cyber risk strategy and governance

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Identify the key legal principles governing privacy, data protection, and cybersecurity under the EU framework.

Explain the legal frameworks regulating data protection and cybersecurity.

Recognize the risks associated with data processing and digital infrastructures, including cyber threats and vulnerabilities.

Describe the obligations imposed on organizations in terms of data governance, risk management, and incident response.

Summarize the main regulatory tools available to mitigate cyber risks and ensure compliance in digital environments.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Apply GDPR and cybersecurity rules to real or hypothetical scenarios involving data breaches, cyber incidents, or compliance challenges.

Analyze case-based issues by unpacking factual elements, identifying legal challenges, and proposing structured solutions.

Evaluate different regulatory and strategic options for managing cyber risk and data protection obligations.

Interpret legal provisions, decisions, and guidelines to assess their implications for organizations and users.

Develop clear and persuasive legal arguments when addressing complex interactions between technology, compliance, and fundamental rights.

MISSION
Data has become one of the most valuable assets in the digital economy, driving innovation, shaping business models, and influencing essential public and private functions. At the same time, the dependence on digital infrastructures exposes individuals, businesses, and institutions to increasing cyber risks. The evolution of EU law reflects the strategic importance of protecting both personal data and digital infrastructures.

The mission of this course is to provide students with an understanding of the legal frameworks governing privacy, data protection, and cybersecurity within the EU context. By combining theoretical analysis and case-based reasoning, the course contributes to preparing students to recognize risks, interpret regulatory obligations, and navigate the complex interaction between technology, fundamental rights, and cyber resilience.
CONTENT SUMMARY
Data Protection module

Foundations of privacy and data protection in the EU legal order.

Material and territorial scope of the GDPR; key definitions and principles.

Data subjects’ rights and controllers’/processors’ obligations.

Data breaches and incident management; notification duties.

Data transfers and international data flows.

Applied topics: AI and data protection; digital identity; cookies and tracking technologies.

Enforcement, accountability, and sanctions.

Cybersecurity module

Introduction to cyber risk: types of threats, vulnerabilities, and impacts.

EU cybersecurity framework: NIS2 Directive, Cybersecurity Act, DORA (overview).

Cyber risk management obligations for essential and important entities.

Cybersecurity and AI; misinformation and cyber-enabled harms.

Protection of critical infrastructures and cloud services.

Case studies delivered by practitioners on cybersecurity compliance and incident response

Written individual exam (traditional/online) [Partial exams, General exam]
ATTENDING AND NOT ATTENDING STUDENTS
n order to
assess the achievement of the above learning outcomes, student assessment is based on a written exam that
counts for
100% of the final grade. The exam consists of open-ended questions aimed at evaluating students’ ability to

(
i
)
explain the legal principles and regulatory frameworks governing data protection
and cybersecurity;

(ii) address a practical situation where data protection and cybersecurity are involved
designed to test students’ analytical skills, namely their ability to identify and address legal issues arising in digital and technological contexts.

ATTENDING AND NOT ATTENDING STUDENTS
For this course,
there is no required textbook
. All essential readings including judicial decisions, academic articles, policy documents, and selected case law will be uploaded
on
the Bboard platform prior to the relevant classes.
Additional
materials may be provided during the semester to reflect new developments in the fields of intellectual property, online platform regulation, data protection, and AI governance.

Students who wish to explore specific topics in greater depth may consult optional readings suggested throughout the course; these are not
required
for the exam. Any updates or changes to teaching materials will be communicated promptly to ensure
accurate
information for students and for library and Course Reserve services.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
Università Bocconi conceives education as an ongoing process that stretches across a person’s entire professional life. The University hopes that the entire Bocconi community will respect the values of fairness and correctness associated with it, values which inspire and guide the conduct of all community members as they pursue common objectives and a shared mission. The Università Bocconi Honor Code is published at http://www.unibocconi.eu/honorcode. We encourage all students to read it.

After successful completion of the course, students will be able to assess the vulnerability of the global system to cyber risks and recognize how to tackle them from a public sector perspective in order to define policies and programs, as well as put in place actions required to govern it. More specifically, they should be able to:

Assess and interpret economic and political trends (also) in light of cyber risk and identify implications and possible governmental actions;

Think strategically about the implications of cyber risk for the public sector at international and domestic level.

Re-assess evolving interests’ cities have in the digital world.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
Analyze trends in the global system connected to the evolution of cyber risk, interpret how they affect government activities, and define policies, programs, and road maps for governing it.

MISSION
The first ‘macro’ part of the course (4 CFU) aims to explore the deep interactions emerging across countries that are currently shaping the global economic environment at different levels (economic, financial, political). The goal is to understand to what extent these interactions make the global system vulnerable to cyber risks and whether national and international Institutions can cope with the latter while preserving the overall underlying architecture of the global network.
The scope of the second ‘micro’ part of the course (4 CFU) is to develop a forward-thinking cyber risk management strategy for governments at all levels of jurisdiction. In particular, the scope is to present and discuss the implication of cyber risks and evolving challenges associated with the digital frontier at the international, national, and local levels. To tackle the security issues in the city, we will develop a field project.
CONTENT SUMMARY
The first part of the course focuses on:

Analyzing the emergence of global value chains within the international trade system and the implications for companies’ strategies and society at large

Exploring the role of national and supranational Institutions and their ability to manage potential crises in the existing global production and financial networks

Assessing the extent to which different parts of the global economic environment are prone to cyber risks

The second part of the course focuses on:

Understanding the implications of cyber risk for governments and institutions at the international, national and local levels

Discussing top-down and bottom-up organizational approaches to developing effective programs and actions to face challenges and increase the value generated by the public sector

Illustrating the concept of secure cities and the collaborative role of different actors

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING STUDENTS
Due to the teaching mix, heavily based on case discussion and class exercises, attending classes is
extremely important.

Grading methods involve multiple assessment methods, including:

• Group field project with CISCO: 30%
• Case presentation and discussion: 30%
• Final exam: 40%
  NOT ATTENDING STUDENTS
  General written exam: 100%

ATTENDING AND NOT ATTENDING STUDENTS
Attending and non-attending students:
Slides and materials are uploaded to the Bocconi University web learning platform.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Comprehend the Bayesian (and frequentist) perspectives on data analysis and inference.

Understand the principles and methods of supervised and unsupervised learning from a Bayesian viewpoint.

Develop an intuition for constructing a Bayesian data analysis pipeline, encompassing data collection through to final predictions.

Grasp the concept and applications of Monte Carlo simulations and their role in Bayesian analysis.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

• Formulate a problem in terms of Bayesian methods
• Design and apply a Bayesian data analysis pipeline using large or small datasets
• Read current literature on the application of data analytics to risk assessment in different domains
• Implement Monte Carlo simulations and use them as tools for solving real-world problems

MISSION
Data analytical methods are important for cyber security in two contrasting ways: On the one hand, they can be used for assessing and predicting risk in a large number of areas, and with the trend towards big data and the introduction of new machine learning paradigms this number is growing even further. In particular, Bayesian methods have become more and more important, since they are especially suited for dealing with uncertainty and also work when only a limited number of data is available. The purpose of this course is consequently two-fold: First, to teach the students the aspects of probabilistic thinking and Bayesian methods for risk prediction based on real-life applications from different fields. In the last part of the course, we will also give an introduction to the method of Monte Carlo, which is widely used in the field in industry for simulations of processes involving risk.
CONTENT SUMMARY

Bayesian approach to probability

Bayesian methods in risk assessment

Bayesian networks and causal graphs

Unsupervised learning in the Bayesian framework

Supervised learning in the Bayesian framework

Case studies: risk prediction in business, software, hardware, law, medicine, insurance, and climate

Introduction to Monte Carlo methods

Monte Carlo methods for risk assessment

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING AND NOT ATTENDING STUDENTS
The exam consists of a theory part and a case discussion part.

• The theory part features open and closed answer questions.
• The case discussion part consists of a short description of a risk prediction task and ask the students to present a roadmap for solving the problem.
• The exam is not open-book: any material outside of what are provided by the instructors is forbidden.

ATTENDING AND NOT ATTENDING STUDENTS
TBD

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Interpret
the interconnections between Corporate Governance, Enterprise Risk Management, IT Governance, IT Risk Management, and Cyber Risk Governance.

Align
Digitalization and Digital Transformation strategies with Cyber Risk Governance and Strategy.

Engage
Board Members and Executives in defining and implementing Cyber Risk Governance, according to their respective roles and responsibilities.

Foster
a culture of cyber awareness and shared responsibility across the organization.

Apply
major frameworks and tools for Cyber Risk Governance (e.g., NIST Cybersecurity Framework).

Manage
and respond effectively to cyber incidents through structured approaches and leadership practices.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Design a Cyber Risk Governance process aligned with the organization’s Corporate Governance, Enterprise Risk Management IT Governance and IT Risk Management.

Derive, from the key frameworks and tools for Cyber Risk Governance, a specific approach to protect the organization.

