In keeping with the demands of a multicultural, interdependent and evolving world, Insper’s goal is to help shape individuals who can identify key problems in their fields and proficiently apply their knowledge and skills to create valuable solutions for organizations and society. Three pillars support the consolidation of this educational approach:
Insper is dedicated to strengthening the learning management process as an institutional expression of its commitment to society with regard to the vision and mission that guide its activities. Because it is a nonprofit institution, the pursuit of evidence of the accomplishment of its mission takes on even greater importance. The process is continuous and self-critical. Each Insper program has a set of learning goals (competencies and knowledge) that determine the expected profile of its graduates. The design of the academic programs (curriculum, content, teaching methods and teaching instruments) works to support the development of these objectives. In order to monitor assurance of learning (understood as advancement towards the learning goals), students undergo evaluations distributed strategically over the course of their program. Based on these results, Insper carries out its learning management supported by cutting-edge research in teaching and learning, while reviewing its practices and the design of its academic programs in order to continuously improve the teaching process and to attain the desired level of learning.
International accreditation by the AACSB International highlighted Insper’s learning management process as one of the best in the world. We use the term “learning management” because it encompasses aspects such as measurement, identification of gaps, design of actions, establishment of targets and the subsequent effort of mobilizing people to achieve targets. Learning management involves the intense exercise of our matrix structure, with the leaders of the Academic and Teaching and Learning areas working together so that both near and long term targets are addressed in a coordinated fashion and are aligned with the organizational strategy.
At Insper, learning dynamics are heavily based on solving complex problems, seeking to reproduce some of the more critical aspects students will face in their careers. Students actively participate in classroom dynamics by analyzing real-world problems, identifying situations and taking decisions in a context that promotes a diversity of ideas and proactivity. Course class plans, which are important elements of the teaching dynamic and are aligned with the school’s learning management, are based on problem solving: each module is presented based on a key issue or problem taken from the real world and focuses on the fundamentals and main learning goals expected to be attained.
In addition to managing the academic and professional qualifications of its faculty, Insper has a permanent calendar of initiatives aimed at the furthering their development in teaching practices, with the agendas defined based on the needs identified in successive learning management cycles. This culture of improving the teaching skills of its professors, as a result of its educational approach and learning management process, confers an exclusive identity to the teaching practices that ultimately characterize the Insper Experience (in 2010, the institution received the Santander Universities Award in recognition of its faculty development program).