Subject name

International Master in Business Administration
Fourth-month period Third four-month period, third module
Type of subject Compulsory


The Internship period scheduled in the International Master in Business Administration (IMBA) allows the students to experience today's business world. This time spent in a company helps to contextualize the theories, methodologies, and techniques learnt during the IMBA Program, allowing students to bridge theory and practice. This training is considered complementary to the knowledge obtained from the other IMBA courses and has an academic objective: to become acquaint with the institutional, business and labor reality of the world and to provide an environment where the student can practice and develop the skills learnt earlier in the program.


The Internship period attempts to:

  • Contribute to the comprehensive training of the students complementing their theoretical acquired knowledge with practical learning.
  • Facilitate the knowledge of the appropriate methodology that dominates the professional reality in which the students shall operate, comparing ideas and applying the knowledge acquired.
  • Assist to develop technical, methodological, personal and participatory skills.
  • Facilitate insertion into the labor market and improve the future employability of the students.
  • Encourage the values of innovation, creativity and entrepreneurship.

The aim of the Internship period is to help students apply and complement the knowledge acquired in their education, encouraging the acquisition of skills that prepare them for the exercise of professional activities, facilitating their employability, and fostering their entrepreneurial capacity.


General Competences

  • GC1. To control and to integrate the techniques, instruments and methods of management needed in the development of the professional activity.
  • GC2. To delve into the business management and into the different administration areas.
  • GC3. To know and to value the effects of the different variables in the business administration and in the organized target attainment.
  • GC4. That the students can communicate their conclusions, present their projects, results, plans, the knowledge and the reasons that support them before a specialized or an ordinary public in a clear and in an ambiguity free manner.
  • GC5. That the students are able to integrate their knowledge in the different working areas of the business with information, usually incomplete or limited, in the business environment in order to manage the decision making and troubleshooting processes through complex and multidisciplinary situations.

Specífic Competences

  • SC12. To understand the functional organization of the business. Areas interrelation. To identify and to understand the factors and dimensions that belongs to the functional part of the business, and the features of its administration system.
  • SC18. To be able to search and structure the information from different sources, to interpret the results obtained and to elaborate commercial reports and marketing plans.

Transversal Competences

  • TC6. To communicate efficiently, in a structured and organised manner, the most relevant aspects of a project.
  • TC8. To ease the process of transition to the business professional career.
  • TC9. To provide the students with learning skills that will allow them to continue their studies in an autonomous manner.

Prerequisites and support

The IMBA aims to provide students with the knowledge, tools and skills that will help them succeed in the business world. The best addition then to the lessons already received earlier in the program is to work in a particular company and to make the connection between the virtual lessons and the practical reality. Thus, a key prerequisite is that the student has completed at least the first seven courses of the IMBA program.

To ensure this time is well spent, in addition to specific objectives, the student counts with the support of the following professionals for the duration of the Internship:

  • A Teacher Coordinator of the Internship period at UNIR (PC). This Coordinator is responsible for all aspects related to the control and monitoring of the student practices in the company as well as the correct compliance with deadlines and the academic regulations of this period.
  • A Business Tutor for the Internship (TEPE). This Tutor, an employee of the firm where the student is allocated, will be responsible for the monitoring and controlling of the correct development of the student’s activities during the stay in the company. The TEPE will also inform the PC on the development of the Internship practices.
  • Teacher Tutor UNIR (PTU). Just as in any of the other courses, the student will have the support of the PTU who will be responsible for addressing your questions and requests regarding the development of the subject.

The details of the tasks to be performed by the student during the stay at the company will be set by the TEPE. These tasks will be adapted to the peculiarities of each case without losing the sight of compliance with the following objectives:

  • The student should collaborate actively in the development of the projects or tasks allocated to him/her.
  • The student should participate in the planning activities of the company where she/he is doing the Internship period.
  • The TEPE should ensure the Internship period is properly planned to facilitate the student’s training at all levels and in the subjects where he/she specializes.
  • The TEPE should inform the general management of the firm on the Internship objectives.


The subject of Internship at companies is structured in four easy steps following a chronological organization. The sequence to follow is:

  • Step 1. Management of the company where the Internship period takes place.
  • Step 2. Stay in the company
  • Step 3. Internship reports.
  • Step 4. Evaluation.


The assessment of the Internship period will result from the addition of two independent scores resulting from: the Final Report of Practices (IFP) and the Assessment Report of the TEPE. The IFP accounts for 70 % of the final grade and the Assessment Report of the TEPE accounts for 30 % of the final grade.

0 - 4.9

Suspenso (D)


5.0 - 6.9

Aprobado (C)


7.0 - 8.9

Notable (B)


9.0 - 10

Sobresaliente (A)


*Note that to pass the Internship period the student needs to attend work at the chosen firm during the period allotted to practices.

The TEPE will reflect in an Evaluation Questionnaire the student’s achievement considering the following criteria:

Criteria for Evaluation Weight min. Weight min.
Participation in forums and other participatory media
Technical competence
Degree of compliance with the objectives
Responsibility and student's interest
Learning capacity
Organization and planning of the work
Spirit of collaboration and teamwork
Social skills: relations with superiors, peers and customers
Attendance and punctuality
Adaptability, motivation, initiative and creativity
Querying through mentoring Professor Tutor


UNIR Department of Practices will make every effort to establish partnership agreements with entities within the city or country of interest to the student. However, should the desired practices be located at a country different to that of the student, legal considerations will become a factor. Consequently, the individual circumstances of each student will constraint access to some locations and answers in this respect will have to be provided on a case by case basis.