Implement a Cyber Risk Governance and a Cyber Risk Strategy with an open, collaborative and tech-savvy approach.

Build a measurement system for Cyber Risk.

Build a Cyber Risk Roadmap with budget constraints.

Design, implement and test an Incident Response Plan.

MISSION
Cybersecurity has become one of the most critical dimensions of technological and operational risk in modern organizations. While managers can rely on numerous frameworks and best practices, effective cyber risk governance requires tailored strategies — not one-size-fits-all solutions.
The mission of this course is to equip students with the ability to design and implement a governance framework and cyber strategy that align with the organization’s digital transformation journey, business priorities, and risk appetite. By doing so, students will learn how to prioritize actions and maximize the value of cyber risk investments.
CONTENT SUMMARY
The course explores how organizations can integrate cybersecurity governance and strategy into their broader digital transformation efforts. Students will learn how to:

• connect business strategy to cyber risk management decisions;
• use frameworks such as NIST to structure governance processes;
• engage boards and executives in cyber risk oversight;
• manage communication and leadership during cyber crises through simulations and case studies.

Part 1| Understanding the context for cyber risk governance and strategy.

Cyber Risk Governance (CRG) as a new field. CRG, Corporate Governance, Enterprise Risk Management, IT Risk Management, IT Governance.

Current Challenges in Cyber and Information Security.

Business Strategy in the era of Digital Transformation: how to derive business drivers for Cyber Risk Governance and Strategy. Identifying the crown jewels in transforming organizations: the Real Madrid Case Study.

Identifying the crown jewels in transforming organizations: the GE Case Study.

Linking Business Strategy to Cyber Risk Strategy: the SOI case study.

From strategy to execution: the role of international frameworks. The NIST cybersecurity Framework.

The NIST cybersecurity framework in action.

Simulation: Design and execute the Cyber Strategy @ Morpheus Pharma.

Part 2 | Cyber risk governance processes, frameworks and tools.

Cyber Risk Governance: leadership structures, organization and processes

The Board's role in Cyber Risk Governance.

Simulation:
Build a Cybersecurity Toolkit for Your Board

CISO: role and responsibilities. Cyber risk management operations.

Removing vulnerabilities through people and culture.

Cyber Risk Governance Indicators: KPI and KRI.

Simulation:
Your first 90 days as CISO

Cyber Leadership & Communication

Incident Reponse Plan

Simulation:
Your first Cyber Crisis
.

Interactive session with CISOs

Written individual exam (traditional/online) [Partial exams, General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING STUDENTS
Attending students
will be evaluated based on their ability to translate key concepts and tools into actionable outcomes.

They will be required to take
two individual partial exams
:

An
essay question
on the first part of the course, aimed at assessing their ability to align Digitalization and Digital Transformation strategies with Cyber Risk Governance and Strategy.

An
essay question
at the end of the second part of the course, aimed at evaluating their capability to design a Cyber Risk Governance structure and to implement an Incident Response Plan.

The course adopts a
pragmatic, hands-on approach
, therefore attending students will also take part in
two graded in-class group assignments
:

Designing a toolkit for Board Members
, to effectively inform and engage them in Cyber Risk Governance.

Developing a Cyber Risk Strategy for a large organization
, including a three-year financial plan.

NOT ATTENDING STUDENTS
The assessment for not attending students is based on an open essay question aimed at testing:

The overall understanding of the
key concepst
and
principles
related to Cyber Risk Governance and Strategy;

The capacity to
critically read
the Corporate and Digital Strategy of a Company and to desgin a consistent Cyber Risk Strategy;

The ability to effectively apply the tools and methods for the
onboarding of Executives and Board Members in Cyber Risk Governance
, as explainde in the book for Not Attending Students.

ATTENDING STUDENTS
Cases, readings, slides, and other material available through Bboard.
NOT ATTENDING STUDENTS
Parenty T.J., Domet J.J.,
A Leader's Guide to Cybersecurity: Why Boards Need to Lead--and How to Do It,
Harvard Business School Publishing, 2019 (Full Book)

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
The course is structured around five parallel strands.

• The first strand examines how banks and FinTech companies are evolving by analysing their main transformation drivers, including technology, regulation, customer behaviour, and competitive dynamics, together with their business models and future industry trends.
• The second strand focuses on the transformation of financial markets from both the supply and demand side, with particular attention to value chains, platform-based models, financial ecosystems, and the evolution of customer expectations, behaviours, and digital experiences.
• The third strand explores the evolving relationship between banks and FinTech firms, analysing the balance between competition and collaboration and how incumbent institutions are adapting to continuous technological and market change.
• The fourth strand adopts a forward-looking perspective on the future of banking, including new banking architectures, emerging types of financial institutions, innovative business models, and the increasing differentiation among market players.
• The fifth strand is dedicated to understanding the evolving regulatory and market frameworks of open banking and open finance, and how these paradigms are reshaping the financial services industry.

By the end of the course, students will have developed a solid knowledge base and will be able to

Understand the origins and drivers of the FinTech phenomenon and its hype.

Assess the impact of FinTech on the financial markets.

Evaluate the key drivers of transformation in financial services and their effects at both the micro and macro levels.

Analyse the transformative shift from transaction-based models to service-oriented approaches in the financial services industry, and assess the associated managerial and entrepreneurial challenges.

Understand and assess where and how the banking industry is undergoing a deep transformation.

Interpret the unique features of banks and FinTech development.

Explain the economic logic underlying the business models of banks and FinTech companies, and critically evaluate their sustainability, effectiveness, and strategic positioning within the evolving financial services industry.

Critically assess the role of digital platforms in shaping the FinTech revolution and the evolution of financial ecosystems.

Compare different perspectives on the idea of FinTech leading the banking industry versus incumbents.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Critically evaluate the empirical evidence concerning the evolving structure of the banking industry and the strategies adopted by different market participants.

Assess the role of banks and FinTech companies within the modern financial services industry, with particular attention to value propositions, customer relationships, and risk assessment models.

Evaluate the impact of the main environmental and technological drivers of change on the strategies and performance of banks and FinTech companies.

Analyse the regulatory challenges arising from digital transformation and the growth of FinTech companies.

Conduct independent research and critically review specialised academic and industry literature on banking and financial innovation, identifying and evaluating relevant information sources.

MISSION
The banking and financial services industry is undergoing a profound structural transformation driven by technological innovation, regulatory evolution, and changing market dynamics.

Digital technologies — including artificial intelligence, cloud computing, big data analytics, and platform-based infrastructures — are increasingly influencing the organisation, governance, and delivery mechanisms of financial services.

Within this evolving environment, FinTech firms, incumbent financial institutions, and technology companies are redefining the financial ecosystem through new forms of value creation, competition, and cooperation. The FinTech phenomenon has evolved from a disruptive startup movement into a broader, interconnected ecosystem characterised not only by innovation and experimentation but also by business model consolidation, scalability, strategic partnerships, and the pursuit of economies of scale and long-term economic sustainability.

The mission of this course is to provide students with an advanced understanding of the strategic, managerial, and operational implications of digital transformation in banking and financial services. The program aims to equip students with analytical frameworks and critical skills to evaluate innovation processes, assess the scalability and sustainability of emerging business models, and understand the challenges and opportunities faced by financial institutions in increasingly digitalised and interconnected markets.
CONTENT SUMMARY
The course aims to provide students with both professional knowledge and practical tools through a dual analytical perspective:

professionals working within banks (particularly retail and private banks) and FinTech companies, as well as students interested in launching their own FinTech ventures;

professionals collaborating with financial institutions as external stakeholders, including consultants, venture capitalists, technology providers, and other industry partners.

The curriculum is structured to first provide students with a comprehensive understanding of the banking and financial services industry, and then explore the profound transformation currently reshaping the sector. Particular attention is devoted to the challenges and opportunities faced by both incumbent banks and emerging FinTech firms.

The course is organised around key vertical product areas that drive innovation in the core functions of financial intermediation: payments and money services, lending, savings, and investments. For each area, students will analyse market structures, incumbent business models, emerging use cases, and the strategies adopted by technology-driven entrants. The course also examines the underlying economic dynamics, enabling technologies, and the evolving competitive landscape of the industry.

By the end of the course, students will have developed both a solid theoretical foundation and a practical understanding of the forces transforming banking and financial services at an international level.

To achieve these objectives, the course adopts an interactive and interdisciplinary approach designed to strengthen students’ understanding of the economics of banks and FinTech companies, while fostering critical thinking, problem-solving skills, and an entrepreneurial mindset.

The learning experience is enriched through real-world examples, business case studies, guest speakers, and live class discussions. Active participation is therefore considered an essential component of the course.

Written individual exam (traditional/online) [General exam]
Individual Works/ Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
Peer evaluation [Continuous assessment]
ATTENDING STUDENTS
Students may choose between attending and non-attending status.

The two options involve different learning experiences and assessment methods.

For attending students
, the final evaluation is based on the following components:

Two group assignments (differently weighted but overall counting for 60% of the final grade). They are two different projects and are graded differently, as will be detailed in class. They are both designed to verify the student's ability to:

Apply the appropriate tools and methodologies learnt in class.

