Since the mid-1990s, neuroscience has begun to use sophisticated brain imaging technologies (fMRI, EEG, CT, MRI, PET) to study the architecture of the brain and its functioning. Many of the pioneering research in marketing and behavioural economics have been made possible thanks to these technologies. The Post Graduate Diploma in Behavioural Neuroscience for Business program does not aim to train in the use of these sophisticated and expensive brain imaging technologies, which remain confined to academic and medical research, but focuses on the study and use of neurotechnology, such as Eye tracking, GSR and online platforms that offer analysis of eye movements and emotion reading, which are widely used in research on people's implicit behaviours in every aspect of private, social and business life.

Neuroscience is a rapidly developing field that has many applications in various areas, including business. As the understanding of how the brain works increases, businesses are beginning to realize the potential benefits of applying neuroscience to their operations. This has created a growing demand for individuals who are trained in both neuroscience and business. Upon completion of the P. g. D. Behavioural Neuroscience for Business course, students acquire skills that are applicable in various occupational areas. It is important to specify that students who complete the course are not expected to directly create marketing, advertising, branding, promotional campaigns, etc., but rather to evaluate the impact that these various actions can have on the minds of people, customers, consumers and citizens and offer solutions in line with what the brain estimates to be of real interest.

The entry level is MQF level 6. The English language is a necessary requirement for admission, along with the corresponding certifications. The digital skills required are those related to the use of the most popular applications in both Windows (Microsoft Office) and IOS (Apple Pages, Numbers and Keynote) operating environments. Additional skills in statistics are considered favourably. The (Pgd - post graduate diploma in behavioural neuroscience for business does not require specific knowledge or competencies related to economics. The admission requirement for previous degrees already ensures homogeneity among applicants, related to marketing and corporate communication (which cannot be pursued without some knowledge of consumer psychology).

The target group to be admitted to the PgD in Behavioural Neuroscience

for Business  (or single courses) will be made up of graduates in marketing, corporate

communication science and management, political and social sciences.

Graduates in psychology and neuroscience who have already specialized in

marketing and corporate communication during their university studies

are also included in the target group.

Alternatively, those who have work experience in the marketing and

communication sector, or who have completed a Master's degree in

Marketing, are also eligible to apply.

Other degree qualifications (always MQF level 6) close to the typology just

described, which may only have different denominations, may be accepted.

On the basis of the pertinence of the curriculum of studies and of the other postgraduate studies followed by the candidates. For example, there are

many sociology graduates who specialize in digital marketing. The program PgD. in Behavioural Neuroscience for Business may include these

requests to participate.

The final Certificate is awarded with an overall grade A (score between 90 and 100), B (score between 75 and 89) or C (score between 60 and 74) on the basis of the candidates’ performance (average score of all modules of the course and final exam). The same score is awarded for each course/module.

Enrollment is open for each quarter, respecting the progression of the modules.

Reduced  Scholarship Tuition Fee 24/25:

(€ 7.000 instead € 14.000)

Registration fee: : 1000 EUR

Semester I : 2500 EUR

Semester II: 2500 EUR

Thesis/Graduation: 1000 EUR    

Intake Summer Session 2025 Tutition Fee (only 40 places): € 3500 

The knowledge of the program are articulated in modules connected to each other. The program proposes two semesters and the teachings are planned with criteria of progressivity. The modules will be carried out sequentially. After completing one module, the next one will begin. The modules of the first semester are: • Psychology and neuroscience of behavior • Marketing and digital marketing • Neuroscience of communication and persuasion • Methods and tools of neuroscience for business The two initial modules allow students, who are already graduates and may also have work experience, to build their knowledge on two pillars of the entire learning path: marketing and behavioral sciences. They allow all students to understand how the brain of individuals works when faced with stimuli and when they have to make choices as individuals, and in the case of business, as economic actors. Today, stimuli mostly occur through the web and smartphone applications. It is important to connect traditional marketing still widely present in companies with digital marketing techniques that aim to stimulate consumer action through various types of messages: visual, olfactory, auditory.

