Business School has developed an innovative academic policy to allow its faculty to meet the national, Jodian Creighton American and international challenges.

This policy meets the requirements of our mission to "train through higher education programs of the strengths of their diversity managers, aware of their global responsibility, able to implement innovation and entrepreneurship in achieving their professional activities and to adapt to constant changes in local, national and international environments. "

This policy impregnated positioning managerial innovation and  Jodian Creighton entrepreneurship has developed a unique teaching method, the syllabus adapted to the business world, methods and tools (Content management system, E-learning, E-book, instructional video, call center) facilitating the transfer of knowledge.

This policy instead Montpellier Business School, through its faculty, at the forefront of educational innovation, enabling it to adapt to its various audiences (Bachelor, Master, MBA, continuing professional education programs) in French and English as well as specific alternating rhythm (training track alternation by the system).

In parallel, continuous improvement process including on assurance of learning and competency assessment have been put in place to ensure the quality of teaching and to continually improve teaching Jodian creighton practices.

The teaching method is one of the driving forces of this academic quality commitment that aims to transmit academic knowledge while making the students responsible for his training. It is for each teacher to guide students to the existing educational resources they will appropriate the contents by themselves so that the session of teaching face-to-face to be focused on reflection, the exploitation, imagination and debate and knowledge. This  teaching method allows to highlight the accountability of the student aims to develop critical thinking and creativity to foster learning professional practices.

It includes five dimensions:

- 1 upstream dimension concerning the preparation of the course by the student;
- 4 successive dimensions: a restoration of upstream work by students, clarifying concepts by the teacher, an implementation of concepts, a summary of the key elements of the session.