Education is no longer just about memorizing facts and figures. Our classrooms and online delivery models have moved beyond this. Modern pedagogical approaches emphasize critical thinking, problem-solving, and personal growth, vital for success in today’s fast-paced, ever-changing business environment. Many leading institutions in India and elsewhere have incorporated cutting-edge teaching methodologies into their programs, ensuring that students receive an education that is as dynamic and multifaceted as the industries they aim to join. With a curriculum designed around Constructivism, Inquiry-Based Learning, Integrative Learning, Problem-Based Exercises, and Reflective Strategies, C3S stands out as a business school that equips its students in bachelor and master’s programs with not just theoretical knowledge, but practical, adaptable skills.
In the context of modern education, one of the key challenges for higher learning institutions is designing curricula that accommodate a diverse range of learning preferences. As businesses become increasingly global and interdisciplinary, the demand for graduates who possess not only knowledge but also adaptive and critical thinking skills has intensified. Recognizing this, C3S Business School in Barcelona, Spain, has taken significant steps to design its master’s program that aligns with varied learning styles. These efforts can be categorized into four distinct learner preferences: auditory, tactile (kinesthetic), visual, and reading/writing-based learners. Through these classifications, C3S is making continuous strides toward creating student-centered, multi-sensory learning environments that foster a more holistic, effective educational experience.
‘’Constructivism is a learning theory based on the idea that individuals build their understanding and knowledge of the world through experiences and reflection,’’ says Dr Rajat Baisya, the former dean of the Department of Management Studies, IIT Delhi. ‘’In a constructivist classroom, students in bachelor and master’s programs in are active participants in their learning process, collaborating with their peers and drawing from their own experiences to develop new insights.’’
At Aspire Business School and C3S Business School, the constructivist approach is embedded in its teaching philosophy. In every master’s program, students are encouraged to interact, collaborate, and engage in discussions that help them make sense of complex concepts. For example, in a master's program with a focus on entrepreneurship, students don’t simply learn about starting a business; they participate in entrepreneurial labs where they collaborate in teams to create their startups. This hands-on experience, guided by industry mentors, helps students connect theory with real-world application.
“C3S is built on the belief that education must evolve alongside the world it seeks to improve. Our students don't just learn; they apply, reflect, and innovate,” says Hiren Raval, CEO of C3S Business School.
“Constructivism helps students learn by doing, which leads to deeper understanding and longer retention. This is a key component of our approach at C3S,” says Dr. Aida Mehrad, head of academics at C3S Business School.
A 2022 study by the European Education Forum found that 68% of students in bachelor and master’s programs inclined toward constructivist learning environments reported higher retention rates and deeper understanding of course material compared to traditional lecture-based classrooms. This is evident at many leading engineering and business schools in the UK, where students develop their knowledge through action, reflection, and collaboration—essential skills for leaders in the modern business world.
Inquiry-Based Learning (IBL) is a pedagogical approach that encourages students in bacehlor and master’s programs to ask questions, investigate, and create solutions based on their curiosity and interests. This method fosters a deeper understanding of subjects by engaging students in research and problem-solving rather than passive absorption of information.
“At Nova Training College, inquiry-based learning pushes students to be curious thinkers, which is crucial for future leaders in any industry,” says Bharat Bageja, Director at Nova Training College, London.
At Aspire Business School and C3S Business School, Inquiry-Based Learning is central to many of the master’s programs. ‘’For example, in the Master’s in International Tourism and Hospitality Management in C3S Business School, students are tasked with developing innovative tourism solutions for sustainable development. Instead of just learning about sustainability from a textbook, students are encouraged to ask questions like, "How can we reduce the carbon footprint of tourism?" or "What new technologies can help us manage tourist flow in Barcelona during peak seasons?"
“By giving students the space to explore and investigate, we’re not only teaching them content but also helping them develop the critical thinking skills needed in today’s business world,” says Professor Eduardo Ortiz from C3S Business School.