Blended training, personal and group exercises allow you to develop skills in three areas: 1. Communication skills. Skills that enable students to communicate the results of their activities considering the audience. Through feedback from teachers and colleagues, students will learn to convey the results of their projects in a clear, concise and understandable way. 2. Judgment skills. The training linked to the presentation of real cases and to the analyses carried out in the real context, where information is often limited, allows students to understand how to carry out projects on unusual topics and develop creative skills and practical problem solving. 3. Learning skills. Individual modules allow students to make their own assessment to be aware of the level of learning achieved. Based on the results of their assessment, the degree of interest in a specific disciplinary area, each individual student can decide to deepen specific aspects and continue with other levels of specialization.

Given the possibility of using the methodologies of behavioural neuroscience in many sectors of business, the training program aims to train people who are able to: a) use the neurotechnology of Eye tracking, GRS and Implicit Association Test (I.A.T.) for multiple projects starting from communication, marketing and business strategy, Use on line platform for project of neuromarketing. b) use statistics and Machine Learning platforms to analyse data collected with neurotechnology, as well as data from proprietary or non-proprietary (social) platforms, to understand people's decision-making process and optimize the offer of products and services consistently with their implicit responses, c) use the consolidated results of neuroscience and cognitive psychology to reduce errors (biases) in business choices at every organizational level (strategy, products, services, communication, prices, channels, clusters, advertising campaigns, information). d) use consolidated knowledge of persuasive communication and nudge to achieve goals faster and more effectively that companies or other public and private organizations set for themselves to meet the needs.

At the end of each module, a verification of theoretical learning, concepts,

and the ability to translate what has been learned into practice is foreseen,

usually through the assignment of an individual task. However, specific

disciplines are not always suitable for carrying out a practical task (e.g.

neuroethics). Learning questionnaires and oral examination will be

used for the assessment.

Learning Questionnaires Passing Grade: at least 80% correct answers

Oral Examination Passing Grade: at least correct exposition of two topics

out of three, among those requested by the examination board.

The consistency part of the final evaluation relates to the exercises and the

final project (case study) presented by the students at the end of the

course to the commission of teachers. The evaluation of the final result

precedes the release of the ECTS / Qualification.

The final Certificate is awarded with an overall grade A (score between 90

and 100), B (score between 75 and 89) or C (score between 60 and 74) on

the basis of the candidates’ performance (average score of all modules of

the course and final exam).

a) The fundamental concepts of research in psychology;

b) psychological models and brain mechanisms of:

• perception; 

• learning and memory; 

• motivation and emotion; 

• personality;

• social behavior; 

c) To learn the methods for conducting psychographic surveys and reconstructing consumer traits, values, and preferences using validated and reliable personality questionnaires.

d) Prepare research projects by:

• Defining the sample size and selection in research based on objectives.

• Selecting the methodology (focus groups, structured interviews, development of quantitative questionnaires for analyzing declared preferences and attitudes; use of questionnaires, e.g., Cross Wise Model, to mitigate social desirability present in consumer responses).

• Analyzing data 

Applying knowledge and understanding

The learner will be able to:

a) manage the know-how to assess behavior in the light of psychological and neuroscientific methods; 

b) design and manage projects in business contexts with the application of neuroscientific and psychological methods;

c) apply questionnaires and tests to specific problems in the business context 

d) collect and analyze data in a thoughtful way to solve applied problems.

e) Interpreting statistical results and translating them into meaningful insights for decision-making in consumer behavior.

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) critically evaluate concepts from psychology and neuroscience to understand human behavior in various contexts;

b) provide non-simplistic explanations of evoked human behavior and identify ways to change it;

c) examine settings to predict people behavior (e.g., consumers)

d) select the most suitable tools to deal with applied problems.

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

a) Cooperate and work in multidisciplinary teams.

b) Illustrate behavioral projects in the light of valid models in cognitive neuroscience; 

c) present projects effectively using specific tools and considering the diversity of the audience (a simple graphic animation, a PowerPoint presentation with illustrative images, a short explanatory video of the results, and more).

