Drucker Students Study Management and Context in Spain

In January, students at the Peter F. Drucker and Masatoshi Ito School of Management stepped outside the traditional classroom and into a different part of the world, under the premise that management is shaped by context. Economic systems, political structures, cultural values and historical decisions all influence how leaders think, decide, and act. Rather than examining those forces at a distance, students encountered them directly.

Professor Kristine Marin Kawamura led students to Spain for an intensive week of study across Madrid, Seville, Cádiz, Ronda, and Málaga.

In Madrid, conversations about Spain’s economy, exports, and sustainability were grounded in the country’s political system and historical development. Students considered how institutional design influences long-term economic priorities and how leadership decisions accumulate over time.

In Seville, discussions focused on housing, urban development, tourism, and inequality. Faculty and practitioners described the pressures that arise when growth and preservation compete for attention. Students were asked to examine the tradeoffs leaders must weigh — economic vitality alongside social cohesion, opportunity alongside affordability.

In Andalusia, students gained additional perspective. Visits to olive oil producers and rural enterprises highlighted Spain’s role as the world’s largest producer of olive oil and opened discussion about sustainability, generational stewardship, and export-driven economies. Preparing paella and gazpacho from scratch offered another lens into regional identity, supply chains, and the cultural foundations that underlie economic activity.

Not every lesson was scheduled. When rain disrupted a planned visit to active salt flats in Cádiz, the group met instead with marine sciences faculty at the University of Cádiz to discuss the realities facing traditional salt production. Students asked questions about labor shortages, market competition, and regulatory constraints — engaging the issue as they would any organizational challenge.

The experience also unfolded in quieter ways. Shared meals, train rides, and extended conversations allowed students to process what they were observing together. When travel delays required the group to adjust plans, students coordinated logistics and supported one another without formal roles. Leadership surfaced less as position and more as shared responsibility.

One student reflected on how the experience reshaped their understanding of leadership tradeoffs:

“In Spain, I noticed how comfortable many people are with their priorities — valuing free time and relationships over wealth accumulation. It made me think more carefully about what we optimize for in our own systems.”

Another student observed that the structure of the course itself changed how they experienced learning:

“The dialogue didn’t stop when class ended. It continued at the table, on the train, and walking through the city. That kind of learning feels different. It stays with you.”

The Drucker School’s global immersions reflect the School’s broader approach to management education: grounding theory in lived experience and asking students to engage complex systems with attentiveness and judgment. By situating leadership study within real communities and institutions, the program reinforces the School’s commitment to developing thoughtful, responsible leaders prepared to navigate complexity in practice.

Learn more about experiential learning at the Drucker School of Management.