‘’This inquiry-driven process allows students to take ownership of their learning, resulting in more meaningful educational experiences,’’ asserts Michael Taylor, Registrar, the London College of Business based in London. A 2023 survey by the European Association for Business Education revealed that 75% of employers value graduates who demonstrate strong problem-solving abilities and curiosity—traits that Inquiry-Based Learning fosters.
A student from Aspire Business School reflected on her experience with IBL: “The ability to research real-world problems and come up with innovative solutions was a game-changer. Our projects felt like we were making an impact, not just doing schoolwork.”
In the real world, business problems are rarely confined to a single area. A marketing challenge might have financial, ethical, and technological implications. Recognizing this, Aspire Business School and C3S Business School adopt an Integrative Learning approach, helping students in bachelor's and master’s programs to connect knowledge from different disciplines to solve complex, multi-dimensional problems.
‘’For instance, in the Master’s in Business Management, students are required to complete a capstone project that integrates knowledge from marketing, finance, operations, and strategy,’’ says Ian Nisbet, Principal and Director of Online MBA program at London College of Business, adding, ‘’This cross-disciplinary project allows students to see how different functions within a business are interconnected, reflecting the complexities they will encounter in the business world.’’
According to AACSB’s 2021 Global Business Education Survey, employers increasingly seek graduates who can think holistically and make connections across various business areas. At C3S, the integrative learning model ensures that graduates in bachelor's and master’s programs in Barcelona are equipped with a broader understanding of business, making them more adaptable and resourceful in their careers.
A real-life example comes from a former student who studied International Business at C3S. After graduation, she joined a big-ticket global consulting firm, where her ability to connect different business functions gave her a competitive edge. “The integrative learning model at C3S taught me to see the big picture. Whether it’s a marketing issue or a financial strategy, I know how to analyze all aspects and come up with a comprehensive solution.”
Dr. Maria Fernanda Dugarte, dean and director of institutional affairs at C3S Business School, emphasizes, “Integrative learning helps students see the interconnectedness of business functions, which is essential for adapting to the complexity of global industries.”
For example, in the Master’s in Business Management, students complete a capstone project that integrates knowledge from marketing, finance, operations, and strategy, reflecting the complexities they will encounter in the business world.
Problem-Based Learning (PBL) is another powerful pedagogical approach that Aspire Business School and C3S Business School employ to create an active learning environment. Instead of merely learning theories, students tackle real-world business problems and develop solutions using the theories they have learned in class.
In the Master’s in Health and Social Care Management, for example, students work on case studies dealing with healthcare system inefficiencies, patient management challenges, or ethical dilemmas in medical practices. These problems are derived from real-life scenarios that health managers face today, allowing students to apply their knowledge in a practical context.
A 2021 Harvard Business Review article highlighted that 81% of companies seek graduates who are not just good at theory but can apply their knowledge to solve actual problems. At Aspire Business School and C3S, problem-based learning is integrated into every aspect of the curriculum, ensuring students graduate with strong problem-solving skills and real-world experience.
“We prepare our students for real-world challenges by immersing them in problem-based exercises,” says Professor Mani Tahriri, the IT faculty at C3S Business School.
In the Master’s in Health and Social Care Management, for example, students work on case studies dealing with healthcare system inefficiencies or ethical dilemmas in medical practices. These problems are derived from real-life scenarios that health managers face today.
“By solving real-world problems, students gain practical skills and a deep understanding of how to apply their knowledge,” says Dr. Fernando Velasquez Villalba, senior faculty at C3S Business School.
A graduate of the Health and Social Care Management program praised the PBL method: “We didn’t just sit in lectures; we solved real healthcare challenges. When I entered the workforce, I wasn’t just familiar with the theory, but I knew how to implement strategies that addressed actual issues.”
Reflective learning is a cornerstone of personal and professional development. By encouraging students to reflect on their experiences, decisions, and actions, many leading institutions in India help their students to build self-awareness, a crucial leadership skill.
‘’In every master’s program in Barcelona, as delivered in C3S, reflective strategies are embedded in coursework, such as through reflective journals, peer feedback, and self-assessment tasks,’’ says Professor Xavier Puertas at C3S Business School, adding, ‘’In the MBA in Strategic Management, for example, students are encouraged to reflect on their leadership styles after completing team projects, which fosters self-awareness and continuous improvement.’’