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to:

a) independently identify topics in psychology and neuroscience to expand knowledge;

b) undertake further studies in the cognitive neuroscience framework;

c) evaluate his/her learning to identify and fill gaps in relation to specific problems;

d) To join a LinkedIn group or community of practice.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to present the results of research projects (for example, statistical results; qualitative insights; recommendations or interventions):

a) prepare videos and digital presentation of (use Screencast-O-Automatic or others online video creation tools, such Canva, and Lumen5,  typically more user-friendly than professional-grade video editing software)

b) Use remote tools for case presentations (for example, Zoom, Teams, ecc.)

a) Be able to master the key principles of psychology and neuroscience and use them to evaluate behavior.

b) Understand the main mental faculties and their neural correlates.

c) Acquire technical skills to carry out psychographic surveys and reconstruct consumer traits, values, and preferences using validated and reliable personality questionnaires.

d) Conduct focus groups, structured interviews, and develop quantitative questionnaires aimed at analyzing declared preferences and attitudes.

e) Develop questionnaires, such as the Cross Wise Model, to attenuate social desirability present in consumer responses.

f) Analyze the data from conducted research and present findings.

g) Design and manage projects in various research and business contexts: 

designing and managing a non-academic research project in the field of marketing and business using behavioral neuroscience. The questions to be answered, planning, execution, monitoring, and evaluation of the project.

h) Carry out critical evaluations and analysis in applied contexts to solve specific problems. 

i) Demonstrate autonomy in learning and ability to continue studies autonomously.

• Marketing mix.

• The marketing plan.

• Products and consumers.

• Marketing research.

• Sales segmentation and forecasting.

• Consumer buying behavior.

• Brand.

• Packaging.

• Sales channels and points of sale.

• The digital transition.

• The central role of data.

• Predictive marketing.

• Digital marketing platforms.

• Acquisition plans and budget allocation.

• Customer journey.

• Value based marketing.

The learner will be able to:

a) Support marketing and digital marketing experts in order to introduce the issue of behavioural neuroscience into their activities;

b) highlight biases present in marketing and digital marketing strategies;

c) help to objectively define what consumers really want from the brand;

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

b) collect trends in the digital market sensitive to the application of neuromarketing;

c) understand how and when prejudices influence marketing choices and propose their revision.

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

- Communicate with the same language as companies and marketing experts, in order to introduce the concepts of behavioural neuroscience and behavioural economics in a way that can affect operational choices

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to

- Propose studies in specific sectors considered critical for the success of the company (e.g. brand image, site, product planning and design, analysis of the language of marketing campaigns…) and critically evaluate the possible results and benefits;

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to

a) Identify marketing platforms and use their services to answer customer questions in a new way 

b) use at least one platform for research activities (for example on implicit behaviors through I.A.T. for logo and brand)

a) Understand the purposes of marketing in the context of the company's strategies,

b) examine a marketing plan starting from the mission of the company,

d) identify the company's products, life cycle and market share,

e) analyze the marketing research carried out by the company and evaluate its limits

d) Evaluate the opportunity to introduce objective analysis tools using neurotechnologies in the context of digital marketing (e.g. carry out non-invasive and non-intrusive experiments in shopping places; monitor online consumers' mental processes in real time; combine different technologies to corroborate the results obtained with different neuroscientific tools).

a) Understand the theories and concepts of communication and advertising

b) psychology (attention, memory and emotion) and social psychology (Attitude, conformity, social groups, interaction in groups and between groups)

c) the role of emotions in advertising and persuasion.

f) neural correlates and behavior change after exposure to persuasive messages

d) social media and advertising theory

f) R. Cialdini's model of persuasion.

Applying knowledge and understanding

The learner will be able to:

a) evaluate the possible effects of advertising on consumers;

b) enhance the company's brand and products/services by taking into account explicit and implicit persuasive mechanisms and messages;

e) push the consumer to action through persuasive messages;

c) inform consumers about products/services taking into account the ethical value of communication and the social impact of advertising.

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) Analyze the level of persuasiveness communication and related advertising campaigns;

b) Use data and information to generate new insights, creative concepts and ideas for communication and advertising.

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

- Communicate verbally and with specific tools, in the classroom and remotely, the results of exercises and applications concerning communication and persuasion,

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to

- identify development paths and possible specializations in the areas of advertising communication present in every type of organization.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to

- select different types of business communication and advertising by presenting, through specific tools, the strengths and weaknesses in terms of persuasive communication

a) Recognize the processes, contents and targets of the communication.

b) Recognize different types of advertising messages.

c) Carry out persuasive messages (advertising) through different media

Knowledge – at the end of the module/unit the learner will have been exposed to the following: 

Eyetrackers provide data on eye movements, including fixations and saccades, which can give insights into attention and visual processing. 

