The student will have the opportunity to be employed in both private and public sectors. Areas of employment may be (but are not limited to) private business organisations, governmental and non-governmental organisations, analytical research organisations, and international organisations. 

The teaching and learning methods used within the programme are based on the principles of student-centred learning and ensuring learning outcomes.

Appropriate teaching methods are used to achieve the aims of the educational programme. Programme components (courses) provide the appropriate ratio between face-to-face contact hours and independent work hours.

In order to achieve the aims, the programme uses the format of lectures and tutorials for face-to-face interaction. Each of them incorporates methods and relevant activities which are specifically defined by the syllabus of the respective course, taking into account the course objectives and the competencies to be developed within the course.

Lecture – Oral and/or presentation tools are used to convey knowledge to students on the issues identified in the syllabus. 

Tutorial – this serves to enhance the knowledge gained during the lecture. Tutorials are also used for student assessment.

The following methods can be used during Lectures and Tutorials:

• Verbal, or Oral Method – This method is actively used during the lecture, when the lecturer delivers the learning material through narration, conversation, and students actively perceive, absorb, and transmit it through listening, remembering and understanding.
• Brainstorming Method – This method involves formulating/creating as many opinions, ideas and expressions on a particular topic as possible. This method helps to develop a creative approach to the problem-solving. 
• Discussion/Debate Method – This enhances the quality of student engagement. The discussion can be turned into a debate that is not limited to questions asked by a lecturer. This method develops the student’s ability to argue.
• Case Study Method – This involves discussing specific cases with students in the process of explaining the lecture, with a view to presenting the theoretical material more clearly and thoroughly.
• Explanatory Method – This is based on discussion about the given topic. The lecturer gives a particular example when delivering a material, which is discussed in details.
• Communicative work – Academic activity, which involves processing the topic within the lecture in the format of an active dialogue with students. Communicative work allows the lecturer to attract and maintain the attention of students, as well as to determine the level of understanding of new information provided during the lecture. 
• Written work – This involves making extracts and notes, summarising material, drawing up theses, writing a report or essay, writing an analysis of the situation, preparing a report and/or another written document. During the implementation of the programme, written work is mainly used in making the main excerpt from the read literature and/or information source/audio-visual material, in the preparation of theses, in the written analysis of the case, in the performance of written tasks/tasks/exercises, in the performance of an essay or report, in the master’s thesis during examinations, etc.
• Problem-based learning – Academic activity, that takes a problem as its starting point. Students try to understand the problem raised by the lecturer and look for the best way to solve it. During this process, they acquire new knowledge based on current needs and develop the ability to solve problems. Problem-based learning takes place in an open and supportive environment, where the lecturer acts solely as a facilitator of the process.
• Activity-oriented teaching – This is a highly effective activity and plays an important role in achieving the results outlined in the syllabus. In the activity-based learning process, teaching is carried out by combining various learning tasks for students (which can be delivered: a specific situation, an exercise, a practical task or in any other form) and instructions for their performance. When using this activity in the teaching process, the lecturer’s task is to – promote learning through the preparation and assessment of assignments; And, a specific task is set before the student, which must be solved in accordance with the specified instructions. The activity helps the student to gradually study the theoretical material by solving specific tasks, to develop the habits of independent use of the theoretical material, and ultimately to strengthen the skills of using quantitative methods and/or specific models/tools/techniques in the management decision-making process.
• Group (collaborative) Work; Cooperative learning; Working in teams – Teaching using this method, involves dividing students into small teams and giving them learning tasks. Team members work on the issue individually and simultaneously share it with the other team members. Depending on the task that is set, it is possible to redistribute functions among the members during the work of the team. This strategy ensures the maximum involvement of all students in the learning process and promotes the development of teamwork skills, helps the student to develop the ability to argue their own opinion, listen to the opinion of others, and quickly analyse in a limited time.
• Working on textbook(s) – This is used to promote the development of the student’s cognitive skills (analysis, synthesis, deduction, induction, reading comprehension, written communication), as well as independent work skills. Working on the textbook(s) is mainly used by the student for independent familiarisation with mandatory and additional literature, study of relevant materials, processing and analysis of given references. This is necessary for the preparation of various types of homework: presentation reports, debates, discussions, essays, and helps the student to absorb the material, develops the skills of independent search-processing of relevant literature, information sources, and other materials, and drawing conclusions.
• Role and situational play method – This is a method during which students solve the tasks in accordance with the roles assigned by the lecturer in a (simulated) situation as close as possible to reality. Working on situational problems is a practical training that develops students’ analytical and critical thinking skills, as well as the ability to apply knowledge in practice. In the case of group and standardised simulation, the situational task takes the form of a role-play, which additionally allows students to share the issue/problem from multiple perspectives.
• Demonstration method – This is a method, that involves learning by doing, during which a lecturer shows students in observer mode how to perform a specific theoretical or practical task. The purpose of the demonstration is to make visible the different components of the learning material and specify what the students will have to do during independent work.
• Guided learning – a process in which students initiate and advance their learning guided by more experienced partners in this case course instructor, and socially derived sources, such as tools, text, and/or other artifacts.
• Discussion groups – This is a teaching method, in which students are divided into groups and they are encouraged to discuss on the subject matter given. Group discussion is facilitated by the lecturer.
• Visual presentation method – Students find relevant materials on given topics and present it to the group using technical aids/demonstration materials. Depending on the specifics of the course, the presentation can be prepared individually or as a result of group work. The main purpose of the presentation is to develop the habits of finding and processing the sources necessary for the selected issue, to strengthen the skills of forming one’s own views on the studied issue, as well as the skills of presenting the results of the work/own research, in the form of argumentative original conclusions/recommendations, and participating in the discussion/discussion. The presented presentation indicates the knowledge of the material covered by the student(s) and the acquired skills.

Assignment preparation – 

It is a technique which can be used usually in teaching and learning process. It is an instructional technique, comprising the guided information, self-learning, writing skills and report preparation among the learners.