Work on a team and organise and present the relevant outcomes effectively.

Final written exam (40% of the final grade), based on a combination of open-ended essay questions designed to assess students’ critical understanding of the selected course readings, including textbook chapters and academic articles. Additional details will be provided in the syllabus and made available on Blackboard.

Attending status and related scores will be considered for the exam sessions of December 2026 and January 2027.

NOT ATTENDING STUDENTS
Students may choose between attending and non-attending status.

The two options involve different learning experiences and assessment methods.

For
non-attending students
, the final evaluation is based exclusively on the written exam, which accounts for 100% of the final grade.

The contents refer to the textbook and the material made available on the Course website (technical notes, readings, and slides) as detailed in the syllabus.

The final evaluation is based exclusively on a written examination. Group work assessments cannot contribute to the final grade, as such activities are available only to attending students.

The written exam is based on a combination of open-ended essay questions.

ATTENDING STUDENTS
The course materials consist of:

Book:

Omarini A., 2019,
Banks and Banking: Digital Transformation and the Hype of Fintech. Business impacts, new frameworks, and managerial implications
, McGraw-Hill

The book is also available as an eBook at

• https://www.bookrepublic.it/book/9788838695797-banks-and-banking-digital-transformation-and-the-hype-of-fintech/
• https://www.ibs.it/search/?ts=as&query=omarini+bank%20fintech&query_seo=omarini+bank%20fintech&qs=true
• And, also available through the Bocconi Library.

Other additional course materials (articles, cases, class notes, news articles, slides) will be posted on the Bboard and/or handed out in class.

Additional details regarding the selected course materials for attending students will be provided at the beginning of the course.
NOT ATTENDING STUDENTS
The course materials consist of:

Book:

Omarini A., 2019,
Banks and Banking: Digital Transformation and the Hype of Fintech. Business impacts, new frameworks, and managerial implications
, McGrawHill

The book is also available as an eBook at

• https://www.bookrepublic.it/book/9788838695797-banks-and-banking-digital-transformation-and-the-hype-of-fintech/
• https://www.ibs.it/search/?ts=as&query=omarini+bank%20fintech&query_seo=omarini+bank%20fintech&qs=true
• Also available at Bocconi Library.

Other additional course materials (articles, cases, class notes, news articles, slides) will be posted on the Bboard and/or handed out in class.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Understand individual differences in team-based activities.

Identify the distinctive elements of an effective communication.

Differentiate an effective communication from a non effective one.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Appreciate individual differences in team-based activities.

Experiment with the distinctive elements of an effective communication.

Develop an effective communication.

MISSION
The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between team members and organizational actors in order to develop innovative solutions. The ability to read the context and to integrate different sources of information represent pivotal elements to achieve and present innovative solutions.
CONTENT SUMMARY

Active class participation (virtual, attendance) [Continuous assessment]
ATTENDING STUDENTS
Because of the active interaction and the continuous feedback (from peers and instructors), attending students are evaluated on the basis of their active and continuous contribution throughout
the entire duration of the seminar
(es. preparation of the presentation message, presentation design, peer feedback with other students,...).

In order to be considered 'attending', the student should attend
100% of the sessions (8 out of 8 sessions).

Final evaluation: pass/fail.

NOT ATTENDING STUDENTS
Not-attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the 'teaching material' section'. The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective teamwork and influential presentations.

The not-attending exam will be entirely based on the following readings:

Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams.
Harvard Business Review
,
85
(11), 100.

Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict.
Harvard Business Review.

Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader.
Harvard Business Review
,
89
(7/8), 68-74.

Abele, J. (2011). Bringing minds together.
Harvard Business Review
,
89
(7-8), 86-93.

McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks.
Harvard Business Review
,
88
(3), 82-89.

Hansen, M. T. (2009). When internal collaboration is bad for your company.
Harvard Business Review
,
87
(4), 82-88.

Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you.
Harvard Business Review
,
86
(12), 78-86.

Final evaluation: pass/fail.

ATTENDING STUDENTS

Materials distributed in class and or in the BB and instructor’s slides.

NOT ATTENDING STUDENTS
The not-attending exam will be entirely based on the following readings:

Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams.
Harvard Business Review
,
85
(11), 100.

Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict.
Harvard Business Review.

Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader.
Harvard Business Review
,
89
(7/8), 68-74.

Abele, J. (2011). Bringing minds together.
Harvard Business Review
,
89
(7-8), 86-93.

McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks.
Harvard Business Review
,
88
(3), 82-89.

Hansen, M. T. (2009). When internal collaboration is bad for your company.
Harvard Business Review
,
87
(4), 82-88.

Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you.
Harvard Business Review
,
86
(12), 78-86.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
At the end of the course student will be able to:

Understand the idea of digital money and especially the functioning of Bitcoin.

Understand the technical elements of a blockchain architecture.

Comprehend the logic behind the development of an enterprise project based on blockchain.

Understand the concept of Decentralized Applications identifying benefits and weaknesses.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
At the end of the course student will be able to:

Design and code blockchain-based smart-contracts.

Derive, from the key blockchain framework, the best approach to implement a blockchain solution.

Use some of the most common software tools (i.e. wallet and blockchain explorers) needed to manage and exchange a cryptocurrency protocol.

MISSION
Blockchain, Bitcoin and cryptocurrencies: three terms used often without having precisely in mind where the boundaries among them are located. Some believe that blockchain is the most promising and revolutionary technology currently being researched in the IT field, others think that is only an overhyped phenomenon destined to explode in a market bubble. Regarding Bitcoin, some think it is 21st century’s digital gold, non-country specific and censorship-resistant; others, that it represents an asset used only for illicit trafficking.
The course aims at providing the tools from the technological perspective and from the business perspective to understand the technologies, their impact on business, finance and society at large, analyzing the following topics:

• The starting point: Bitcoin. The story, motivations and basic technologies and bitcoin economics
• Blockchain components and technologies: cryptography, ledgers, blocks, chaining, consensus models
• Blockchain categorization and forking. History and main examples
• The main permissionless platform: Ethereum
• Smart contracts and DApp, digital sovereign identity
• Blockchain limitations and misconceptions
• The cryptoasset market development and the financial system: history, case studies, paradigms, regulations…
• Blockchain applications and business implications
• What’s next?
  CONTENT SUMMARY
  ​​​​​​
  The Bitcoin Paradigm

Why was Bitcoin created?

The technological stack of Bitcoin

The developers' communities of Bitcoin.

Bitcoin hands-on: opening and exchanging Bitcoin.

The Ethereum Paradigm

Prologue: the expressiveness limits of Bitcoin script (statelessness, lack of Turing completeness)

Inception, design and deploy of Ethereum ("the world computer")

Differences with Bitcoin: scripting language, code execution and account model, governance

EVM and high level smart contract languages (Solidity)

Sharding and Proof of Stake (PoS)

Permissioned Blockchains

Motivations: performance and regulatory compliance issues of permissionless blockchains

Decentralization trade-offs: permissioned consensus protocols

Main permissioned platforms (e.g. EBSI, LIbra, Sovrin), perspectives and applications

The blockchain application landscape

Notarization and certification

ICOs

Decentralized Applications

NFT, Metaverse and Web3

Blockchain business considerations

Why blockchain can be considered a multi-layer infrastructure.

What are the blockchain architectural options.

When the blockchain makes sense in the enterprise and how to implement it.

What are the so called off-chain services and how do they work.

Introduction to Regulations and institutional initiatives

Italian and European initiatives

The role and position of Central Banks on cryptoassets

The blockchain regulatory framework

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
Active class participation (virtual, attendance) [Continuous assessment]
Peer evaluation [Continuous assessment]
ATTENDING STUDENTS
With the purpose of measuring the Course expected learning outcomes, the assessment for attending students, the exam will consist of an individual exam (50% of the final mark) + group assignment and presentation (40% of the final mark) + class participation and activities (10% of the final mark).

Individual exam: a questionnaire (composed of multiple-choice and open questions) on the theoretical part of the course, aimed at testing:

their understanding of the key technical, economic and business aspects of blockchain-based cryptoassets;

their knowledge about Bitcoin, Ethereum and Permissioned Blockchains;

their understanding of the most relevant blockchain-based applications, their strengths and weaknesses.

Group assignment: it focuses on the second part of the course, specifically designed to measure the students’ ability to design a blockchain application tailored to a specific business context. Each project will be evaluated both from a technical and business perspective.

Class participation: it will be crucial to acquire the ability to interact with executive and managers about the emerging trends and issues of blockchain in order to build an open and collaborative approach to the course’s topics.

NOT ATTENDING STUDENTS
The assessment for not attending students is based on a final written exam (100% of the grade). This exam will consist in:

a multiple-choice questionnaire on the course, aimed at testing

their understanding of the key technical, economic and business aspects of blockchain-based cryptoassets;

their knowledge about Bitcoin, Ethereum and Permissioned Blockchain;

their understanding of the most relevant blockchain-based applications, their strengths and weaknesses.