The data includes saccade velocity, duration, and amplitude; fixation duration; blink frequency; and pupillary dilation. 

Galvanic skin response (GSR) measures changes in electrical conductance of the skin, which can indicate emotional arousal and stress. This data can be used to evaluate the emotional impact of stimuli, such as advertising or products, and assess the effectiveness of interventions aimed at reducing stress or anxiety. 

GSR provides two types of raw data: skin resistance and skin conductance, which are recorded as a time series of numerical values. However, to analyze this data effectively, disturbances generated during recording need to be removed.

Common tools for GSR data collection use software to provide indications on the acquired data, but often the data needs to be exported and processed in Excel or CSV.

Thus, at the end of the module/unit the learner will have been exposed to the following:

• Brain imaging techniques and functioning principles

• Eye-tracking principles and technique

• Neurophysiological methods principles and techniques

• Psychological methods for assessing implicit attitudes and associations

• Review of key statistical tools for neuromarketing

Applying knowledge and understanding

The learner will be able to:

a) Identify and select the most appropriate method and technology to solve a specific business problem.

b) Comprehend how to collect and analyse data using an eye-tracking, GSR sensors and, lastly online technologies.

c) Implement and finalize a research plan, from problem definition to delivery to the client, with expected results and evaluation criteria.

d) Deliver the results of a research in a way that can be used in the practice of businesses and organizations.

e) Provide practical recommendations to the client based on the evidence gathered through the research.

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) Perform critical evaluations.

b) Perform analysis with limited information to solve new problems contexts.

c) Produce original project.

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to

a) to briefly describe to sector professionals but also to non-experts (typically corporate customers) the objectives of the survey carried out, the results obtained and the possible implementation.

b) answer the questions asked in a way that avoids ambiguity. 

c) align one's language with that of the interlocutors, providing examples and using tools to achieve the goal

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to

a) Use neurosciences methods and tools to meet the needs of public and private companies.

b) Apply appropriate tools for studying the behaviour of people in organizational and social life (e.g. social services, healthcare, transportation)

c) Use a well-defined set of methods to frame problems and provide structured and auditable design paths to solve them.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to

Skills

a) use GSR and Eye tracker tools 

b) use the digital tools related to neuro-technology to analyze the effect of different stimuli (for example: images, video, webpages) on target participants (for example: https://www.realeye.io)

Competences

a) Software for data analysis. The software is either embedded in the measurement tools or data analysis software (such as Excel in the latest version 2022 can be used, which is often sufficient).

b) Using online platforms for presenting projects (such as Zoom) and the e-learning platform.

At the end of the module, students will be able to:

a) identify the necessary sample (males, females, age, geographical area) based on the research question and obtain consent for participation. 

b) calibrate the eye tracker.

c) apply GSR sensors on the participants’ fingers.

d) identify procedures and materials required to collect data from eye tracker and GSR sensors (i.e., displaying images or videos).

e) conduct the experiment and collect the eye movement data from participants.

f) use appropriate software to analyze the data collected from the eye tracker, such as fixation duration or saccade velocity.

g) interpret the results of the analysis and determine the implications for your research question.

h) write up the results of the experiment

i) understand and analyses broad theoretical, practical and technical knowledge related to neuroscientific research methods.

a) Define models of risk taking, time discounting, pro-sociality

b) Identify psychological factors contributing to decision-making

c) Describe the neural basis of decision-making

e) Decision making under uncertainty vs under risk. Risk perception vs risk tolerance

Applying knowledge and understanding

The learner will be able to:

a) Apply the theoretical knowledge acquired to different fields, within and outside psychology (Nudge)

b) Demonstrate ability to use a variety of academic sources and computerised tools to retrieve and organise information

c) Understand practical impacts and benefits that behavioural sciences has on economic decision-making processes

Communication skills

The learner will be able to:

a) Review the relevant literature and discuss solutions to applied problems  

b) Present their work in front of an audience 

Learning skills

The learner will be able to:

a) Evaluate own learning by attending and commenting other students’ presentations  

b) Reflect on and act upon feedback from the lecturer and other students

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) Critically evaluate academic evidence in support of a specific hypothesis.

