professional writing, presentations, collaborative work, and oral defence
- official academic records and required identity documentation
- a curriculum vitae or résumé
- a statement of academic and professional purpose
- any required quantitative, accounting, economics, research, or technology readiness evidence
- additional institutional, partner, regulatory, immigration, or recognition requirements
Applicants from non-business disciplines may require approved foundation or bridging work. Admission decisions and recognition of prior study remain subject to authorized institutional policy.
Completion should require
- all ten required courses and 30 approved graduate credits
- the validated 60-ECTS, 1,500-hour curriculum
- the approved minimum cumulative academic standard
- no course grade below the approved graduate minimum
- the approved capstone minimum grade or performance standard
- demonstration of all six PLOs through designated direct assessments
- the capstone professional deliverable, executive presentation, and individual oral defence
- academic-integrity, ethics, source, data, privacy, security, and AI-use requirements
- approved residency, transfer-credit, currency, and maximum-completion-time rules
- all institutional, partner, regulatory, and award requirements
Delivery in Madrid, online, or blended is possible only where each mode preserves the same approved CLOs and PLO progression, 150 hours of workload per course, the same assessment weights and master’s-level standards, authentic interaction and individual accountability, accessible materials and approved accommodations, secure controlled assessments, equivalent presentations and oral defences, and common moderation and quality-assurance requirements.
The record
The documents this page is built from.
As of August 23, 2026, the Focus-controlled MGB workstream includes confirmed Vision, Mission, and Values; six PLOs; the ten-course, 60-ECTS curriculum; the workload and ECTS calculation matrix and memorandum; the revised 27 and 33 ECTS allocation; full GBUS 701 to 710 working syllabi in DOCX and PDF; the complete 60-CLO curriculum-assurance map; the career profile; the course-allocation and bilateral title documents; and proposed capstone, assessment, delivery, and quality principles. The work remains proposed until authorized by the relevant academic, institutional, partner, and regulatory bodies.
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001
Master of Global Business: Overall Program Architecture
August 23, 2026 · 24 sections
The centerpiece. Sets the ten-course, 30-credit, 60-ECTS structure, the approval boundary, vision, mission and values, the six PLOs, course purposes and signature assessments, the 27 and 33 ECTS contribution model, full-time and part-time sequences, delivery equivalence, the assessment architecture, the assurance map, capstone governance, and proposed admission and completion requirements.
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002
Master of Global Business: Vision, Mission, and Values
Framework confirmed August 17, 2026 · document dated August 23, 2026
Records the confirmed institutional working framework and states that the approved working title is Master of Global Business (MGB), which should not be renamed Global Business Management without a separate academic naming decision and corresponding document updates.
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003
Proposed Institutional Learning Outcomes and Assessment Framework
August 23, 2026 · paired with document 004
Seven proposed ILOs with definitions, possible direct evidence, core assessment criteria, and related AAC&U VALUE rubrics, plus the common performance scale, the sampling, calibration and scoring model, the 80% preliminary benchmark, and nine implementation recommendations.
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004
Focus College–Spain Institutional Learning Outcomes Chart
Summary chart · paired with document 003
The one-page companion: each of the seven ILOs with its description, and AAC&U VALUE Rubrics as the primary external reference.
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005
Nebrija and Focus International Business Course Matching Map, Version 3.2
August 22, 2026
Course-to-course and course-to-cluster mapping with match classifications, integrated-course requirements, and the bridge or confirmation required for each row, followed by the teaching and ECTS summary, interpretation rules, six priority findings, and the evidence required before approval.
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006
MGB CLO and PLO Assessment and Curriculum Assurance Map, Version 1
Spreadsheet
Listed in the architecture as a controlled source document, Focus_MGB_CLO_PLO_Assessment_and_Curriculum_Assurance_Map_v1.0_2026-08-22, and described there as the complete 60-CLO curriculum-assurance map. [PLACEHOLDER: criterion-level contents of this spreadsheet, which could not be read from the file supplied.]
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007
MGB Career Profile and International Professional Pathways
Proposed working framework
The graduate career proposition, experience-calibrated positioning, transferable capability profile, ten career families with illustrative roles, sector contexts, progression pathways, portfolio evidence, mobility and language notes, the curriculum-to-career alignment table, and the public-communication guardrails.
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008
Official Course-Title Identification Crosswalk, Version 4
August 22, 2026
Both directions of the crosswalk: Focus titles matched to published Nebrija titles, and Nebrija’s Term 1 and Term 2 modules matched back to their Focus counterparts, with the ECTS teaching allocation and six items for Nebrija to confirm.
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009
Official Course-Title Crosswalk, spreadsheet copy
Spreadsheet
The spreadsheet form of the crosswalk carried in document 008. [PLACEHOLDER: contents of this spreadsheet, which could not be read from the file supplied.]
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010
Revised Nebrija and Focus Course Allocation and Module Matches, Version 2
August 22, 2026
The revised teaching allocation that preserves Focus 27 ECTS and Nebrija 33 ECTS, the verified Nebrija matches for the courses Nebrija will teach, the Focus-taught courses and their counterparts, six key academic findings, and seven decisions and confirmations required. Source basis includes the current Nebrija public syllabus for the Master’s Degree in International Business and the Nebrija MBA Tech brochure (2024), used only as adjacent evidence.
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011 to 020
Full course syllabi, GBUS 701 to GBUS 710
Working drafts
Ten syllabi on a common pattern: course description, six course learning outcomes (Bloom levels are stated in the taught courses, GBUS 701 to 709), PLO alignment, a workload table totalling 150 hours, learning methods, required materials, the weighted assessment structure, detailed assessment instructions, a CLO to assessment matrix, the common four-level master’s rubric with analytic criteria and per-assessment weights, the grading scale, a fourteen-week schedule, the AI and evidence policy, and course and academic policies.