Recently, I was delighted to learn that I received 5.0/5.0 in the International Trade course for the Bachelor’s Degree in International Business and 4.9/5.0 in Macroeconomics for the Bachelor’s Degree in Business Analytics, according to students’ surveys at Universidad Europea. Together with my other courses, my average student evaluation for the second semester was 4.7/5.0.
Continue readingEducation
What My Students Have Taught Me: Reflections from the 2026 Graduation Ceremonies
On June 20 and 21, I had the privilege of attending two very special graduation ceremonies at Universidad Europea: the graduation of our Bachelor’s students in Business Administration and that of the 2025–2026 cohort of the Master’s Degree in International Trade and Economic Relations (MUCREI), which I direct.
Continue readingWhy Political Economists Need Real-World Experience: Beyond the Ivory Tower
One of the most persistent problems in modern political economy is the growing separation between academic knowledge and practical experience. Universities produce increasing numbers of specialists who are highly trained in theory, statistical techniques, and academic writing. Yet many have limited exposure to entrepreneurship, finance, business decision-making, public policy implementation, or the economic realities faced by ordinary citizens.
Continue readingArtificial Intelligence, the Knowledge Problem, and Why Universities Will Become More Important, Not Less
Every technological breakthrough produces two kinds of reactions. The first is excitement—often exaggerated. The second is fear—almost always misplaced. Artificial intelligence is no exception. As large language models and memory-augmented systems advance, a familiar claim resurfaces: that university teaching and research will soon be automated away, and that professors will become obsolete. This argument misunderstands both artificial intelligence and universities. More importantly, it misunderstands knowledge itself.
Continue readingEducation as Commitment: Methodology, Professional Ethics, and the Responsibility to Guide
In my approach to education, I have long held myself to a simple rule: respond to every student within forty-eight hours if I am not overloaded. No matter how demanding a week becomes, I refuse to allow a student’s question to disappear into silence. Education is not merely the act of lecturing or delivering content; it is the practice of showing presence, of demonstrating through action that every concern, every confusion, and every step forward truly matters.
Continue readingAttitude, Curiosity, and the Formation of Serious Scholars
In many situations, attitude is decisive. This is not a motivational cliché, but a structural fact about intellectual life. Over the years, when I speak with younger scholars in the Austrian School—particularly in Spain—I repeatedly observe a striking pattern. Those who listen attentively, reflect carefully, and actually put suggestions into practice tend to achieve excellent results. Their academic trajectories advance more quickly, but more importantly, they grow as individuals. Their confidence deepens, their intellectual independence strengthens, and their capacity for judgment matures.
Continue reading