b) Interpret the theory and translate it into real-world situations, understanding the implications.

c) Argue their position effectively using evidence-based arguments. 

d) Acquire critical ability to verify financial decision-making through a deep understanding of psychological and physiological determinants

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

a) Interact with peers and carry out team work

b) Present models, results and case studies employing specific terminology and concepts pertaining to Behavioural Economics and Neuroeconomics 

c) The value of empathy in businesses processes

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to

a) Study Behavioural economics and neuroeconomics literature and use their principles and tools to meet the needs of public and private companies. 

b) Improve the quality of her decision-making process (both in her professional career and in her personal financial planning),

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to

a) Carry out tasks and use digital tools pertaining to behavioural economics and cognitive psychology/neuroeconomics.

b) Learn how to use digital tools to improve the quality of her financial decision-making process

a) Produce a technical report where the learner will be asked to advise on applied problems based on the module’s content

b) Present the practical advice on case studies in front of an audience

c) Comply with the guidelines of technical reports and presentations 

d) understand the effects of psychological determinants that can influence economic decision-making

Starting from the concepts and knowledge of neuroscience introduced in the previous modules (perception, attention, memory, behavioral economics, etc.), the following additional knowledge will be transmitted:

a) the marketing strategies of companies and other public bodies reinterpreted through the use of behavioral economics concepts;

b) nudge patterns emerging in the environment and in food;

c) review of the prejudices existing in the public and private spheres and of the opportunities generated in the field of digital marketing and commercial policies;.

Applying knowledge and understanding

The learner will be able to:

a) Understand how neuroscientific theories relate to neuro-marketing practice. This includes being able to explain the connection between these theories and the techniques used in neuro-marketing, as well as how they inform the development of marketing strategies and campaigns.

b) Evaluate and implement relevant and appropriate neuromarketing concepts and techniques for different basic business scenarios. This includes assessing which neuromarketing techniques are most appropriate for a given situation and applying them effectively in order to achieve your marketing goals.

c) Develop simple and effective neuromarketing solutions that take into account potential ethical concerns. This includes being able to identify potential ethical issues that may arise in a given marketing scenario and developing strategies to address them in order to create a plan of action that is both effective and ethical.

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) Identify and analyze common problems in marketing and business scenarios, and develop creative and effective neuromarketing solutions (Problem Solving);

b) Weigh the pros and cons of different neuromarketing options and choose the most appropriate course of action for a given situation (Decision-Making);

c) Analyze and evaluate neuromarketing research and techniques to make well-reasoned judgments about their effectiveness and appropriateness for a given business scenario. This includes the ability to think creatively and challenge assumptions about neuromarketing approaches (Critical Thinking).

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

a) Work effectively with others in a team setting on simple neuromarketing projects and campaigns;

b) Present neuromarketing research, findings, and recommendations to a variety of audiences using appropriate tools and techniques;

c) Effectively communicate neuromarketing concepts and techniques to other professionals and experts in the field.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to: 

a) Analyze the needs of companies and other organizations with respect to branding, positioning, promotional campaigns and returns on advertising investments.

b) Suggest and implement simple adjustment actions for existing campaigns or services (e.g. transport) to optimize the brand and its economic results. (For example, new ways of requesting payments; attention to the collection of polluting micro-waste; awareness of the consumption of healthy foods; health prevention; etc.).

c) Use neuromarketing principles to improve the quality of digital marketing communication, and identify and address factors that influence consumer behavior online.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The digital skills necessary to conduct marketing research presentations include the ability to create engaging presentations, analyze data, conduct market research, use social media, and understand digital marketing.  In addition to the digital skills from the previous modules the following skills are important to achieve:

- Visualizing data and research results and ideas (using tools such as PowerPoint, Tableau, Google Data Studio, and infographics), 

- employing online survey tools (such as SurveyMonkey, Typeform, and Google Forms). 

