Estudia

• 3G- Saber elaborar i defensar arguments i resoldre problemes dins de l'àrea d'estudi, convertint un problema empíric en un objectiu d'investigació i plantejar conclusions
• 4G- Tenir la capacitat de reunir i interpretar dades rellevants per poder emetre judicis que incloguin una reflexió sobre temes rellevants de tipus econòmic, social, científic o ètic
• 5G- Analitzar i adoptar actituds i comportaments ètics i responsables en la pràctica professional
• 2E- Comprendre els processos i les funcionalitats d'un sistema de suport per a la presa de decisions, identificant els diferents conceptes i instruments del màrqueting

1. Neuroscience, market and business trends, neuroeconomics and assumption by Marketing 1.1 Introduction to neuromarketing

2. Scientific basis of Neuromarketing. 2.1 Brain (BASIC))

3. Consumer behavior 3.1 The 5 senses and their influences on behavior 3.1.1 Sight 3.1.3 Hearing (jingles, product sound) 3.1.4 Smell 3.1.5 Taste 3.1.6 Touch 3.2 Attention “with or without consciousness?” 3.2.1 Bottom-Up attention 3.2.2 Top-Down attention 3.3 Emotions and feelings 3.3.1 Emotions 3.3.2 Feelings 3.3.2 Emotions and feelings vs. Emotions or feelings 3.4 Learning and memory 3.4.1 What is memory 3.4.2 “Working” memory 3.5 Wanting, liking and deciding 3.5.1 Dual system approach to motivation 3.5.2 Taking risks

4. Neuromarketing techniques (psychological, neurological, sensory, facial) (Biofeedback. Eye-tracking, etc.). 4.1 Neuromarketing “toolbox” 4.1.1 Eye-Tracking; Galvanic skin response; Electroencephalography (EEG); Steady State Topography (SST); Magnetoencephalography (MEG); Functional magnetic resonance imaging (fMRI) 4.1.2 Facial expression recognition

5. Trends 5.1 Using Neuromarketing off- vs. on-line store 5.2 Artificial Intelligence (AI) vs. Neuromarketing

• Klaric Jürgen, (2018) (2018). Vende a la mente, no a la gente: Neuroventas. La ciencia de vender más hablando menos. Planeta.
• Lindstrom Martin (2010). Buy-ology, Truth and Lies about Why We Buy (2008/2010). New YorK: Random House.
• Ramsoy Thomas, Z.Dr (2015). Introduction to Neuromarketing & Consumer Neuroscience (1st ). Neurons Inc.
• Zurawicki Leon (2010). Exploring the Brain of the Consumer. Berlin: Springer.
• Aaker David A., Biel Alexander L (1993). Brand Equity & Advertising. Laurence Erlbaum Associates.
• Duchese Peter (2002). Crafting Customer Value, The Art and Science. Purdue University.
• Haig Matt (2003). Die 100 grössten marken flops. Verlag Moderne Industrie.
• KOTLER Philip, Dr. (2003). Marketing Management (11th). Pearson Education.
• KOTLER Philip, Dr; Bliemel Freidheim (1999). Marketing Management (9 Auflage). Schäffer-Poeschel Verlag.
• Meier Andres; Stomer Hendrik (2008). eBusiness & eCommerce/ Management der digitalen Wertschöfpungskette. Springer.

Activitats d'avaluació:

Regular evaluation continuous (evaluación ordinaria continua)

The student's performance will be evaluated in the resolution of three assignments (1. "Living Case" with a rating of 50%; 2. "Individual Practice" with a rating of 20%; 3. "Team Case" with a rating of 30%"
• 3 practical assignments (weighting of 100% of the grade).

Minimum requirements to pass: A grade of 5.00 points in the weighted average.
If this call is not approved, it can be recovered in the extraordinary call.


Single ordinary evaluation (Evaluación ordinaria única)

It will consist of a theoretical-practical test in which they will be evaluated for all the contents that will be worth 100% of the grade.
If this call is not approved, it can be recovered in the extraordinary call.

Minimum requirements to pass: a grade of at least 5.00 points must be obtained in the theoretical-practical test.


