Business Plan: Easy Spanish

Jenny Ana María Toro Gómez; José Vaidergorn

DOI: 10.22167/2675-6528-202603033

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The present study developed a business plan for an innovative model of teaching Spanish as a foreign language in Brazil. The objective was to create a flexible and personalized proposal that promoted student autonomy and academic rigor. To this end, a multiple case study with a qualitative approach was used, applying unilateral benchmarking of the companies Open English, SMART Academia de Idiomas, and Uber. The methodology followed the guidelines of the Benchmarking Manual. In the initial phase, a Minimum Viable Product (MVP) was proposed with low-cost digital tools for scheduling, communication, and pedagogical management. The results indicated that the project’s viability lies in the combination of proprietary teaching materials, methodological standardization, after-sales support, and strategic use of technology. The model was configured as an intermediary between teachers and students, inspired by Uber’s operational logic, and incorporated the pedagogical rigor of SMART Academia de Idiomas, with level-based classes and continuous assessments. It was concluded that the proposal presents initial viability and differentiation potential, articulating operational flexibility, diversity of teaching profiles, and student autonomy. Implementation via MVP proved adequate for testing acceptance and reducing risks, with potential for international scalability and future search for investors.

Keywords: Benchmarking; Spanish teaching; Educational innovation; Digital platform; Business plan.

1. Introduction

The Spanish language holds increasing strategic value in academic, professional, and cultural contexts in Latin America. Considering Brazil’s geographical, economic, and political position in the region, proficiency in Spanish represents a relevant tool for expanding opportunities for education, work, and international integration. This scenario highlights an ever-growing demand for effective and accessible solutions for language learning.

However, traditional language teaching models often present significant limitations, especially regarding flexibility and personalization. Such models restrict the availability of students and teachers, resulting in class cancellations due to professional, family, or health commitments, which increases costs and impacts all parties involved. Added to this is the scarcity of Spanish teachers who transcend strictly grammatical teaching, failing to integrate the cultural dimension of the language, which is essential for the development of effective communicative skills with native speakers.

To address these limitations and develop an innovative educational proposal, this work adopts unilateral benchmarking as a fundamental strategy. According to Albertin, Kohl, and Barbosa (2015), benchmarking is an approach to identify the best practices of other organizations and, from them, build an action strategy that generates competitive advantage. The comparative analysis of successful models, such as those of Open English, SMART Academia de Idiomas, and Uber, allows for the identification of key elements in technological robustness, intermediation between supply and demand, and pedagogical rigor, which can be adapted for the creation of a new model.

The operational logic of Uber, characterized by the connection between supply and demand for services through a technological platform, serves as the central inspiration for the design of a model that aims to reduce fixed costs and expand service availability. This approach allows for the continuous offering of Spanish classes, without the need for direct hiring of a large contingent of teachers. Additionally, to mitigate high initial investments in technological development, implementation through a Minimum Viable Product (MVP) is proposed. According to Ries (2012), an MVP is an initial version of a product that allows for customer validation and the collection of crucial information with the least possible effort, guiding future development stages.

The justification for this study lies in the need to overcome the barriers imposed by traditional language teaching methods, offering a solution that promotes flexibility, autonomy, and academic rigor, aligned with the contemporary demands of Brazilian students. Given this scenario, the present work seeks to develop a business plan for an innovative, flexible, and personalized Spanish teaching model, which adapts to the different characteristics and needs of students, promoting their autonomy in the learning process without compromising academic rigor, based on the analysis of the operating models and success strategies of the companies Open English, SMART Academia de Idiomas, and Uber.

2. Material and Methods

The present study adopted a qualitative approach, configuring itself as a multiple case study. The objective was to understand the business models of selected companies, exploring, describing, and comparing their characteristics as references in the educational, service provision, and innovation spheres, aiming at the development of a business plan.

The central methodological strategy was unilateral benchmarking, according to the guidelines of the Manual do Benchmarking: Um guia para a implantação bem-sucedida, by Albertin, Kohl, and Barbosa (2015). This modality was chosen for its feasibility in terms of cost and speed in obtaining information, recognizing that the absence of direct access to primary sources would imply an analysis rather than a direct comparison.

The units of analysis were Open English, SMART Academia de Idiomas, and Uber. Open English was selected based on its global success in language teaching. SMART Academia de Idiomas was included for its scheduled class methodology and the author’s previous experience with the institution.

Uber was selected for its global success in the model of intermediation between supply and demand for services through a technological platform. This comparative analysis aimed to identify the strengths and weaknesses of each model, seeking elements that could be adapted and integrated for the design of a new educational proposal.

Data collection was carried out through systematic observation, using public and official sources. The institutional websites of Open English, SMART Academia de Idiomas, and Uber were consulted, as well as publicly available corporate materials and sectoral studies, as indicated in the work’s references.

An analytical record was structured from predefined indicators, which allowed for systematic observation of aspects such as business model, marketing strategies, use of digital technologies, value proposition, and educational management practices of each company. This data organization facilitated the identification of relevant elements for the project.

