Business Administration and the Administrator
The main role of the administrator is to formulate, plan and execute strategies for improving the performance of an organization operating in any market. All organizations, whether for or not for profit, private or public, large or small and in any sector of the economy, need an administrator.
To effectively manage an organization, the administrator must be familiar with human aspects in its many dimensions (people management, ethics, social responsibility, politics and history), have a solid quantitative academic background and be able to apply technical tools to market analysis, organizational processes and business performance. Managers must also understand and know how to analyze the organization’s economic, social and institutional context and how this context, combined with government policy, could affect it.
The Insper experience gives students an integrated academic, professional and humanistic vision, which means the curricular and extracurricular activities they perform are designed to develop their intellectual curiosity and investigative capacity.
These are full-time programs with classes in the morning and afternoon until the sixth academic semester, when students are ready to participate in regular internship programs. This intensive study format gives Insper students a unique experience, given the level of educational excellence and the depth of knowledge to which they are exposed, which prepares them to capture top positions in a diversified job market.
Insper’s learning process develops professionals who are capable of solving real problems in the world of business and economics
The program structure includes:
At Insper, students help professors develop the content and focus of classes by actively participating in their own learning process. Over the course of the undergraduate program, professors encourage students to share their knowledge (repertoire and reflections resulting from class preparation), which encourages the exercise of proactivity.
As such, the acquisition of behavioral competencies and the retention of theoretical knowledge (which is the foundation of the functional competencies of an economist that add value) are facilitated by a dynamic and curriculum design that encourage students to participate actively in activities and solve real-world problems typical to organizations and companies, while interacting with colleagues and debating and reflecting on ideas.\
Upon concluding the program, the economists developed by Insper have recognized competence in:
|1º||Principles of Microeconomics||Calculus I||Information Systems||Logics and Ethics||Principles of Business Administration||Business Administration
|2º||Principles of Macroeconomics||Calculus II||Statistics I||Sociology and Politics||Financial Accounting|
|3º||Price Formation||Decision Making Models||Statistics II||General Economic History||Financial Markets|
|4º||Organizational Strategy||Law applied to Business Administration||Econometrics||Psychology applied to Business Management||Financial Investments||Business Administration
|5º||Competitive and Corporate Strategy||Marketing Management||Process Management and Information Technology||Organizational Behavior and Leadership||Corporate Finance|
|6º||Supply Chain Management||Advanced Marketing||Effective Problem Solving||Human Resources Management||Managerial Accounting|
|7º||Elective I||Elective II||Elective III||Internship||Business Administration
|8º||Elective IV||Elective V||Elective VI||Internship|
An important advantage of Insper’s undergraduate programs
Aware of the needs and demands of professionals working in the real world, Insper offers a program to promote the development of undergraduate students in competencies such as critical thinking, problem solving and teamwork, which is called “Effective Problem Solving.”
The program effectively innovates the statistics teaching model by conferring an applied character to courses in the field by tackling real-world problems and adopting a problem‑solving methodology. Over the course of the statistics courses, students participate in diagnostic evaluations of the use of this methodology. With results in hand, the students identify, at the end of the course, their main strengths as well as the areas in which they must develop when taking the course Problems in Economics in their sixth academic semester.
The course Problems in Economics is based on a learning design centered on typical problems in the field of economics: students divided into teams are presented weekly with a problem in the area of micro or macroeconomics that they must analyze and present in the next class.
The problems proposed are taken from the context faced by economists working at banks, economic departments of companies, economic consulting firms, etc.
At the end of the course, students present their analyses and solutions to a panel of prominent economists.
The central problem addressed in the Economic Sciences program is: How to optimally allocate scarce resources in a diverse society, taking into account how people respond to economic and social incentives?
To ensure a strong foundation for structuring and solving problems, during the first few semesters, the basic-development courses are the same for both the Economics and Business Administration programs. As of the fourth semester, the two programs split off into different directions and, in the last year, students select the courses they will take from among a broad spectrum of elective courses offered.
With the Double Certification, you may achieve an additional degree in Business Administration or Economics program, once the curriculums for both programs are integrated.
In order to achieve the Double Certification, you must undergo a Selection Progress. The number of openings is defined twice a year by the Academic Coordination.
Once you are accepted, by the senior year of your original program, you may already start to attend the classes of another program. This way, you graduate in the original program and, within one extra year, you achieve a Double Certification.