Extraordinary evaluation (evaluación extraordinaria)

Students who have not passed the ordinary call (both in its continuous and single modality) they must take a theoretical-practical test in which they will be evaluated for all the content that will be worth 100% of the grade.

Minimum requirements to pass: a grade of at least 5.00 points must be obtained in the theoretical-practical test.

Criteris específics de la nota «No Presentat»:
According to the regulations of the University of Girona:
The qualification of "Not Presented" exhausts the qualification call for the purposes provided for in the regulations for Permanence and progression in undergraduate studies of the University of Girona.

Avaluació única:
Regular evaluation continuous (evaluación ordinaria continua)

The student's performance will be evaluated in the resolution of three assignments (1. "Living Case" with a rating of 50%; 2. "Individual Practice" with a rating of 20%; 3. "Team Case" with a rating of 30%"
• 3 practical assignments (weighting of 100% of the grade).

Minimum requirements to pass: A grade of 5.00 points in the weighted average.
If this call is not approved, it can be recovered in the extraordinary call.


Single ordinary evaluation (Evaluación ordinaria única)

It will consist of a theoretical-practical test in which they will be evaluated for all the contents that will be worth 100% of the grade.
If this call is not approved, it can be recovered in the extraordinary call.

Minimum requirements to pass: a grade of at least 5.00 points must be obtained in the theoretical-practical test.

A single assessment may be requested for one or more subjects when the interested person considers that they cannot undergo continuous assessment due to:
b1. Irresolvable work incompatibilities (external internships are not considered).
b2. Long-term health problems.
b3. Serious family reasons.
b4. Existence of relevant academic difficulties to be able to continue the continuous assessment of failed subjects and enrolled in the second or subsequent call.

Interested students must request it through the online secretariat, attaching the relevant documentation, and the deadlines will be:
First semester subjects: 13/10/2025
Second semester subjects: 02/03/2026

Obviously all students, single assessment or continuous assessment, have the opportunity to take the extraordinary assessment.


Extraordinary evaluation (evaluación extraordinaria)

Students who have not passed the ordinary call (both in its continuous and single modality) they must take a theoretical-practical test in which they will be evaluated for all the content that will be worth 100% of the grade.

Minimum requirements to pass: a grade of at least 5.00 points must be obtained in the theoretical-practical test.

Requisits mínims per aprovar:
Minimum requirements to pass: a grade of at least 5.00 points

TEACHING 100% PRESENTIAL

The traditional tutoring method is maintained. Tutorials with the students will be carried out, at their request, via video conference

see tutorial

CURIOSITY and prior knowledge of fluent English are required.


Soft Skills; Gender Perspective and Sustainable Development Goals

The topics in which the acquisition of social skills (soft skills) has been developed are listed in the Soft Skills Table. The training activities that include a gender perspective and parts of the syllabus of particular relevance to the gender perspective are compiled in the Gender Perspective Table. The topics addressing the Sustainable Development Goals are collected in the corresponding SDG Table.

| # | Soft Skill | Topics |
| -- | ----------------------------------- | -------------- |
| 1 | Resilience | Topics 2, 4, 5 |
| 2 | Critical Thinking | Topics 1–6 |
| 3 | Commitment | Topics 1–6 |
| 4 | Integrity | Topics 1–6 |
| 5 | Empathy | Topics 1–6 |
| 6 | Teamwork | Topics 2–6 |
| 7 | Growth Mindset | Topics 1–6 |
| 8 | Continuous and Independent Learning | Topics 1–6 |
| 9 | Communication | Topics 1–6 |
| 10 | Creativity and Innovation | Topics 2-6 |
| 11 | Data Analysis | Topics 5,6 |
| 12 | Digital Skills | Topics 5,6 |
| 13 | Courtesy | Topics 2–6 |
| 14 | Flexibility | Topics 1–6 |
| 15 | Professionalism | Topics 1–6 |
| 16 | Responsibility | Topics 1–6 |
| 17 | Work Attitude | Topics 1–6 |
| 18 | Confidence | Topics 1–6 |
| 19 | Leadership | Topics 1–6 |
| 20 | Professional Ethics | Topics 1–6 |
| 21 | Conflict Resolution | Topics 1–6 |
| 22 | Problem Solving | Topics 1–6 |
| 23 | Negotiation | Topics 2–6 |