A 2020 report by the Association to Advance Collegiate Schools of Business (AACSB) found that reflective learning significantly enhances leadership and emotional intelligence, skills highly sought after by employers today.
“Our focus on reflective learning ensures that our students are not just academically competent but also emotionally intelligent leaders,” says Dr. Jose Bifano, visiting faculty at C3S Business School.
A student in the MBA program shared her experience: “C3S encouraged us to constantly reflect on our leadership decisions during projects. I learned more about my strengths and weaknesses, and how to leverage them in team settings. It wasn’t just about business acumen, but about personal growth.”
Auditory learners thrive when they can process information through listening and speaking. Recognizing this, C3S Business School incorporates a wide range of auditory-based learning methods into its master’s program in Spain. For example, seminars, group discussions, and interactive lectures are integral to the Master’s in Business Management and MBA programs. In these settings, students are encouraged to engage in verbal communication, which is not only essential for auditory learners but also fosters collaborative knowledge-building and leadership skills, as seen in the school’s constructivist learning approach.
Moreover, inquiry-based learning at C3S Business School enhances auditory learning by promoting curiosity through dialogue. In the Master’s in International Tourism and Hospitality Management, for instance, students engage in case study discussions that encourage them to articulate their thoughts, analyze issues verbally, and debate potential solutions. This method allows auditory learners to absorb content more effectively while simultaneously honing their critical thinking and communication skills—abilities that are crucial in the dynamic fields of business and management.
"Seminars and collaborative discussions are crucial for developing not just knowledge, but also the communication and leadership skills essential for business professionals," says Prof. Philip Mayer, a London-based faculty at Regent's University London.
A 2023 survey of C3S students revealed that 85% of those who identified as auditory learners felt that the school's focus on seminars and collaborative discussions significantly enhanced their learning outcomes. This commitment to auditory learning aligns with the school's overall objective of fostering a student-centered learning environment, where the emphasis is on participation, interaction, and continuous engagement. For students seeking a master’s program in Barcelona, this learning style provides them with an edge in the global job market.
Professor Maud Christophe, who is known for popularizing gender equality in a business tech industry and faculty at C3S Business School, at C3S Business School in Barcelona, says,"The focus on verbal engagement and inquiry in our programs helps auditory learners absorb content effectively while sharpening their critical thinking."
Tactile, or kinesthetic, learners absorb knowledge best through hands-on activities and practical experiences. In this regard, Aspire Business School and C3S Business School have designed programs that incorporate Problem-Based Learning (PBL), which is particularly beneficial for tactile learners. Through PBL, students are required to tackle real-world challenges, apply theoretical frameworks, and test solutions in a practical setting. This approach is evident in the Master’s in Health and Social Care Management, where students participate in practical projects related to healthcare delivery systems and patient management.
In these courses, students are allowed to simulate real-world decision-making, mirroring the environments they will encounter in their professional lives. For tactile learners, this method provides a critical bridge between theory and practice. It not only helps them grasp complex concepts but also enables them to feel more engaged in their learning process through active experimentation. For anyone considering a master’s program in Barcelona or elsewhere, tactile learning provides valuable, hands-on experience that sets them apart from the competition.
"Problem-based learning allows students to not only learn but also apply their knowledge in real-life scenarios. This approach significantly enhances their understanding and retention," says Dr. P. R. Datta, executive chair of the Centre for Business & Economic Research (CBER) in London.
The integration of tactile learning is not limited to project-based exercises. Many courses at C3S also include internships, fieldwork, and lab-based learning components. In the Master’s in IT Management, the first choice among science and technology students in the master’s programs in Spain, for example, students engage in hands-on lab sessions where they develop technological solutions to current business problems, reinforcing their learning through direct interaction with technology.
