The fourth formula is based on understanding that the leader is the embodiment of the team and the strength lies in him. For Gutiérrez-Rubí, another key is in the F1 team’s calculated ambition “that has managed the advertising and sponsorship to the limit.” He defines the sixth lesson as “speed as a collective attitude.” For the author, they found a way to form a team in three weeks, among other achievements. “Short and sweet outraces slow and steady.” 

Gutiérrez-Rubí then praised Brawn GP for its capacity to challenge the norm. A new motor-racing team up against the classic teams it beats because of their collective rivalry. “A new power, decentralised, open and shared, based on merit and creation, blazes the trail in organisations and in all areas of activity.” For the author, “the hierarchy had never been so seriously questioned by freedom and intelligence. This is the definitive challenge: liberating innovation versus the privilege that normally determines the dominant position.” “If you think it, you won’t achieve it, but if you believe it, it’s possible,” reasoned the author when giving other examples of athletes such as Nadal.

Chaos is an opportunity because the “greats” usually adapt badly to chaos, according to Gutiérrez-Rubí. While Brawn was innovating, the rest of the motor-racing teams were discussing what to do. “The first moment of chaos is decisive in gaining an advantage,” he emphasised.

In the second to last lesson, the author linked the audacity of Brawn GP to buying Honda during a period of economic uncertainty. Lastly, Gutiérrez-Rubí highlighted the triumph of a job well-done due to the culture of hard work ingrained in the team. “The teams should be made of people who are talented and should transmit that talent through networks.” “No one cares how we’re organised, but how we work,” concluded the author to close the meeting.

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Throughout these 50 years, more than 57,000 students of 47 nationalities have studied at EAE. Some examples are Juan Antonio Samaranch, Honorary President of the International Olympic Committee (IOC); Jaime Gil Aluja, President of the Real Academia Española  (Royal Spanish Academy )  of Economics and Finance, and Luis Bassat, President of Bassat Ogilvy Iberia.

50 YEARS MAKING MANAGERS

EAE was founded in 1958, at a time when the industrialisation process had accelerated throughout Spain. This fact caused concern for business management training in certain Barcelona business groups under the management of Public Works and the Chamber of Commerce. In 2006, EAE became a part of the Grupo Planeta, the leading Spanish publishing and communication group with exclusively family-owned capital that produces cultural, educational, entertainment and news content for the Spanish and French-speaking markets. It is also a leader in the creation and publishing of management content.  The connection with Grupo Planeta and its support have given EAE a privileged position and renown among the Spanish and international business schools.

Among EAE’s important milestones is when it became the first school of business in Spain to give a Master in Marketing Management and a Master in Human Resources Management. It was also the first Spanish business school to obtain the International Quality Certification ISO 9001 that allowed it to accredit and guarantee the high academic level of its programs and professors. In 2006 it was a pioneer in Spain in awarding the most number of Official University Masters adapted to the Bologna Process and the first international MBA program was developed between Madrid and New York. It is one of the most active business schools in international associations with a presence in Cladea, AACSB, EFMD, AEEDE and ForQ, among others.

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If this phenomenon is analysed in the autonomous communities, this tendency is repeated in every one with the exception of Ceuta and Melilla where the inverse occurs. Asturias presents a noteworthy case, where the difference between employment rates of both populations is 26 percentage points, that is to say, in Asturias, three out of every four are employed. Other communities that show a large difference are Aragon, Castile-La Mancha, Madrid, Galicia, Cantabria and Castile and León.

The study goes in-depth on the profile of the foreign population occupying Spain and emphasises several characteristics: One out of every five foreigners in Spain has a professional university education (20.5%) and 56% of the foreign population has an upper level of secondary school education or higher. Comparing the education of the foreign population with the education of the Spanish population, it can be said that “their levels of education are high and in line with the data from the national population,” González emphasised.

The work also highlights that impatriated workers from non-European Union countries could make up 20% of the foreigners with residency permits in Spain. Spain is also situated at the forefront of the most fiscally attractive countries for foreign executives.

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