The graduate of the Bachelor program of Global Business Management at the Georgian National University SEU:

I. Demonstrates a comprehensive understanding of business concepts, theories, functions and processes within the global business environment, and applies this knowledge effectively to real-world situations.
II. Develops knowledge, skills and experience necessary to manage and communicate with people, in an organization in order to assess and increase the value of business.
III. Evaluates and utilizes qualitative and quantitative data to analyze challenges of business functional fields encountered by both global and local enterprises and develop recommendations.
IV. Studies business environment and analyzes the impacts of possible general and specific risks, suggests the ways to manage them in diverse contexts.
V. Is equipped with cross-cultural management competences to operate in diverse communities by using modern communication and information technologies.
VI. Analyzes specific global business situations to identify areas of good practices and use them to create solutions in everyday business situations.
VII. Understands the importance of business ethics and social responsibility in global environment.
VIII. Creates and presents research project describing different business fields, using modern information technologies.
IX. Identifies learning and personal growth needs and plans future development strategies.

Lecture – is a creative process where a lecturer and a student take part simultaneously. The main aim of the lecture is to understand the idea of the subject regulations to be learnt, which means a creative and active perception of presented material. In addition, an attention should be paid to the main provisions of transferable material, definitions, indications, assumptions. Critical analysis of the main issues, facts and ideas are necessary. A lecture should provide a scientific and logically consistent knowledge of main subject regulations to be learnt without excessive details overloading. Therefore, it must be logically completed. In addition, facts, examples, charts, drawings, tests and other visual aspects should be aimed at the explanation of the lecture’s idea. The lecture should provide an accurate analysis of science dialectical process and should be based on free-thinking ability of students in particular environment, understanding of the basic scientific problems and the orientation of understanding. Lecture uses verbal or oral method and involves the communication of the lecture material to students verbally, method used during this process include: questions and answers, interactive work, the theoretical explanations of the provisions based on practical situations. 

Collaborative – teaching method involves dividing students into groups and giving them learning assignments. The members of the group work on the issue individually and at the same time share it with the other members of the group. Due to the set task, it is possible to redistribute functions among the members during the group work process. This strategy ensures maximum involvement of all students in the learning process.

Independent work- material heard in the lecture is formed as a whole system of knowledge by the independent work of the student. The student should be interested in the book and other sources of information and want to study the issues independently, which is a way to stimulate independent thinking, analysis and drawing conclusions.

The method of written work- involves the following types of activities: making records, compiling material, composing thesis, performing an abstract, or essay, etc. Practical methods combine all the forms of teaching that develop the student’s practical skills, here the student independently performs this
or that activity on the basis of acquired knowledge.

Discussion / debate is one of the most common methods of interactive teaching. The discussion process drastically increases the quality and activity of student engagement. The discussion can turn into an argument. This process is not limited to questions asked by the lecturer. This method develops the student’s ability to argue and justify his or her own opinion.

Cooperative learning – is a teaching strategy in which each member of the group is required not only to study but also to help his or her teammate learn the course better. Each group member works on the problem until all of them have mastered the issue.

Case study –an active problem-situation analysis method, based on teaching by solving specific tasks – situations (so-called case solving). This method of teaching is based on the discussion of specific practical examples (cases). The case is a kind of tool that allows the application of the acquired theoretical knowledge to solve practical tasks. By combining theory and practice, the method effectively develops the ability to make reasoned decisions in a limited amount of time. Students develop analytical thinking, teamwork, listening and understanding alternative thinking, the ability to make generalized decisions based on alternatives, plan actions, and predict their outcomes.

Analysis- through this method, lecturers and students discuss specific cases together. Students thoroughly learn the previously unknown sides of the issue. The method of analysis enables us to break up the whole part of the study the material into constituent parts, which simplifies the understanding of the specific issues of the problem. The development and presentation of the project -is a combination of educational and cognitive tools, which allows to solve the problem in the conditions of the necessary presentation of the student’s independent actions and the obtained results. Teaching in this way raises
students’ motivation and responsibility. Work on the project includes stages of planning, research, practical activity and presentation of results according to the chosen issue. The project will be considered feasible if its results are visible, convincing and concrete. It can be performed individually, in pairs or in groups; Also, within one subject or several subjects (integration of subjects). Upon completion, the project will be presented to a wide audience.

E-learning – This method includes three types of teaching:
   

• Attendance when the teaching process takes place within the contact hours of the lecturer and the students, and the teaching material is delivered through an electronic course.
  
• Hybrid (attendance / distance), the main part of the learning course is done remotely, and a small part is done within the contact hours.
  
• Completely distance learning involves conducting the learning process without the physical presence of the lecturer. The learning course is held electronically from beginning to end.

The system of evaluation of learning outcomes and competencies is based on the system recognized by the legislation and corresponds to the evaluation and credit granting standards approved by the OrderN3 of the Minister of Education and Science of Georgia dated January 5, 2007.
Student assessment system includes:

a) Five types of positive evaluation:
a.a) (A) Excellent – 91-100 points;
a.b) (B) Very good – 81-90 points;
a.c) (C) Good – 71-80 points;
a.d) (D) Satisfactory – 61-70 points
a.e) (E) Sufficient – 51-60 points;

b) Two types of negative evaluation:
b.a) (FX) did not pass – 41-50 points of maximum evaluation, which means that the student needs more work to pass the examination and is given the right to retake (one time) an exam via independent work;
b.b) (F) Failed – 40 points or less, which means that the work done by the student is not sufficient and he/she has to retake the course. In case student gets FX, he/she can take the additional exam in the same semester at least 5 days after the announcement of the final exam results.
The number of points obtained in the final assessment is not added to the grade received by the student at the additional exam. The grade obtained at the additional exam is the final grade and is reflected in the final grade of the study component of the educational program. Considering the additional exam evaluation if the points accumulated by student in the educational program component is 0-50 points, student is evaluated with F-0. A prerequisite for a student’s admission to the final exam is to overcome the competence threshold of the Midterm Evaluation (No less than 25 points within Midterm Evaluation).

Competency threshold for the Final Exam is 40%, no less than 20 points.

Prerequisite for granting the credit is accumulating no less than 51 from 100 points and to overcome the minimum competency threshold of Midterm Evaluation and Final Exam.