2. Open questions aimed at testing their ability to analyze a blockchain-based solution from technical and business perspectives.

ATTENDING AND NOT ATTENDING STUDENTS
A collection of course readings will be made available in the course website through the University's elearning platform (Blackboard).

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

The need to focus on business processes.

Organizing for process improvements.

Tools, languages and architectures to map processes.

Measuring and describing processes.

Process modeling foundations. Improving processes.

Process benchmarking and process simulation.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
Assess the efficiency and effectiveness of an organization from a process perspective, conduct process improvement projets, and determine the role of technology in supporting corporate processes. Business process management is based on the observation that each product or service that a company provides to the market is the outcome of a number of activities performed. Business processes are the key instruments to organize these activities and improve teh understanding of the interrelation.

MISSION
The course addresses the methods and techniques required to analyze, design, implement, automate, and evaluate business processes. Structured along the phases of the Business
Process Management (BPM) life cycle, students learn to analyze organizational performance from a process perspective, redesign processes using value-focused techniques, design
workflows and implement them in BPM systems, simulate new process designs, and create process analytics applications using dashboards. The course leads students from a) process
discovery through conceptual and technical process design, b) through the implementation and management of workflows, c) to the structure of process-aware information systems.
CONTENT SUMMARY
The course illustrates tools, languages and architectures to map and model business processes. Key content are the following:

The need to focus on business processes.

Organizing for process improvements.

Tools, languages and architectures to map processes.

Measuring and describing processes.

Process modeling foundations. Improving processes.

Process benchmarking and process simulation.

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING STUDENTS
Summary of evaluation criteria for attending students

Attending students will receive an individual evaluation at the end of the course composed as follows:

-
Company Process design and management project (teamwork activity) = 50%

-
In-class process design and management exercise (teamwork activity) = 10%

-
Final exam (individual) = 40%

-
Class participation (individual) +1/30 to max 5 students

-
Individual take home exercises (individual, no evaluation)

A “pass course” is issued ONLY in case each one of the above grades is >= 18/30.
NOT ATTENDING STUDENTS
final exam, 100% final grade

ATTENDING STUDENTS
Attending students, that will regularly access on-line resources, will prepare:

-
Readings and cases available online through E-Learning.

-
Davis R., Aris design platform: getting started with BPM, Springer 2008, Berlin
NOT ATTENDING STUDENTS
Non-attending students:

P. Harmon, Business process change, Third Edition, Elsevier, 2014, Waltham MA, Usa

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
Describe why the rise of the of digital technologies and AI has given rise to unprecedented constitutional challenges; identify the legal categories and fundamental rights mainly affected by the digital revolution and recognize the reasons why digital technologies and AI are likely to make an impact; summarize cases and regulatory stances taken by courts and lawmakers as reaction to digital technologies; assert normative claims regarding how the law should tackle emerging legal issues in the digital age; estimate the possible impact of regulatory stances in light of the characteristics of the digital environment.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
At the end of the course student will be able to

understand the main legal challenges generated by digital technologies and AI in terms of fundamental rights protection;

read, understand and report on the case law of European and national courts on digital technologies and AI;

discuss legal issues emerging in the context of the digital age, having regard to the role and legal regime of digital platforms.

MISSION
Following the advent and spread of digital technologies, including AI applications, this course aims to provide students with an overview of the emerging constitutional issues connected to digital technologies and AI, with a focus on the protection of fundamental rights. The course will address different areas of law, including regulation and case law on freedom of expression, online platforms, privacy and data protection.
CONTENT SUMMARY
An Introduction to Digital Constitutionalism

Reguation of Digital Technologies and AI

Platforms, AI and Free Speech

Privacy, Data Protection and Automation

Discrimination in the age of AI

Oral individual exam [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING STUDENTS
The final oral exam will attribute 18/30 points and will assess students' ability to comment on the legal issues discussed throughout the course.
Group assignments will award 12/30 points and will test students' ability to read, understand and report on relevant areas of the course.
NOT ATTENDING STUDENTS
The final oral exam will attribute 100% of the final grade and will assess students' ability to comment on the legal issues discussed throughout the course, as well as to read, understand and report on cases.

ATTENDING STUDENTS
Students will be tested on the materials available on Bboard and on the textbook:

O. Pollicino, M. Bassini, G. De Gregorio, Introduction to Internet Law: Protection of Human Rights in Cyberspace, Milan, 2021
NOT ATTENDING STUDENTS
Students will be tested on the materials available on Bboard and on the textbook:

O. Pollicinio, Judicial Protection of Fundamental Rights on the Internet. A Road Towards Digital Constitutionalism?, Oxford, 2021

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Understand the main methodological steps of
risk assessment, risk management and internal controls

Understand what are the
most common corporate frauds
.

Understand the difference between
fraud prevention
and
fraud detection
(and what are the relevant methodologies and techniques).

Understand the
difference between earnings management and fraudulent financial reporting
.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Make an overall
assessment of business risks and fraud risks
(fraudsters, opportunities, fraud schemes and red flags).

Apply some
fraud detection techniques
based on
financial analysis
and
data analytics
.

MISSION
The course major educational objective is the analysis of the risk assessment, internal controls and investigation methodologies with a specific focus on those corporate frauds.
In general terms, risk assessment and internal control principles and techniques are fundamental in order to prevent adverse results (losses) that are the consequence of errors and frauds in the areas of:
1. Strategic and operational objectives (business objectives)
2. Reporting objective (reliability of managerial and financial reporting)
3. Compliance (with laws and regulations) objectives.
From a conceptual perspective, fraud risk assessment, fraud prevention (the role of internal controls) and fraud detection (investigation) are interesting in order to understand the strength and quality of the corporate risk management and managerial control processes.
That is why these topics and the related techniques and tools for identifying errors and frauds are relevant for several professionals: external and internal auditors, financial accountants and controllers, fraud examiners, compliance specialists, private equity and M&A specialists and more.
Particular relevance is given to the analysis and discussion of case studies for real companies in order to develop students' skills in identifying critical fraud risks and evaluating their impact.
CONTENT SUMMARY

Session 1
-
Introduction
to the course and to
some definitions

Sessions 2-7
-
Focus on Prevention

• risk management, risk assessment and internal controls: principles and methodologies for both qualitative and quantitative risk analysis (examples of quantitative techniques: sampling for internal controls and Monte Carlo simulation for risk assessment);

Sessions 8-14
-
Focus on Detection

• a framework for fraud risk management and detection (the fraudster’s Fraud Triangle, the detection process: from a suspected fraud to the proof of intentionally): principles and methodologies for both qualitative and quantitative investigations (examples of quantitative techniques: computer forensic, data mining, big data, network analysis);

Sessions 15-21
-
Focus on some Fraud Schemes
(lessons learned from famous scandals): analysis of some fraud schemes in order to understand the failure of governance, risk management and internal controls; examples: internal transactions frauds, Ponzi’s scheme, Accounting Scandals, Concealment of financial distress, Money Laundering and more…)

Sessions 22-24
-
Presentation of Group Assignment and conclusions

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING STUDENTS
Attending Students are those students with a grade from the group assignment
.

The faculty team determines student grades by using a combination of assignments and final exam.
Students' evaluation is based on
1.
Individual written exam
(3 essay questions; it lasts
45 minutes
):
50%
.
2.
Overall group assignment evaluation
:
50%
.

Group Assignment
aims at verifying the ability to apply the methodologies and techniques presented during the course and to critically analyze and evaluate a specific case study.
The
final written exam
is based on essay questions to verify the general understanding of the topics and related professional case studies illustrated during the course.
NOT ATTENDING STUDENTS
Individual written exam
(5 essay questions; it lasts approximately
1 hour and 15 minutes
):
100%
.

This exam will include
2

additional questions based on a list of 4 papers
(provided by the teachers).
The final exam is based on essay questions to verify the general understanding of the topics and related professional case studies illustrated during the course where the topics are practically discussed.

Questions about the additional papers
are focused on some critical issued in the fields of risk assessment and fraud detection.

ATTENDING STUDENTS

Slides, readings, case studies and other materials are provided during the course. Students need to refer to each specific session in the elearning Blackboard platform.

NOT ATTENDING STUDENTS

Slides, readings, case studies and other materials are provided during the course. Students need to refer to each specific session in the elearning Blackboard platform.

4 additional papers
provided by the teachers on the Blackboard platform.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
After successful completion of this seminar, students will be able to recognize the trends and topics related to cyber risk, as well as the professional opportunities and challenges to work in this field. They should be also able to identify current trends and explain how they influence activities and values of companies, governments and institutions.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
After successful completion of this seminar, students will be able to recognize the trends and topics related to cyber risk, as well as the professional opportunities and challenges to work in this field. They should be also able to identify current trends and explain how they influence activities and values of companies, governments and institutions.

