Practical education is way more interactive than theoretical. It does not involve just teaching and lecturing irrespective of whether the student is able to understand the concepts or not. Theoretical education usually employs teachers who teach in a plain manner or books which may or may not include interactive exercises. Whereas in practical works, inputs from students are not just invited but are also necessary. Interactive sessions, experiments, interactive exercises, are important features of practical education which ensure the involvement of students, making them learn and understand more. And learning is the fundamental purpose of education, so in order to improve the leaning level, more importance should be given to practical education rather than theory


At COLBS the classroom environment changes day to day from a typical "classroom format" to an "office format", preparing students for their future professional development.  

We believe that classroom environment is one of the most important factors affecting student learning. Simply put, students learn better when they view the learning environment as positive and supportive (Dorman, Aldridge, & Fraser, 2006). A positive environment is one in which students feel a sense of belonging, trust others, and feel encouraged to tackle challenges, take risks, and ask questions (Bucholz & Sheffler, 2009). Such an environment provides relevant content, clear learning goals and feedback, opportunities to build social skills, and strategies to help students succeed (Weimer, 2009).

Do not expect at Colbs Institute huge lecture halls, clasrooms with microphones, big libraries, pulpits or facilities that you find at a traditional university campus.

On the other side, expect classrooms in U design with laptops, smartphones, wi-fi, professional behaviour and  coffee vending machines. We are in th eprocess of building our campus in Chiang Mai and we rent under convenience short-term executive facilities in Bangkok in 1st class office buildings. 

​In our philosophy, the role of the teacher is essentially that of a facilitator. The students are given the autonomy, flexibility and responsibility of working together on a project. It is the responsibility of the student to achieve the academic goals as well to cooperate with the teacher in following the suggested plans to suceed. The role of the teacher is closer to the role of a leader-boss than a regular professor. 

person wearing suit reading business newspaper


Top Managers of Multinational Companies and SMEs (Small and Medium Sized Enterprises) speak to us very often about the lack of commitment, involvement or professional quality of their recently hired young employees. New employees in companies require too often too much time time and training being non-capable to solve problems on a day-to-day basis due to a lack of managerial skills. This is easy to understand since employers receive and hire graduates who are coming from traditional universities where they are trainedn only in knowledge but not in competencies. We have noticed that most new graduates whille they are in their 1st job perceive their bosses still as "teachers". At Colbs Institute, students perceive our "teachers" as "bosses", so when students graduate are already familiar with the corporate world. This mature behaviour appears thanks to our Competency Development Assessment (CDA) which is a co-curricular set of activities.   

Competency Development Assessment (CDA). tHIS IS A CO-CURRICULAR set of activities INCLUDED IN THE regular programme WHICH USES ALTERNATIVE WAYS OF LEARNING AS VIDEOS, DEBATES, OUTDOOR GAMES, personal experiences, ETC.  Fun and engaging! 


1. Development and orientation to professional efficiency. Students are asked to become experts in time management among others. Our programmes push participants to deal every day under this philosophy. Things done and executed correctly at the first instance are encouraged. The less steps to do something, the better, the fastest and the more appreciated by bosses and multinational corporations. 

2. Development of a "regular effort" culture.  Awareness of the importance of avoiding procastination and doing every dayly a constant regular work.  We use stories and movies to make students aware of this.  

3. Flexibility and creativity.  Through role plays our instructors create a positive attitude in front using the "liquid mentality". Creativity in this module is also developed using Triz methodology exercises and applying Dr. Edward de Bono approach Lateral Thinking. 

4. Capacity to lead others. Leading through beliefs, conviction and by mission. From the innner leadership to the influences to others. Enthusiasm and hapiness.     

5. Development of Personal Assertiveness. How important is to be able to disagree with someone (including your bosses or mates) using real and objective principles and building solid statements without attacking others. We teach students "how to be soft with a person but hard with any "problem" one of the main principles of negotiation in business and life. The capacity to receive criticism is also crucially developed in this seminar.  

6. Cross cultural management and its importance in todays business. Students prepare plans to adapt themselves to different environments, cultures, religions and comunication context. Role plays and activities developing empathic behaviour are conducted by our tutors . Culture is the software of the mind and Global leaders must be able to deal with all kind of cultures.   

7. Teamwork assessment. We analyze the dynamics of or students teamwork as cooperation, leadership, support, etc. The only one language used in all our  teamwork discussions at our facilities is English language. Most students are encouraged to work with diferent nationalities in order to solve problems and achieve shared goals. Also, "four minute staring" experiments are conducted here. We attack business problems from different angles using different cultures as a driver for success. Complex problems require multidimensional solutions, not only a one-way approach.   

8. Personal responsibility. It is a recurrent sentence to hear complaints from business owners and managers when they listen the sentence  "it´s not my fault". If you are like many people, you may find it hard to accept that your own actions have led to your troubles. However, when you blame external circumstances or other people for your problems, you are giving up the control that you have to steer your life in your desired direction. By having a sense  of personal responsibilty, you can reflect on the outcomes of your work and develop a strategy to avoid making future mistakes. Additionally, taking personal responsibility gives you an opportunity to build relationships that are based on trust.

9. Planning and organization. Our students become experts on planning. Improvisation exists and happens but it is not our way of life. Without plans you do not  where you are going, without goals you have no path, without paths you cannot do better.  We train our students not to  "talk the talk" but to "walk the walk".  

10. Emotional Intelligence. Emotional intelligence (Goleman, 1995) refers to the ability to perceive, control, and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it's an inborn characteristic. The ability to express and control of emotions is essential, but so is the ability to understand, interpret, and respond to the emotions of others. Imagine a world in which you could not understand when a friend was feeling sad or when a co-worker was angry. Psychologists refer to this ability as emotional intelligence, and some experts even suggest that it can bemore important than IQ in your overall success in life. Adversity Quotient (AQ) is also a key point to understand resillience in students. 







The CDA programme is designed find out and develop a EEA. 

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