Archive for the ‘Arts & Cultures & Societies’ Category

3
Oct

56_8-740x480The eleventh edition of Hay Festival Segovia broke its own attendance record this year, with more than 25,000 people attending the 96 events of a festival in which IE University was one of the main partners, hosting some 50 activities. All 16 events held in the Aula Magna of the Santa Cruz La Real Campus of IE University, with a capacity for over 600 people, were sold out. Its Capitular and Refectorio spaces also attracted capacity attendance.

A wide variety of leading writers, artists, filmmakers, journalists and thinkers from around the world were present over the course of the festival: Dileep Padgaonkar, Namita Gokhale, Peter Florence, Fernando Fernandez, Jorge Habsburg, Ramon Perez Maura, Arpad Von Lazar, Jean-Paul Viguier, Martha Thorne, Benedetta Tagliabue, Adam Foulds, Deborah Levy, Michael Robinson, Julie Christie (Photo), Javier del Pino, Inigo Dominguez, Vicente Vallés, Péter Gárdos, Santiago Posteguillo, Fernando Savater, Guillermo de la Dehesa, Trapiello, Antonio Muñoz Molina, John Banville, Ángeles González-Sinde, César Antonio Molina, Luis Alberto de Cuenca and Juan Luis Arsuaga, among others.

Journalist Juan Cruz and author Juan Jose Millas closed the festival with a conversation about literature and Millas’ latest novel, Desde la sombra (From the shadow) in the Aula Magna of IE University.

One of the highlights of the festival was the ABC-IE Workshop, which was streamed live. Organized by the digital edition of leading Spanish daily ABC.es, Talking Points: New voices in Spanish Narrative saw journalists Jesús Calero, Agnes Martin Rodrigo and Marta Riego talk with some of the emerging figures in contemporary Spanish literature. The retransmission was carried out through the Media Lab of IE University in collaboration with students and teachers from the Communication department.

An equally popular event at this year’s Hay Festival Segovia was the”Workshop of Dreams project led by the Dean of IE School of Architecture & Design, Martha Thorne, which brought together leading figures from such diverse fields as literature, gastronomy, architecture and science to create a series of wood carvings from timber from US forests.

20
Sep

Below you can find a list of this year’s winners covering the length and breadth of our broad spectrum of nationalities. It clearly reflects the richness and plurality of interests and culture of IE students and alumni, in all IE schools, and at every level of our higher education programs.

The winners of the IE Foundation Prizes in the Humanities for the 2015/16 academic year are:

 

Short story in Spanish

First prize:

María Isabel Macías Núñez (Madrid, Spain, 1993, Master in Corporate Communication, 2016), for Un hombre con el abrigo largo.

Second prize:

Elisa Carrara (Cuneo, Italy, 1987, Master in Visual and Digital Media, 2016), for Una expresión sardónica.

Third prize:

Sofía Quetglas Diz (Madrid, Spain, 1992, Master in Management, 2016), for De vuelta a Barcelona.

Special mention:

María Isabel Macías Núñez (Madrid, Spain, 1993, Master in Corporate Communication, 2016), for Muerte en María de Molina.

 

Poem in Spanish

First prize:

Sofía Rondán González (Barcelona, Spain, 1992, Master in International Relations, 2016), for Nadie.

Second prize:

María Isabel Macías Núñez (Madrid, Spain, 1993, Master in Corporate Communication, 2016), for Primer round.

Third prize:

Jesús Arcenegui Méndez (Madrid, Spain, 1997, Bachelor in International Relations, 2019), for Quiero.

 

Short story in English

First prize:

Do Xuan Hoang (Hanoi, Vietnam, 1996, Bachelor in Architecture, 2020), for Aroma.

Second prize:

Alyssa Flora Najafi (Palo Alto, U.S.A., 1989, Master in Visual and Digital Media, 2016), for Death Valley.

Third prize:

Marieke Elisah Lensvelt (Muscat, Oman, 1991, Master in Visual and Digital Media, 2016), for The Other Side.

 

Poem in English

First prize:

Joy Cierrea Archer Holmes (Daytona Beach, U.S.A., 1993, Bachelor of Laws, 2017), for Beautuful Imperfectiums [sic].

Second prize:

Sumedha Sharma (Kanpur, India, 1987, Master in Corporate Communication, 2016), for One Place – A Haiku.

Third prize:

Malak El Halabi (Baakline, Lebanon, 1992, Master in Market Research and Consumer Behavior, 2016), for 23.

 

Photography

First prize:

Nathalie Lagard (Bratislava, Slovakia, 1994, Bachelor in Architecture, 2017), for Rendez-vous.

Second prize:

Romain Odin Lepoutre (Manila, Philippines, 1993, Bachelor in Architecture, 2019), for Hangman.

Third prize:

Jazmin Cristina Harb Andrade (Guayaquil, Ecuador, 1991, Master in Visual and Digital Media, 2016), for Dancejazz.

 

Video

Sole winner:

Montserrat Gutiérrez Mesegue (San Diego, U.S.A., 1995, Bachelor in Architecture, 2018), for Apparently.