The research process was divided into two phases. In the first, it was dedicated to the analysis of the three companies, seeking to identify their operating models and success strategies. In the second phase, based on this analysis, the necessary elements were defined for the construction of the value proposition, the pedagogical methodology, the management and marketing strategies, and the technological needs of the business plan.

The data analysis technique consisted of identifying the best practices and relevant elements of each business model studied. These elements were selected and adapted to the objectives of the present project, aiming at the construction of an innovative, flexible, and personalized Spanish teaching model, according to the purpose of the work.

To assist in the translation and linguistic review processes of the document, artificial intelligence tools were used. This application was conducted with ethical rigor and academic care, ensuring content fidelity, conceptual clarity, and adherence to the academic standards required for the preparation of the Course Conclusion Work.

3. Results and Discussion

The comparative analysis, carried out through unilateral benchmarking of the companies Open English, SMART Academia de Idiomas, and Uber, revealed crucial elements for the conception of an innovative Spanish teaching model. It was found that the success of Open English and Uber lies in the robustness of their digital platforms, which act as efficient intermediaries, promoting scalability and operational optimization. In contrast, SMART Academia de Idiomas stood out for the academic rigor of its teaching and learning processes, a fundamental aspect that the present business model seeks to integrate and ensure. This combination of technological efficiency and pedagogical soundness constitutes the basis for the project’s value proposition.

One of the central findings for the project’s viability is the development of proprietary teaching materials, which will be used by both professors and students. These materials play an essential role in ensuring pedagogical continuity, standardizing teaching processes, and maintaining methodological rigor, elements considered indispensable for the consolidation of the proposed business model. The creation of original content allows for precise adaptation to the needs of Brazilian students and the project’s specific pedagogical approach, differentiating it from generic solutions.

The research identified a common weakness in the models of Open English and SMART Academia de Idiomas: the success of the teaching and learning process significantly depends on the student’s level of commitment, a factor external to the institution’s direct control. To mitigate this risk, the business plan for the Español Fácil project foresees the strategic action of a post-sales team. This team will focus on continuous student monitoring, offering support throughout their learning journey and strengthening engagement during the process, aiming to reduce dropout rates and promote more consistent learning outcomes.

The operational logic of Uber, which connects supply and demand for services through a technological platform, served as inspiration for the Español Fácil project. This approach allows for the offering of Spanish classes on a continuous basis, 24 hours a day, seven days a week, without the need for direct hiring of a large contingent of teachers. By acting as an intermediary between instructors and students, the model reduces fixed costs and expands service availability, ensuring the economic sustainability of the business, especially given the demand for Spanish language instruction, which does not reach the same scale as English.

The implementation of this intermediation model, however, requires specialized legal advice. The adequate formalization of service provision contracts is fundamental, ensuring compliance with the labor and tax legislation of the countries where the professors operate. Furthermore, legal advice is crucial for mitigating legal risks associated with the platform’s operation, including issues of trademark registration and copyright of teaching materials, ensuring the solidity and protection of the business as it expands.

Uber’s experience also revealed the risk that negative user experiences could affect brand reputation, a challenge equally relevant to the Español Fácil project. To mitigate this risk, a system of bilateral evaluations is proposed, where students evaluate professors after each class on a scale of one to five. Professors with an accumulated score below four undergo personalized monitoring and, if there is no improvement within a month, may be removed from the platform, ensuring service quality.

Additionally, the student has the autonomy to choose the professor based on criteria such as thematic affinity, professional profile, evaluations from other students, and schedule availability. This strategy not only improves the user experience but also contributes to strengthening the pedagogical bond. The diversity of teaching profiles, which includes native and non-native speakers with high language proficiency and knowledge in various areas, enriches learning by offering a broader and more contextualized vocabulary, overcoming the limitations of traditional courses.

SMART Language Academy contributed with the benchmark of pedagogical rigor, especially in structuring classes by levels according to the Common European Framework of Reference for Languages (CEFR), covering levels A1 to C1. Each level consists of approximately seventy group classes of ninety minutes, supported by structured teaching materials. The model also includes conversation clubs, periodic assessments every two units, and a final evaluation, in addition to tutorials to clarify doubts, consolidating the learning process and ensuring student progression.

For the Español Fácil project, two central dimensions of SMART Language Academy were resumed: the autonomous scheduling of classes and the numbered structuring of classes by levels. The student assumes responsibility for scheduling and attendance, using a platform where each teacher registers their availability. The numbering of classes is essential to ensure that different teachers can conduct the same training path, maintaining pedagogical continuity and rigor, even in individual classes, which are the initial proposal of the project.

The pedagogical methodology of the course is guided by material previously made available to students and professors, organized into twelve digital books, two for each CEFR level. Each level describes the expected competencies, promoting progressive development. Classes are taught entirely in Spanish, adapted for Portuguese-speaking Brazilians, focusing on communication and the gradual transition from “Portunhol” to Spanish, prioritizing the development of the four linguistic skills: listening comprehension, reading, written production, and oral expression.

Every four classes, the project includes a review and evaluation session, with the possibility of post-evaluation tutoring to reinforce content. For pedagogical support, teachers receive initial and ongoing, unpaid training on the institution’s methodology and the use of digital tools. Quarterly institutional meetings, also unpaid, aim to align faculty with the pedagogical and organizational proposal, ensuring the standardization and quality of the teaching offered.