MISSION
The mission of this seminar is to explore the trends of cyber risks under multiple perspectives (technical, economical, geopolitical, societal) and to present the skills required to have a career in this field. The seminar provides a toolkit for students of the Master of Science in Cyber Risk Strategy and Governance, including an introduction to emerging professional opportunities and challenges in the program-specific professional areas (cyber risk management and data protection and security) and an overview of relevant cyber topics and how they influence activities and value generated by companies, governments and institutions.
CONTENT SUMMARY
The course introduces key topics in cyber risks with a specific reference to:

• Understanding the cyber risk from multiple perspectives
• Current professional challenges and opportunities related to cyber risk
• Trends and topics of cyber risks and how they affect companies, institutions and governments

Written individual exam (traditional/online) [General exam]
ATTENDING AND NOT ATTENDING STUDENTS
Prova individuale scritta (tradizionale/online)

ATTENDING AND NOT ATTENDING STUDENTS
Handouts provided in class

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
Level B1 - intermediate business

Students will acquire a basic/medium level of knowledge of the language which will allow some degree of independence in the business environment.

Livello B1 - intermedio business

Lo studente avrà acquisito una conoscenza di livello base/medio del linguaggio da utilizzare nell’ambiente di lavoro.

CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
Students will be able to interact in written and oral form in a low-complexity working environment (writing e-mails, drafting simple and schematic texts, comment on statistical data and graphs, be engaged in a working conversation with persons who are clear and concise).

Lo studente saprà interagire in forma scritta ed orale in un contesto lavorativo caratterizzato da un basso grado di complessità (scrivere mail di lavoro, scrivere testi semplici e schematici, commentare grafici e dati statistici, gestire una breve conversazione su argomenti di lavoro con interlocutori che si esprimono in modo chiaro e lineare).

MISSION
The course aims at providing level B1-intermediate business (see CEFR framework) knowledge and skills required to pass the Bocconi internal exam (and beneficial for international French language certification).

Fornire le conoscenze e competenze previste per il livello B1-intermedio business del quadro di riferimento europeo (CEFR) necessarie ai fini del superamento dell’esame interno Bocconi, ed utili nel caso di sostenimento di certificazione internazionale.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The duration of the course is one semester (48 hours)

The main topics covered in the course include the completion of the textbook used in the PREPARATORY COURSE 20690, and focus on the development of written and oral professional skills according to the general exam’s assessment method.

Details in the course syllabus

L’insegnamento è strutturato su un semestre (48 ore)

Il programma del corso prevede il completamento del testo in adozione nel PRECORSO 20690, e la messa a punto delle competenze professionali scritte e orali, seguendo le modalità richieste nella prova generale.

Per dettagli consultare il programma d’aula

Prova individuale orale [Prova generale]
Prova individuale scritta (tradizionale/online) [Prova generale]
STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
The internal Bocconi exam is aimed at assessing four skills: reading, writing, listening and speaking, as with international certifications. The mark is expressed out of 30. Student can sit the exam (“general” mode) after the end of the teaching period (December).

Details in the course syllabus

L’esame interno Bocconi è finalizzato a valutare quattro abilità: reading, writing, listening e speaking, in analogia al modello delle certificazioni internazionali. La valutazione prevede voto in trentesimi. L’esame può essere superato attraverso prove generali a partire dal primo appello successivo al termine della didattica (dicembre).

Per dettagli consultare il programma d'aula

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Set textbooks / Testi adottati :

B. M. SAN PIETRO e F. SIMON,
Savoir-faire dans les affaires
, Ed. UTET 2025

B. M. SAN PIETRO,
Grammaire contrastive français-anglais,
Ed. UTET 2023

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
B1 - Livello intermedio business

Conoscenze

Lo studente avrà acquisito una conoscenza di livello base/medio del linguaggio da utilizzare nell’ambiente di lavoro.

B1 - Level business intermediate

Knowledge

Students will acquire a basic/medium level of knowledge of the language which will allow some degree of independence in the business environment.

CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
Capacità di applicare conoscenze

Lo studente sarà in grado di interagire in ambito professionale in forma sia orale che scritta (scrivere e-mail, redigere testi brevi e schematici, commentare dati statistici e grafici, interagire oralmente nell'ambiente di lavoro con persone chiare e concise).

Skills

Students will be able to interact in written and oral form in a working environment (writing e-mails, drafting simple and schematic texts, comment on statistical data and graphs, be engaged in a working conversation with persons who are clear and concise).

MISSION
Fornire le conoscenze e competenze previste per il livello B1 (intermedio) business del quadro di riferimento europeo (CEFR) necessarie ai fini del superamento dell’esame interno Bocconi ed utili nel caso di sostenimento di certificazione internazionale.

The course aims at providing level B1 (intermediate) business (see CEFR framework) knowledge and skills required to pass the Bocconi internal exam (and beneficial for international language certification).
PROGRAMMA SINTETICO / CONTENT SUMMARY
L’insegnamento è strutturato su un semestre (48 ore).

Il percorso didattico segue una logica tematica. Le unità del manuale in adozione partono da un tema centrale intorno al quale prendono forma attività linguistiche mirate all’acquisizione delle competenze comunicative, pragmatiche e morfosintattiche, sia scritte che orali in ambito generale e anche professionale. Il programma del corso (codice 20375) prevede il completamento del manuale in adozione nel precorso 20693 e lo sviluppo delle competenze professionali e tratta i seguenti temi:
l'annuncio di lavoro, i
I curriculum vitae, l
a lettera di motivazione,
il colloquio,
i documenti professionali, l'economia italiana e i mock exam.

Per dettagli consultare il programma d’aula.

The duration of the course is one semester (48 hours).

Class activities follow a thematic learning approach. Each unit revolves around a learning theme providing a springboard for students to develop oral and written linguistic skills, grammar as well as pragmatic and professional competences. The main topics covered in the course (code 20375) include the completion of the textbook used in the preparatory course (code 20693) and deals with the development of professional skills and with the following topics:
classified ads,
cv and resumes,
cover letters,
job interviews, professional documents,
Italian Economy and mock exams.

Details in the course syllabus.

Prova individuale orale [Prova generale]
Prova individuale scritta (tradizionale/online) [Prova generale]
STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
The internal Bocconi exam is aimed at assessing four skills: reading, writing, listening and speaking, as with international certifications.

The mark is expressed out of 30.

Student can sit the exam (“general” mode) after the end of the teaching period (December).

L’esame interno Bocconi è finalizzato a valutare quattro abilità: reading, writing, listening e speaking, in analogia al modello delle certificazioni internazionali.

La valutazione prevede voto in trentesimi.

L’esame può essere superato attraverso prove generali a partire dal primo appello successivo al termine della didattica (dicembre).

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Libro di testo / Textbook

Turra, E. Azione! Loescher Editore 2017.

Nocchi, S. Italian grammar in practice. Alma Edizioni 2002. Updated edition with interactive e-book.

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
B1 - Level business intermediate

Knowledge

Students will acquire a intermediate level of knowledge of the language which will allow some degree of independence in the business environment.

B1 - Livello intermedio business

Conoscenze

Gli studenti acquisiranno un livello intermedio di conoscenza della lingua che consentirà un certo grado di indipendenza nell'ambiente di lavoro.
CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The student will be able to interact in written and oral form in a work context characterised by a medium degree of complexity (writing e-mails and professional texts of medium difficulty, commenting on graphs and statistical data, managing a short conversation on work-related topics with interlocutors who express themselves in a clear and linear manner).

Lo studente saprà interagire in forma scritta ed orale in un contesto lavorativo caratterizzato da un grado di complessità medio (scrivere mail e testi professionali di media difficoltà, commentare grafici e dati statistici, gestire una breve conversazione su argomenti di lavoro con interlocutori che si esprimono in modo chiaro e lineare).

MISSION
An entry level of at least A2 is recommended for successful participation in teaching activities. Before classes begin, students are invited to assess their level using the ALTISSIA app available in the calendar.
The course aims at providing level B1 (intermediate) business (see CEFR framework) knowledge and skills required to pass the Bocconi internal exam (and beneficial for international Spanish language certification).

Per una proficua partecipazione alle attività didattiche è consigliato un livello di ingresso pari almeno ad A2. Prima dell'inizio delle lezioni, gli studenti sono invitati a verificare il proprio livello tramite l'applicativo ALTISSIA disponibile in agenda.
Il corso fornisce le conoscenze e competenze previste per il livello B1 (intermedio) business del quadro di riferimento europeo (CEFR) necessarie ai fini del superamento dell’esame interno Bocconi ed utili nel caso di sostenimento di certificazione internazionale.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The duration of the course is one semester (48 hours).

The programme of the course (cod. 20374) includes the acquisition of grammatical, syntactic and lexical skills at B1 level, both written and oral, as well as the main pragmatic and communicative skills covered in the lessons.

See the classroom programme for details.

L’insegnamento è strutturato su un semestre (48 ore).

Il programma del corso (codice 20374) prevede l'acquisizione delle competenze grammaticali, sintattiche e lessicali di livello B1, sia scritte che orali, così come delle principali competenze pragmatiche e comunicative tratati nel corso delle lezioni..

