Universitat Internacional de Catalunya

Business Psychology

Business Psychology
First semester
Main language of instruction: English

Other languages of instruction: Catalan, Spanish

Teaching staff

Dra. MEHRAD, Aida - amehrad@uic.es

Appointments should be requested by email.


The subject of Business Psychology seeks to contribute to bioengineering by covering those contents that deal with psychology as a support in the field of health. Firstly, with the aim of offering global and quality care, it is necessary to always bear in mind that the user not only has a disease but is also a person in need. If the patient is not sufficiently well-known, their treatment cannot be achieved both clinically and humanely. In addition, to further the integration of students in the current work context and their multidisciplinary work teams, it is important to know the key concepts of Psychology in organisations. These are concerned with human resource management and the main dynamics of work behaviour within companies, in order to understand their role and development.

Pre-course requirements



Among the objectives of this subject, students will be able to:

  1. To use psychology terminology appropriately.

  2. To know the psychosocial responses of people to different health situations and respond appropriately to psychological needs.

  3. To understand the role of Psychology in organisations and companies, analysing people management from the HR perspective.

  4. To apply professional psychological knowledge and techniques to help improve their relationship with the disciplinary team with they you work.

  5. To work holistically, tolerantly, without judgment, carefully and sensitively.


  • CB3 - Students must have the ability to bring together and interpret significant data (normally within their area of study) and to issue judgements that include a reflection on important issues that are social, scientific or ethical in nature.
  • CG4 - To resolve problems based on initiative, be good at decision-making, creativity, critical reasoning and communication, as well as the transmission of knowledge, skills and prowess in the field of Bioengineering
  • CG9 - The ability to organise and plan in the field of business, as well as in institutions and organisations.
  • CT3 - To know how to communicate learning results to other people both verbally and in writing, and well as thought processes and decision-making; to participate in debates in each particular specialist areas.
  • CT4 - To be able to work as a member of an interdisciplinary team, whether as a member or by management tasks, with the aim of contributing to undertaking projects based on pragmatism and a feeling of responsibility, taking on commitment while bearing the resources available in mind.
  • CT5 - To use information sources in a reliable manner. To manage the acquisition, structuring, analysis and visualisation of data and information in your specialist area and critically evaluate the results of this management.

Learning outcomes

At the end of the course, students are expected to:

  • To use techniques to manage one's own psychological factors that influence professional practice
  • To recognize the psychological factors that influence the relationship with the user required by the technology developed.
  • To effectively manage the problems that may arise in the interpersonal relationship with users that require the technology developed.
  • To explain the contributions of business psychology in organizational settings where you can develop your profession.
  • To recognize the main resources for the management of organizations and the optimization of their operation from the perspective of psychology.
  • To communicate orally in front of other people using different registers.
  • To communicate in writing adapting to various formats.
  • To apply techniques to facilitate work in an interdisciplinary team.
  • To proactively select relevant information in order to integrate it into their learning.


  1. Introduction to Business Psychology
  2. Psychological factors in professional practice
  3. Coping with stress
  4. Typologies of personality. Difficult patients.
  5. Interpersonal relationship and helping relationship

  1. Communication skills in the organization environment
  2. Teamwork and management of work teams characterized by diversity
  3. People management: motivation, training, job evaluation and promotion
  4. Organizational aspects: leadership, culture and equity

Teaching and learning activities

In person

The methodology used in this subject will be active and focused on the student (body), who is the protagonist in their learning process and skills development. This methodology is based on continuous work that requires the preparation and use of the different theoretical and practical sessions. The course combines master classes, practical teaching (case studies, group dynamics, seminars, analysis of audiovisual resources) and tutorials, both collective and personalised. Both individual and group work are required of the students.

Lectures are the setting for: learning and managing the terminology and language structures related to each scientific field. Practicing and developing oral and written communication skills. And learning how to analyse the bibliography and literature on Bioengineering. Using guidelines to identify and understand the main ideas during lectures. This academic activity has been an essential tool in education since it first began and should have a significant presence within the framework of this degree programme.
The professor sets out exercises and problems, helps students to progress in terms of the engineering process the design involves, and guides the student, thus partial goals are achieved that facilitate the incorporation of the theoretical knowledge acquired.
Case studies are a learning technique in which the subject is faced with a description of a specific situation that involves a problem, that must be understood, evaluated and resolved by a group of people through a process of debate. Case studies will generally be undertaken through group work, which promotes student participation, thus developing their critical thinking skills. It also prepares students for decision-making, teaching them to defend their arguments and contrast them with opinions from others in the group.
Reading texts with the aim of engaging critical thinking plays a fundamental role in learning for citizens who are both aware and responsible.

Evaluation systems and criteria

In person

Assessment of the subject is based on:

  • Troubleshooting (30%)

  • Partial exam (30%)

  • Final exam (40%)

It is essential to pass the final exam before calculating the average in order to pass the subject.

It will be necessary to obtain a minimum mark of 5.0 in the final exam of the subject to be able to average it with the rest of the marks.

The completion of the practical activities is understood as continuous assessment, and therefore NO submission by the established dates will result in no marks.

Arriving more than 10 minutes late for the start of class or after the break and unexcused absences will count as non-attendance on that day.

Important considerations:

  1. Plagiarism, copying or any other action that may be considered cheating will result in a zero in that assessment. Moreover, plagiarism during exams will mean the immediate failure of the whole subject.

  2. In the second-sitting exams, the maximum mark students will be able to obtain is "Excellent" (a mark with honours distinction will not be possible).

  3. Changes in the calendar, exam dates or the assessment system will not be accepted.

  4. Exchange students (Erasmus and others) or students resitting will be subject to the same conditions as the rest of the students.

Bibliography and resources

Alcover, C.M., Moriano, J.M., & Topa, G. (2016). Psicología del trabajo. Conceptos clave y temas emergentes. Ed. Sanz y Torres

Cibanal Juan, L., Arce Sánchez, M.C., & Carballal Balsa, M.C. (2014). Técnicas de comunicación y relación de ayuda en ciencias de la salud. Ed: Elsevier

Tabibnia, G., & Radecki, D. (2018). Resilience training that can change the brain. Consulting Psychology Journal: Practice and Research70(1), 59–88.

Torrente, P., Salanova, M., Llorens, S., & Schaufeli, W.B. (2012). Teams make it work: how team work engagement mediates between social resources and performance in teams. Psicothema24(1), 106-12.