It answers the need  to include neuroscientific methodologies in ordinary marketing activities.

a) Evaluate and give evidence of both past and current traditional and neuro-based marketing concepts. 

b) Analyze the problems associated with neuro-marketing techniques and the wider social and ethical implications;

c) Analyze commercial situations and scenarios where neuro-marketing and associated technology might be implemented.

d) Being able to store data for product launches and be able to remotely verify compliance with the initial tests.

a) Basic concepts of machine learning

b) Application of Machine Learning to cognitive science and neuroscience to predict customer behaviour 

c) Decision models for data driven marketing

c) Application of machine learning to improve organization at the human resources level

Applying knowledge and understanding

The learner will be able to:

a) understand which methods and tools to use to carry out data analysis projects

b) carry out experiments and projects using open source data

c) identify the correct relationships between data and present the results

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) Perform critical evaluations in analysis of data 

b) Perform analysis with limited information

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

a) Communicate with a specialized and non-specialized audience

the results of studies and research relating to the AI and machine learning

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to

a) carry out simple studies applying machine learning 

b) Organize communication campaigns taking into account the impact of AI and machine learning on behavioural data and brain data.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to

a) understand the use of machine learning low code software 

a) Use low code software that allow for data analysis

b) Complete simple projects aimed at solving the most common digital marketing and human resources problems starting from the correct use of data.

a) The basic neuroethical concepts and theories;

b) The basic requirements for produce sound arguments in the field.

c) The notions implied in addressing a neuroethical issue not dealt with yet.

Applying knowledge and understanding

The learner will be able to:

a) The capacity of singling out neuroethical issues in each relevant domainb) d) The capacity of considering all the interests involved in the situation

c) The capacity of devising the proper solutions

d) The capacity of implementing theoretical notions into practice

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

a) understand relevant domains in which neuroethics is needed

b) assess potential ethical issues and frame them appropriately

c) critically judge controversial scenarios and dilemmas

d) intervene accordingly based on the previous skills and abilities

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The learner will be able to:  

a) have positive interactions in relevant situations

b) signal the presence of potential ethical issues

c) have the capacity to engage with those issues when it is needed

d) mediate between different stakeholders and interests

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The learner will be able to

a) develop an ethical sensitivity

b) have the capacity to convey that capacity 

c) acquire the ability to adapt received  theories to new situations

d) change problematic situations bases on her/his skills

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to

a) understand (and use) all digital devices involved in the discipline

b) foresee potential privacy leaks related to digital devices

c) foresee potential misuses or abuses committed via digital devices

d) devise interventions so to avoid those misuses

a) know what the ethical issues are concerning neuroscience and neurotechnologies;

b) assess potential ethical issues based on neuroethical tools;

c) explain why considering ethical issues is relevant in every context;

d) decide on potential ethical conflicts or dilemmas.

The work at the end of the course must demonstrate multidisciplinary mastery of the theoretical and practical knowledge developed in the program.

Applying knowledge and understanding

The learner will be able to:

- be able to use evaluation and intervention processes of neuroscience applied to the business

Judgment Skills and Critical Abilities 

This section has been made sufficiently open to accommodate both vocational and academic orientations. Applicants can refer to Judgement Skills, or Critical Abilities (critical skills, dispositions, values and actions), or both.

The learner will be able to:  

- conduct a case study with the design hypothesis (a problem to be solved within the business) 

- describe how to solve the problem (the desired results),

- identify how the existing literature has treated the problem or similar cases

- motivate the choice of measuring instruments for the realization of the case study (highlighting the benefits, costs, limitations)

- critically analyze the results achieved, weighing the pros and cons,

- provide a final judgment of the proposed solution in terms of feasibility.

Module-Specific Communication Skills 

(Over and above those mentioned in Section B)

The final presentation must demonstrate the student's mastery in communicating the project, its aims and related research in a clear and effective way

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

The final project (Case Study) must contain the development hypotheses related to professional interests and further specializations useful to the student;

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

The learner will be able to:

use available digital technologies (e.g. digital marketing platforms, open source Machine Learning platforms, eye movement and emotion analysis platforms) for the study.

The student presenting a case must be able to

- autonomously choose a topic or problem within their reach and justify the criteria used in the choice,

- consider how the case has been solved so far in the business and what is the added value you want to provide with the research activities

- demonstrate mastery of the research tools that will be used

- plan work and use research tools to provide workable solutions

- collect data to demonstrate the usefulness of the solution

- analyze the data or information coming from studies on the subject and which can be generalised

- present the results by combining qualitative and quantitative aspects in the report

- cite relevant literature, if used.