Per dettagli consultare il programma d'aula.

Prova individuale orale [Prova generale]
Prova individuale scritta (tradizionale/online) [Prova generale]
STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Please, see the course syllabus for detailed information.

Per dettagli consultare il programma d’aula.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Teaching materials are the same for both attending and non-attending students; namely:

Sono previsti gli stessi materiali didattici per studenti frequentanti e non; in particolare:

M. GILARRANZ LAPEÑA, en E
spañol. Gramática y comunicación
Milano, EGEA, 2025

Codice versione cartacea: 978-88-238-2386-0

Versione ebook: 978-88-238-8972-9

Versione DigitaBook: 978-88-238-8973-6

Teacher’s own personal materials are shared with students during classes and on the Blackboard platform. / Il corso utilizza materiali autentici a cura dei docenti forniti in aula durante gli incontri e sulla piattaforma Black Board.

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
Knowledge

Students will be able to identify and use fundamental language structures to express business-related concepts, demonstrating a basic/intermediate level of language knowledge that will enable them to interact with a certain degree of independence in professional settings.

Conoscenze

Lo studente sarà in grado di identificare e utilizzare strutture linguistiche fondamentali per esprimere concetti legati al contesto lavorativo, dimostrando una conoscenza di livello base/intermedio della lingua che gli permetterà di interagire con un certo grado di autonomia in situazioni professionali.
CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
Skills

Students will be able to interact in written and oral form in a low-complexity working environment (
drafting simple and schematic texts, be engaged in a working conversation with persons who are clear and concise).

Capacità di applicare conoscenze

Lo studente saprà interagire in forma scritta ed orale in un contesto lavorativo caratterizzato da un basso
grado di complessità (scrivere testi semplici e schematici
, gestire una breve conversazione su argomenti di lavoro con interlocutori che si esprimono in modo
chiaro e lineare).

MISSION
The course aims at providing level B1 (intermediate) business (see CEFR framework) knowledge and skills required to pass the Bocconi internal exam (and beneficial for international German language certification).

Fornire le conoscenze e competenze previste per il livello B1 (intermedio) business del quadro di riferimento europeo (CEFR) necessarie ai fini del superamento dell’esame interno Bocconi ed utili nel caso di sostenimento di certificazione internazionale.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The duration of the course is one semester (48 hours).

The course syllabus includes the development of the main topics in the adopted textbook and the consolidation of the skills required in the general test. See the classroom program for details.

L’insegnamento è strutturato su un semestre (48 ore).

Il programma del corso prevede lo svolgimento degli argomenti principali del libro di testo in adozione e la messa a punto delle competenze richieste nella prova generale. Per dettagli consultare il programma d’aula.

Prova individuale orale [Prova generale]
Prova individuale scritta (tradizionale/online) [Prova generale]
Lavori/Assignment individuale (relazione, esercizio, dimostrazione, progetto etc.) [Accertamento in itinere]
STUDENTI FREQUENTANTI / ATTENDING STUDENTS
ALL THOSE WHO HAVE BEEN ASSIGNED TO A CLASS AND ATTENDED AT LEAST A 75% OF THE TOTAL COURSE HOURS ARE CONSIDERED ATTENDING STUDENTS

The internal Bocconi exam is aimed at assessing four skills: reading, writing, listening and speaking, as with international certifications.

The mark is expressed out of 30.

Students can sit the exam (“general” mode) after the end of the teaching period (December).

In addition, continuous assessment will be applied over the semester.

Attendance is considered valid for assessment purposes if physically recorded in the classroom and marked on the attendance register within the first 10 minutes of the lesson. After this time, attendance recording is closed.

5 exam sessions are scheduled throughout the year (December, January-February, March, June, August-September). The oral examination will take place on the same day as the written part, except for possible continuations due to the high number of students.

Please note that, in order to sit for the exam, it is required to register via Agenda yoU@B.

For further details please refer to the course syllabus.

SONO CONSIDERATI STUDENTI FREQUENTANTI TUTTI COLORO CHE HANNO SELEZIONATO UNA CLASSE DI DIDATTICA A FREQUENTINO ALMENO IL 75% DEL MONTEORE DEL CORSO

L’esame interno Bocconi è finalizzato a valutare quattro abilità: reading, writing, listening e speaking, in analogia al modello delle certificazioni internazionali.

La valutazione prevede voto in trentesimi.

L’esame può essere superato attraverso prove generali a partire dal primo appello successivo al termine della didattica (dicembre).

Inoltre, è previsto continuous assessment nel semestre di didattica.

La presenza è considerata valida ai fini della valutazione se rilevata fisicamente in aula e segnata tramite attendance entro i primi 10 minuti di lezione. Successivamente la rilevazione delle presenze viene chiusa.

Sono previsti 5 appelli all’anno (dicembre, gennaio-febbraio, marzo, giugno, agosto-settembre). L'orale si svolgerà lo stesso giorno della parte scritta, salvo eventuali prosecuzioni dovute all'elevato numero di iscritti.

Si ricorda che, per sostenere l’esame, è richiesta iscrizione tramite Agenda yoU@B.

Per informazioni dettagliate consultare il programma d’aula.
STUDENTI NON FREQUENTANTI / NOT ATTENDING STUDENTS
ALL THOSE WHO HAVE NOT SELECTED A CLASS OR ATTENDED LESS THAN A 75% OF THE TOTAL COURSE HOURS ARE CONSIDERED NON ATTENDING STUDENTS

The internal Bocconi exam is aimed at assessing four skills: reading, writing, listening and speaking, as with international certifications.

The mark is expressed out of 30.

Students can sit the exam (“general” mode) after the end of the teaching period (December).

5 exam sessions are scheduled throughout the year (December, January-February, March, June, August-September). The oral examination will take place on the same day as the written part, except for possible continuations due to the high number of students.

Please note that, in order to sit for the exam, it is required to register via Agenda yoU@B.

For further details please refer to the course syllabus.

SONO CONSIDERATI STUDENTI NON FREQUENTANTI TUTTI COLORO CHE NON HANNO SELEZIONATO UNA CLASSE DI DIDATTICA O CHE FREQUENTINO MENO DEL 75% DEL MONTEORE DEL CORSO

L’esame interno Bocconi è finalizzato a valutare quattro abilità: reading, writing, listening e speaking, in analogia al modello delle certificazioni internazionali.

La valutazione prevede voto in trentesimi.

L’esame può essere superato attraverso prove generali a partire dal primo appello successivo al termine della didattica (dicembre).

Sono previsti 5 appelli all’anno (dicembre, gennaio-febbraio, marzo, giugno, agosto-settembre). L'orale si svolgerà lo stesso giorno della parte scritta, salvo eventuali prosecuzioni dovute all'elevato numero di iscritti.

Si ricorda che, per sostenere l’esame, è richiesta iscrizione tramite Agenda yoU@B.

Per informazioni dettagliate consultare il programma d’aula.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Teaching materials are the same for both attending and non-attending students; namely:

Sono previsti gli stessi materiali didattici per studenti frequentanti e non; in particolare:

Textbook / Testo adottato:

Nadja Fügert; Regine Grosser et al.: DaF im Unternehmen B1. Kurs- und Übungsbuch, Klett: Stuttgart 2016.

Recommended text / Testo consigliato:

F. Jin, U. Voß, Grammatik aktiv, Deutsch als Fremdsprache, A1 – B1, 2. edizione, Cornelsen 2023.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Recognize the relationship betweem Corporate Strategy and Operations Strategy.

Identify the most relevant operations performances (quality, efficiency, service, etc.).

Illustrate the main issues related to the production planning and stock control process management.

Describe the specificities of Lean Manufacturing and Industry 4.0.

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

Analyze the impact of Operations Strategy on Company competitveness.

Measure and interpret the relevant KPIs in different operations and logistics systems.

Apply the appropriate tools and methodologies related to the Production Planning and Inventory Management decision making process.

Develop a proper path to implement a Lean Manufacturing project.

Discuss the role played by the new technologies related to Industry 4.0.

Demonstrate organizational and teamwork abilities as well as effective presentation and communication skills.

MISSION
Due to the higher and higher level of competitiveness that many industries have been experiencing in the recent years, manufacturing and service companies need to understand how to design their operations so as to improve simultaneously efficiency and effectiveness through the implementation of best practices.
This course illustrates how to design, manage and improve operations. It is characterized by the adoption of an experiential learning approach, through a Lab in which case studies, business games and simulations are intensively used. This teaching methodology lets the participant directly implement practices and tools learned in class, developing problem setting and problem solving skills, as well as group working ones. Thanks to the use of simulation tools, participants live a realistic experience of the problems affecting production systems. They can also appreciate the benefits that can be gained through the introduction of up-to-date managerial practices, which they have to implement during simulations and business games. During the course, if possible given the current extraordinary situation, a site-visit to an industrial plant will be held, during which students carry out a check-up aimed at proposing improvement actions based on the tools learned in class.
This teaching methodology, heavily based on interaction and class participation, aims at providing students with a deep insight of the main problems and solutions peculiar to operations management.
CONTENT SUMMARY
The course focuses on specific topics related to the Operations Strategy, Management and Control. It is structured in 7 main modules:

Strategy, Operations and Global Competitiveness.