Research suggests that kinesthetic learners make up approximately 30% of any student population, and C3S Business School ensures that its pedagogical methods are inclusive of this significant proportion. A 2023 internal study found that 78% of tactile learners at C3S reported that the practical, hands-on nature of the projects and internships greatly enhanced their ability to retain information and apply it effectively in the workplace.
"Hands-on experiences are vital for tactile learners. They help bridge the gap between theory and practice," says Professor Josep Torrente, a hospitality management faculty at C3S Business School, a top business school in Barcelona.
Visual learners, who understand information better when it is presented through images, diagrams, charts, and spatial layouts, also benefit from C3S Business School’s pedagogical approach. Integrative learning at C3S Business School combines various disciplines at bachelor and master’s programs in Barcelona, and in doing so, incorporates visual tools like mind maps, flow charts, and infographics to help students synthesize information. For example, in the Master’s in Business Management program, the most common choice among the master’s programs in Spain, the complex business strategies are often illustrated with diagrams that highlight how various functions—marketing, finance, operations—interconnect.
Moreover, visual aids are frequently used in problem-based learning scenarios. When solving real-world business problems, students are encouraged to visualize solutions through business model canvases, customer journey maps, and flow charts. These visual tools enable learners to see the relationships between different variables, making complex business issues easier to understand and resolve.
C3S also incorporates virtual simulations in its coursework, such as in the Master’s in Tourism and Hospitality Management, a preferred master’s program in Spain, where students use software to create and manage virtual hotel operations. This method not only engages visual learners but also gives them practical insights into tourism management processes.
"Incorporating visual learning methods helps students see relationships between various business concepts, enhancing their ability to solve complex problems," says Dr. Sergey Yablonsky at C3S Business School.
Dr Marc Sanso, dean of academic affairs at Aspire Business School, says, "Our visual tools and simulations are designed to ensure that students can grasp complex concepts and apply them in real-world settings."
For students in bachelor's and master’s programs who prefer reading and writing as their primary learning mode, C3S Business School integrates reflective learning and extensive writing components into its master’s program in Spain. Reading/writing learners excel when they can engage with the material through written text and reflective exercises, allowing them to process and internalize information more effectively. C3S's focus on Reflective Learning is particularly beneficial for these students, as it encourages them to keep journals, write essays, and engage in reflective self-assessments.
In the MBA in Strategic Management, the flagship of master’s programs in Spain, for instance, students are required to maintain reflective journals that document their leadership decisions and group dynamics throughout the course. This reflective practice not only reinforces content but also fosters self-awareness and critical analysis, aligning with the pedagogical goal of nurturing leadership development. Furthermore, students who prefer reading and writing can deepen their learning by engaging with extensive reading materials and case studies, which are central to C3S’s inquiry-based learning model.
"Our reflective strategies encourage deep engagement with course material, fostering critical thinking and leadership development," says Bela Raval, admission head of C3S Business School.
The school’s emphasis on writing is also evident in the coursework, where students regularly engage in research papers, business reports, and reflective essays. For instance, in the Master’s in Health and Social Care Management, one of the most sought-after master’s programs in Spain, students are tasked with producing detailed reports on healthcare challenges, allowing them to refine their research and writing skills—both essential in academic and professional settings.
In an age where business education must go beyond the traditional classroom model, institutions have created a dynamic, innovative, and holistic learning environment for students in bachelor's and master’s programs. By blending Constructivism, Inquiry-Based Learning, Integrative Learning, Problem-Based Exercises, and Reflective Strategies, C3S equips its students not only with business knowledge but also with the critical thinking, problem-solving, and reflective skills necessary for thriving in a globalized, complex world.
For students seeking a master’s program that challenges them to think, grow, and solve real-world problems, C3S Business School stands as a leader in business education innovation.
As Dr. Dababrata Chowdhury, associate professor at Christ Church Business School, Canterbury, notes, “C3S Business School’s emphasis on holistic learning truly sets its students apart, preparing them not just for jobs, but for leadership.”
By Sarat C. Das
(The content of this article reflects the views of writers and contributors, not necessarily those of the publisher and editor. All disputes are subject to the exclusive jurisdiction of competent courts and forums in Delhi/New Delhi only)
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