16
Sep

3628fbfEl Vicerector de IE University Miguel Larrañaga Zulueta impartirá la conferencia “El Románico como movimiento artístico del sistema cristiano-feudal” el próximo martes 20 de septiembre a las 19h en el Museo Arqueológico Nacional (Sala de conferencias)

La cronología del arte Románico coincide estrictamente con la plenitud del sistema feudal de Europa occidental. A partir de este hecho podemos hablar del Románico como expresión de un sistema, un lenguaje que uniformiza la cultura europea y que relacionamos con procesos como las reformas monástica y gregoriana o la organización social del espacio, en el marco del Orden cristiano-feudal de la plena Edad Media.

Este nuevo lenguaje fue cuidadosamente representado, por ser un elemento indispensable en el adoctrinamiento de los fundamentos de la religión cristiana en la Edad Media y en la legitimación del sistema feudal.

A través de esta ponencia el Dr. Larrañaga revisará diversos exponentes románicos, que aun siendo manifestaciones de muy diferentes escalas, evidenciarán la importante relación entre el sistema feudal y el movimiento artístico.

14
Sep

A childhood of memories: Roald Dahl’s centenary

Written on September 14, 2016 by Susana Torres Prieto in Arts & Cultures & Societies

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By Susana Torres Prieto, Professor of Humanities at IE University and IE Business School.

Yesterday, September the 13th 2016, Roald Dahl would have turned 100 years. Too much, even for someone whose imagination could equally inspire children worldwide and masters of suspense such as Alfred Hitchcock. Roald Dahl made something that is now quite fashionable in business talk, but that very few had done before him: thinking out of the box. Nothing in his literary universe was as expected, or as we had been told it was going to be. In Roald Dahl’s stories for children, but also in his short stories for adults, the unexpected was normal, the impossible became possible, losers became winners, and the whole reality became a huge playground where rules were not necessarily written, and certainly not by persons in charge.

Children across the world read in Dahl books, some of us for the first time, that children could actually save parents, like Charlie did in Charlie the Champion of the World, that very intelligent little girls could use telekinesis to avoid being bullied, like Matilda, or that you can actually cross the Atlantic Ocean on a …peach, like 4-year-old James in James and the Giant Peach. The great thing about reading Roald Dahl’s stories as a child was not only that they were much less sugary than Enid Blyton’s, but they were, more importantly, politically incorrect: adults and teachers were not right just because they were adults or teachers, and, in that respect, Dahl was subversive, and funny.

In adult stories, he gave another meaning to what in English we call “a twist in the tail”. No wonder Hitchcock used some of his ideas for his TV series. But Dahl’s life was a good screenplay in itself. And, typically of him, instead of writing a pompous autobiography telling adults where had he been and whom had he met, he wrote two books for children, Boy and Flying Solo in which he narrated his childhood and first years as an RAF pilot in Africa. Absolutely fascinating stuff.

And so, when many men and women from my generation look back and think exactly at which point did we realise that another world was possible, that new rules could be coined, that our parents/teachers/bosses were not always right, we probably look back to our childhood years with long summer evenings and even longer winter nights spent in the company of all these subversive, radical, magical characters that Roald Dahl created for us and realise that, there and then, we were greatly inspired by this Welshman of Norwegian origins and great attitude.

5
Sep

How Universities Achieve Global Presence

Written on September 5, 2016 by Santiago Iñiguez in Arts & Cultures & Societies

santiagoBy Santiago Iñiguez de Onzoño, Dean of IE Business School and President of IE University.

There are different avenues that universities can go down in trying to find a place in the global arena. The chart above lists some of these alternatives, based on the resources they require, along with their concomitant financial and operating risk.

Being recognized as an international university does not necessarily mean having a physical presence in other countries, as is the case in other sectors. Neither does it mean opening subsidiary campuses on other sites. A school can be genuinely international by maintaining a single campus if it can attract foreign students, has teaching staff from abroad, and if its programs are genuinely global in orientation. In this sense education is different from other related business sectors such as consulting or services providers, which have to open offices abroad if they want to have an international presence.

When business schools do formulate international strategies, they have frequently drawn on the experience of companies such as McKinsey, Accenture, or PWC, which operate on the basis of the same strategic mission, a cohesive and organized culture, but still with a physical presence abroad. These companies tend also to be typical examples of “transnational organizations,” as Christopher Bartlett and Sumantra Ghoshal dubbed them ([1]).

Recent years have seen a growing number of business schools develop strategies to open campuses in other countries. Insead was the pioneer in this approach, opening its second campus in Singapore in 2000. Under the slogan, “One School, Two Campuses”, the school offers the same academic program in both countries, including its MBA program, with the same level of supporting services. Insead’s lead has been followed by other US and European schools. Duke University’s Fuqua Business School, for instance, opened a campus in Frankfurt with idea of setting up a European operations base from Germany, the EU’s leading economy, but where paradoxically, there remains a dearth of top business schools. Fuqua’s experience in Germany was not a success, however, and the school closed after a few years. Chicago GSB initially opened a campus in Barcelona, to provide its Executive MBA to Europeans. It subsequently decided to move the campus to London, given the latter’s importance as a financial and business center and its international connectivity. The UK’s Nottingham Business School has opened a campus in China and plans to expand their operations there. Read more…

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