Analysis and Diagnosis of an Operations System.

Performance Measurement in Operations and Supply Chain Management.

Production Planning and Control.

Inventory Management.

Lean Production.

Introduction to Digital Manufacturing.

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
Active class participation (virtual, attendance) [Continuous assessment]
Peer evaluation [Continuous assessment]
ATTENDING STUDENTS
With the purpose of measuring the acquisition of the above-mentioned learning outcomes the student assessment is based on three main components:

For attending students:

The final evaluation is given weighting the grades of
Two group assignments (15% each)
,
class participation (10%)
, and of the individual result in a
final written exam (60%)
, mainly based on multiple-choice questions, open questions and exercises, particularly focused on the topics analyzed in the course.

The contribution of each team member to the Group Assignments will be measured using
Peer Evaluation
.

Two group assignments (30% of the final grade - 15% each) designed for the purpose of verifying the student ability to:

Identify and analyze the main issues related to operations and supply chain management.

Apply the appropriate tools and methodologies learnt in class (Operations Strategy, performance measurement, production planning and inventory control, lean manufacturing, etc.).

Use and evaluate the relevant data and KPIs, (iv) work on a team and organize and present effectively the relevant outcomes.

The contribution of each team member to the Group Assignments will be measured using
Peer Evaluation
. Each team member belonging to each team (virtual and in-class teams) will evaluate their teammates on a 60-100 scale. The average peer grades will be used to weight the final assignments grades.

Active
class participation
will be awarded (
10%
)

Final written exam
(
60%
of the final grade), based on a mix of multiple-choice and open questions related to the topics covered in class and to the reference book, which aims to assess the student’s learning level of the theoretical models and the main concepts, methods and tools shared in the course as well as the clarity of written communication.

NOT ATTENDING STUDENTS

Written exam,
(
100%
of the finale grade) based on a mix of multiple-choice and open questions related to the reference book, which aims to assess the student’s learning level of the theoretical models and the main concepts, methods and tools detailed in the book as well as the ability to analyze some implications related to them and to use a clear communication style.

ATTENDING STUDENTS

Grando A., Belvedere V., Secchi R., Stabilini G.(2020),
Production,,Operations and Supply Chain Management
, Bocconi University Press, Egea (only chapters and paragraphs reported in the syllabus)

Case studies, simulations and readings uploaded on the e-learning platform.

A digital version of the reference book will be available at the Egea webiste (the specific link will be communicated to the enrolled students).
NOT ATTENDING STUDENTS

Grando A., Belvedere V., Secchi R., Stabilini G.(2020),
Production,,Operations and Supply Chain Management
, Bocconi University Press, Egea (only chapters and paragraphs reported in the syllabus)

A digital version of the reference book will be available at the Egea webiste (the specific link will be communicated to the enrolled students).

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context at A2 level.

Il corso permetterà agli studenti di sviluppare abilità grammaticali, lessicali e comunicative (scritte ed orali) in ambito professionale pari ad un livello A2.
CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context and to attend the curricular course.

Il corso permetterà agli studenti di sviluppare abilità grammaticali, lessicali e comunicative (scritte ed orali) in ambito professionale e di seguire il corso curriculare.

MISSION
The preparatory course is offered to MSc students whose entry level is elementary and aims at providing knowledge and skills to prepare effectively for the B1 business level curricular course in the first semester of the 2nd year. Therefore, attendance is highly recommended.

Fornire a coloro che possiedono un livello elementare in ingresso al biennio un precorso che favorisca la proficua partecipazione al corso curriculare di livello B1 business al 1° semestre del 2° anno. La frequenza è pertanto fortemente consigliata.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The preparatory course is offered in the 2nd semester of 1st year (36 hours) and there are no exams for this course.

The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context with particular reference to the teacher’s own personal materials.

Details in the course syllabus

Il precorso è impartito al 2° semestre del 1° anno (36 ore) e non prevede esame.

Il programma prevede la trattazione degli argomenti di grammatica nonché l’acquisizione del lessico di base contenuti nei materiali forniti dai docenti in aula, relativi agli ambiti della vita professionale.

Per dettagli consultare il programma d’aula

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
This is a preparatory course and there are no exams for this course.

Trattandosi di un corso preparatorio, non è previsto un esame.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS

B.M. SAN PIETRO - F. SIMON,
Savoir-faire dans les affaires,
Ed. UTET 2025

B.M. SAN PIETRO,
Grammaire contrastive français-anglais,
Ed. UTET 2023

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) at A2 level.

Il corso permetterà agli studenti dii sviluppare abilità grammaticali lessicali e comunicative (scritte ed orali) pari ad un livello A2.

CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...

The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in order to attend the curricular course.

Il corso permetterà agli studenti di sviluppare abilità grammaticali lessicali e comunicative (scritte ed orali) per poter seguire il corso curriculare.

MISSION
The preparatory course is offered to MSc students whose entry level is lower than A2 and aims at providing knowledge and skills to prepare effectively for the B1 business level curricular course in the first semester of the 2nd year. Therefore, attendance is highly recommended.
Fornire a coloro che possiedono un livello inferiore ad A2 in ingresso al biennio un precorso che favorisca la proficua partecipazione al corso curriculare di livello B1 business al 1° semestre del 2° anno. La frequenza è pertanto fortemente consigliata.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The preparatory course is offered in the 2nd semester of 1st year (52 hours) and there are no exams for this course. The program allows students to acquire grammatical, lexical and communicative skills (both written and oral). Details in the course syllabus.

Il precorso è impartito al 2° semestre del 1° anno (52 ore) e non prevede esame. Il programma prevede la trattazione degli argomenti di grammatica nonché l’acquisizione del lessico di base e della competenza comunicativa sia scritta che orale. Per dettagli consultare il programma d’aula.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS

This is a preparatory course and there are no exams for this course (not partial nor general exams).

Trattandosi di un corso preparatorio non è previsto un esame (né parziale né generale)

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
TEXTBOOK

Turra, E.,
Azione!
, Loescher, 2017

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context at A2 level.

Il corso permetterà agli studenti di sviluppare abilità grammaticali lessicali e comunicative (scritte ed orali) in ambito professionale pari ad un livello A2.
CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context and to attend the curricular course.

Il corso permetterà agli studenti di sviluppare abilità grammaticali lessicali e comunicative (scritte ed orali) in ambito professionale e di seguire il corso curriculare.

MISSION
The preparatory course is offered to MSc students whose entry level is elementary and aims at providing knowledge and skills to prepare effectively for the B1 business level curricular course in the first semester of the 2nd year. Therefore, attendance is highly recommended.

Fornire a coloro che possiedono un livello elementare in ingresso al biennio un precorso che favorisca la proficua partecipazione al corso curriculare di livello B1 business al 1° semestre del 2° anno. La frequenza è pertanto fortemente consigliata.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The preparatory course is offered in the 2nd semester of 1st year (36 hours) and there are no exams for this course.

The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context with particular reference to the teacher’s own personal materials). Details in the course syllabus.

Il precorso è impartito al 2° semestre del 1° anno (36 ore) e non prevede esame.

Il programma prevede la trattazione degli argomenti di grammatica nonché l’acquisizione del lessico di base contenuti nei materiali forniti dai docenti in aula, relativi agli ambiti della vita professionale. Per dettagli consultare il programma d’aula.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS

This is a preparatory course and there are no exams for this course (not partial nor general exams). However, at the end of the course, students will be able to independently check the knowledge they have acquired through a self-assessment test.

Trattandosi di un corso preparatorio non è previsto un esame (né parziale né generale). Tuttavia a fine precorso gli studenti potranno controllare in autonomia le conoscenze acquisite tramite un test autovalutativo.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Teaching materials are the same for both attending and non-attending students; namely:

Sono previsti gli stessi materiali didattici per studenti frequentanti e non; in particolare:

M. GILARRANZ LAPEÑA, en E
spañol. Gramática y comunicación
Milano, EGEA, 2025

Codice versione cartacea: 978-88-238-2386-0

Versione ebook: 978-88-238-8972-9

Versione DigitaBook: 978-88-238-8973-6

CONOSCENZA E COMPRENSIONE / KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context at A2 level.

Il corso permetterà agli studenti di sviluppare abilità grammaticali lessicali e comunicative (scritte ed orali) in ambito professionale pari ad un livello A2.

CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE / APPLYING KNOWLEDGE AND UNDERSTANDING
Al termine dell'insegnamento, lo studente sarà in grado di... / At the end of the course student will be able to...
The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context and to attend the curricular course.

Il corso permetterà agli studenti di sviluppare abilità grammaticali lessicali e comunicative (scritte ed orali) in ambito professionale e di seguire il corso curriculare.