The selection of professors considers two profiles: native speakers, for whom no prior experience is required, compensated by continuous training; and non-native professors with a high command of the language, proven by certification and interview. Technical or professional training in various areas is valued for both profiles, which contributes to the heterogeneity of the teaching staff and allows for meeting the varied needs of students, offering richer and more contextualized teaching.

For the initial phase of the project, the implementation is proposed through a Minimum Viable Product (MVP), following Ries’s (2012) approach. The MVP utilizes free or low-cost digital tools, such as Calendly for flexible scheduling, Google Drive for teacher profiles and didactic materials, Google Meet for video conferencing, Google Sheets for concise class registration, and WhatsApp for communication. This strategy allows for validating the proposal with clients, collecting crucial information, and reducing risks before significant investments in a proprietary platform.

The PMV addresses eight basic needs: class scheduling with time zone adaptation via Calendly; teacher profiling with Canva and Google Drive profiles; conducting video conferences via Google Meet; own guide material based on CEFR, with design in Canva; class registration in Google Sheets for pedagogical continuity; efficient communication via WhatsApp; sales strategies with a marketing professional and social media; and payment management through Banco do Brasil financial products. The PMV validation will guide future development stages and the search for investors.

The project’s initial pricing structure foresees the subdivision of the six CEFR levels into twelve shorter levels, each composed of fifteen one-hour classes. This reorganization aims to reduce the operational cost per stage and make acquisition more accessible to students, in addition to providing a perception of continuous progress. A total of twenty-five study hours per level is estimated, including direct interaction with the professor, autonomous work, and assessments, totaling approximately three hundred hours for the complete course.

Financially, the sale price of each individual class was set at R$ 120.00, of which R$ 60.00 are allocated to teacher remuneration, R$ 30.00 cover operational costs, and R$ 30.00 correspond to the projected profit margin. Thus, a complete level, with fifteen classes, totals R$ 1,800.00, generating a contribution margin of R$ 450.00 per student. To recover the initial investment estimated at R$ 4,500.00, approximately ten enrollments in a complete level would be necessary, indicating an initial project viability.

In contractual terms, it was defined that professors will act as independent service providers, without an employment relationship, being responsible for their tax and social security obligations. The contracts provide for alignment with the methodology, agenda updates, class preparation, and session recording. A non-compete clause prevents professors from establishing direct business relationships with the institution’s students for one year after termination, protecting the business model. For students, the contract will also include a similar clause, preventing the direct hiring of professors outside the platform.

In summary, the research results demonstrate the viability of a business plan for teaching Spanish that integrates the technological flexibility and scalability of Open English and Uber with the pedagogical rigor of SMART Language Academy. The proposal differentiates itself through student autonomy in choosing the professor and scheduling, methodological standardization with proprietary materials, and continuous monitoring. Implementation via a Minimum Viable Product allows for testing market acceptance and reducing risks, positioning the project for future international scalability and investor attraction, thus responding to the objective of creating an innovative, flexible, and personalized model.

4. Conclusion

This study sought to develop a business plan for an innovative, flexible, and personalized Spanish teaching model in Brazil, aiming to adapt to students’ needs and promote their autonomy without compromising academic rigor. To this end, a unilateral benchmarking was carried out that identified the technological robustness and intermediation efficiency of Open English and Uber, as well as the pedagogical rigor of SMART Academia de Idiomas. It was found that the project’s viability lies in the strategic combination of proprietary teaching materials, methodological standardization, post-sale follow-up, and intelligent use of technology. The proposal was configured as an intermediary between teachers and students, inspired by Uber’s operational logic, and incorporated SMART’s pedagogical solidity, with level-structured classes and continuous assessments. Initial implementation through a Minimum Viable Product (MVP) proved to be an adequate approach to test market acceptance and mitigate risks, articulating operational flexibility, diversity of teaching profiles, and student autonomy.

However, it was identified that the success of the teaching and learning process significantly depends on student commitment, a factor that requires the strategic action of a post-sales team to strengthen engagement. The complexity of the intermediation model also demanded the need for specialized legal advice for contract formalization and mitigation of legal risks, including brand reputation issues, managed by a system of bilateral evaluations. For the future, the project presents potential for international scalability and consolidation, provided that investors are sought for the development of its own technological platform, allowing for continuous improvement of institutional processes and the expansion of the educational proposal aligned with contemporary demands for training and integration in Latin America.

Bibliographic References

ALBERTIN, Marcos Ronaldo; KOHL, Holger; BARBOSA ELIAS, Sérgio José. Manual do benchmarking. Fortaleza: Imprensa Universitária, 2015. 180 p. (Estudos da Pós-Graduação). Disponível em: https://pt.scribd.com/document/520955586/Manual-do-Benchmarking. [Arquivo digital em PDF, baixado em 16 out. 2025].

RIES, Eric. A startup enxuta. São Paulo: Leya, 2012.

Article originating from the Final Course Work of the Specialization in School Management of the MBA USP/Esalq

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