List of the 23 Soft Skills (translated summaries)
Resilience: Ability to adapt to adverse situations with strength, patience, and calm.
Critical Thinking: Objective analysis and investigation to solve problems and make decisions.
Commitment: Dedication to fulfill assumed obligations with motivation and productivity.
Integrity: Honest behavior and fair decision-making.
Empathy: Ability to understand others' emotions in specific situations.
Teamwork: Working jointly with others toward a shared goal.
Growth Mindset: Willingness to face new challenges with a forward-looking approach.
Continuous and Independent Learning: Ongoing self-driven learning, especially regarding new technologies.
Communication: Clear oral and written expression of ideas, including public speaking.
Creativity and Innovation: Generating new ideas and original solutions.
Data Analysis: Using data to identify opportunities and make decisions.
Digital Skills: Quickly learning new technologies and digital tools.
Courtesy: Behavior rooted in respect and good manners.
Flexibility: Quick adaptation to change and ongoing training.
Professionalism: Skillful, honest, and efficient job performance.
Responsibility: Making decisions consciously and being accountable.
Work Attitude: Diligence, loyalty, punctuality, initiative, and motivation.
Confidence: Inspiring trust in undertaking difficult actions.
Leadership: Inspiring others to work enthusiastically toward shared goals.
Professional Ethics: Acting according to professional values and responsibilities.
Conflict Resolution: Mediating disputes and achieving mutually acceptable solutions.
Problem Solving: Quickly identifying causes of problems and implementing solutions.
Negotiation: Reaching agreements through discussion and compromise.


Gender Perspective Table
Training Activities That Include the Gender Perspective

| Training Activity | Gender Perspective Approach

| Lectures | All classroom activities align with gender perspective competence. The course is designed to show students how competitive market environments are shaped, focusing on recent developments including diversity, environmental protection, and gender perspective. |
| Case Analysis | Based on respect
| Monographic Work | Based on respect
| Assessment Test | Based on respect

Syllabus Sections Relevant to Gender Perspective

| Syllabus Section | Gender Perspective Exposure
2.4 Attention & Consciousness - gender equality with each of the interest groups (e.g. Unilever Dove campaign, gay pride, etc etc)|
2.5 Emotions & Feelings - gender equality with each of the interest groups (e.g. Unilever Dove campaign, gay pride, etc etc)
2.6 Learning & Memory gender equality with each of the interest groups (e.g. Unilever Dove campaign, gay pride, etc etc)


Sustainable Development Goals (SDG) Table

| # | Goal | Topics |
| -- | --------------------------------------- | ---------- |
| 1 | No Poverty | Topics 1-6 |
| 2 | Zero Hunger | Topics 1-6 |
| 3 | Good Health and Well-being | Topics 1–6 |
| 4 | Quality Education | Topics 1–6 |
| 5 | Gender Equality | Topics 1–6 |
| 6 | Clean Water and Sanitation | Topics 1–6 |
| 7 | Affordable and Clean Energy | Topics 1–6 |
| 8 | Decent Work and Economic Growth | Topics 1–6 |
| 9 | Industry, Innovation and Infrastructure | Topics 1–6 |
| 10 | Reduced Inequalities | Topics 1–6 |
| 11 | Sustainable Cities and Communities | Topics 1–6 |
| 12 | Responsible Consumption and Production | Topics 1–6 |
| 13 | Climate Action | Topics 1–6 |
| 14 | Life Below Water | — |
| 15 | Life on Land | — |
| 16 | Peace, Justice and Strong Institutions | Topics 1–6 |
| 17 | Partnerships for the Goals | Topics 1–6 |


List of the 17 Sustainable Development Goals (summarized)
No Poverty: Eradicate poverty worldwide.
Zero Hunger: End hunger and promote sustainable agriculture.
Good Health and Well-being: Ensure healthy lives and promote well-being for all ages.
Quality Education: Provide inclusive and equitable quality education.
Gender Equality: Achieve gender equality and empower all women and girls.
Clean Water and Sanitation: Ensure availability and sustainable management of water and sanitation.
Affordable and Clean Energy: Ensure access to affordable, reliable, sustainable energy.
Decent Work and Economic Growth: Promote su