MISSION
The preparatory course is offered to MSc students whose entry level is elementary and aims at providing knowledge and skills to prepare effectively for the B1 business level curricular course in the first semester of the 2nd year. Therefore, attendance is highly recommended.
Fornire a coloro che possiedono un livello elementare in ingresso al biennio un precorso che favorisca la proficua partecipazione al corso curriculare di livello B1 business al 1° semestre del 2° anno. La frequenza è pertanto fortemente consigliata.
PROGRAMMA SINTETICO / CONTENT SUMMARY
The preparatory course is offered in the 2nd semester of 1st year (36 hours) and there are no exams for this course.

The course allows students to acquire grammatical, lexical and communicative skills (both written and oral) in a professional context with particular reference to the teacher’s own personal materials).

Details in the course syllabus.

Il precorso è impartito al 2° semestre del 1° anno (36 ore) e non prevede esame.

Il programma prevede la trattazione degli argomenti di grammatica nonché l’acquisizione del lessico di base contenuti nei materiali forniti dai docenti in aula, relativi agli ambiti della vita professionale. Per dettagli consultare il programma d’aula.

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
This is a preparatory course and there are no exams for this course (neither partial nor general exams).

Trattandosi di un corso preparatorio non è previsto un esame (né parziale né generale)

STUDENTI FREQUENTANTI E NON FREQUENTANTI / ATTENDING AND NOT ATTENDING STUDENTS
Teaching materials are the same for both attending and non-attending students; namely: / Sono previsti gli stessi materiali didattici per studenti frequentanti e non; in particolare:

Testi adottati/ Set Textbook

R. Grosser, C. Hanke et al., DaF im Unternehmen A2, Kurs- und Übungsbuch, Klett 2015.

F. Jin, U. Voß, Grammatik aktiv A1 - B1, Cornelsen, 2. Ausgabe, 2023.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
Understand and analyze how governments innovate and support a country's competitiveness, how firms and clusters implement strategies and actions to gain competitive advantage, and how they contribute to a region's prosperity.

Define and explain the determinants of public management interventions.

Identify solutions and levers that public agencies have developed to play an active and key role in the competitiveness arena, efficiently coordinating public resources and actions with firms’ and clusters’ initiatives.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
Design and to organize multi-stakeholder decision making processes.

Critically discuss (both individually and in team) and propose public management solutions or supporting competitiveness.

Develop teamwork and public speaking skills.

MISSION
A country’s prosperity depends on its competitiveness, which is based on the productivity with which it produces goods and services. Firms, clusters and supporting agencies play important efforts in creating value and supporting their economic development as well as that of their regions and country. However, without such things as development of specialized skills, infrastructures, and technology results might not be fully achieved. Governments, through their policies and programs, are responsible for these actions and represent a main stakeholder in the competitiveness arena.
This course explores the determinants of competitiveness and successful economic development viewed from a bottom-up, micro-level perspective. In particular it explores the role of government at country and city level to increase attractiveness of location and quality of life for citizens.
CONTENT SUMMARY
The general objective of the course is to give students relevant insights into various aspects of setting up public policies, programs and actions to better understand the actual needs of firms and clusters and to support their initiatives. It also discusses which combination of actions a public agency should provide, with whom and how it should interact and collaborate to achieve its objectives and those of the firms and clusters effectively.

The course has been designed both for students interested in corporate strategy and internationalization of firms and clusters and for students interested in public management for competitiveness, innovation and economic development. Its content bridges between theories of traditional corporate strategy and public management concepts to harmonize the language and to stimulate dialogue between public and private stakeholders interested in a common objective: competitiveness. The presentation of real world case studies will further enhance the link between theoretical frames and practical actions.

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
ATTENDING STUDENTS
The final grade will be determined by weighting grades for the following components:

40% Group Project report and presentation

60% Final written exam concerning a case study (different from the ones discussed in class and available on BB). All the questions (2) will be focused on the topics / contents / methods analyzed and discussed in class.

The written exam assesses:

i) the students' understanding of the tools and decision making processes/dynamics public management for enhancing competitiveness;

ii) students’ ability to apply the analytical tools discussed during the course and to propose management solutions in different situations / cases
NOT ATTENDING STUDENTS
100% Final written exam concerning a case study (different from the ones available on BB). All the questions (3 or 4) will be focused on the topics / contents / methods analyzed and discussed in class.

The written exam assesses:

i) the students' understanding of the tools and decision making processes/dynamics public management for enhancing competitiveness;

ii) students’ ability to apply the analytical tools discussed during the course and to propose management solutions in different situations / cases.

ATTENDING STUDENTS

Porter, Michael E.
On competition
. Harvard Business Press, 2008 (Selected chapters)

Additional readings and case-studies discussed in class and uploaded on the Blackboard platform.

NOT ATTENDING STUDENTS

Porter, Michael E.
On competition
. Harvard Business Press, 2008.

KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
-
describe the key attributes of modern cyber conflict and warfare

-
offer examples of cyber conflict from selected countries

APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...

• identify, research and explain a state’s approach to cyber offense and defense;
• explain multiple new governance approaches, operational tools or methods to address government cyber security threats;
• present a well-reasoned proposal for a new government cybersecurity tool or method;
• identify, research and explain a state’s approach to cyber offense and defense;
• explain multiple new governance approaches, operational tools or methods to address government cyber security threats;
• present a well-reasoned proposal for a new government cybersecurity tool or method;

MISSION
Cyberspace can serve as a target and source of conflict for state and non-state actors, creating grave implications for international security and contributing to the changing definitions of war. These new threats and opportunities require immediate policy and operational responses, which are inevitably delayed by a poor understanding of the scientific and strategic complexity of this issue. This course will assess the current cyber conflict strategies and capabilities of selected nations and the potential impact of cyber warfare on future international conflicts. The course will also examine tactical government approaches to responding to evolving cyberthreats, from rulemaking to operations. It will address the methods and tools governments can adopt and deploy to design and implement policies to govern the cyber domain.
CONTENT SUMMARY
Part 1: Cyber warfare and politics

The technical anatomy of state-level cyber weapons and attacks

Recent history of state-initiated cyber conflict, from early cyber incidents through Stuxnet

Deterrence, signaling, and persistence theory in interstate cyber competition

Attribution, norms, and diplomatic efforts to govern cyberspace (UN GGE/OEWG)

International humanitarian law and the laws of armed conflict in cyberspace

National cyber postures and strategies: United States, Europe, Russia, China, and smaller/competitive actors

Non-state actors, proxies, and the private sector's role in state cyber conflict

Part 2: Government cybersecurity operations

Incident command systems and national cyber incident response

Public-private partnerships and private infrastructure in cybersecurity crises

Open source software: risk or asset for government security

Government technology development and the software development lifecycle

Emerging AI threats to government systems and operations

Hacking back and offensive/privateering approaches to cyber defense

Effective security advocacy and organizational change within government

Written individual exam (traditional/online) [General exam]
Collaborative Works / Assignment (report, exercise, presentation, project work etc.) [Continuous assessment]
Peer evaluation [Continuous assessment]
ATTENDING STUDENTS
To measure student’s acquisition of the above learning outcomes, student assessment is based on four main components:

Group presentations (15% of the final grade). To assess the student’s ability to research and explain a state’s approach to cyber offense and defense; present a well-reasoned proposal for a new government cybersecurity tool or method to meet one of those threats.

Group project – Final report (15% of the final grade). To assess the student’s ability to synthesise research, collaborate on a comprehensive analysis, and deliver a structured, written evaluation of state-level cybersecurity strategies alongside a fully detailed implementation proposal for a nation-state tool or policy.

Peer review of other groups (5% of the final grade): To assess the student’s critical thinking and analytical skills by evaluating peer work, providing constructive feedback on complex cyber threat scenarios, and identifying strengths or gaps in alternative security proposals.

Peer review of your group (5% of the final grade): To assess individual contribution, accountability, and teamwork skills within a collaborative environment, ensuring fair distribution of effort and evaluating personal reliability in group problem-solving.

A written, individual exam with (60% of the final grade): To assess individual mastery of core course concepts, theoretical frameworks, and key principles of cyber offense, defense, and statecraft, ensuring each student can independently analyze threats and synthesize solutions without group support

NOT ATTENDING STUDENTS
Individual presentations (20% of the final grade). To assess the student’s ability to research and explain a state’s approach to cyber offense and defense; present a well-reasoned proposal for a new government cybersecurity tool or method to meet one of those threats.
Individual project – Final report (20% of the final grade). To assess the student’s ability to synthesise research, collaborate on a comprehensive analysis, and deliver a structured, written evaluation of state-level cybersecurity strategies alongside a fully detailed implementation proposal for a nation-state tool or policy.
A written, individual exam with (60% of the final grade): To assess individual mastery of core course concepts, theoretical frameworks, and key principles of cyber offense, defense, and statecraft, ensuring each student can independently analyze threats and synthesize solutions without group support

ATTENDING AND NOT ATTENDING STUDENTS
To be provided on the eLearning platform.