General information

Subject type: Mandatory

Coordinator: Judith Turrión Prats

Trimester: Third term

Credits: 6

Teaching staff: 

Eloi Serrano Robles

Teaching languages

  • English
  • Catalan

Check the schedules of the different groups to know the language of teaching classes. Although the material can be in any of the three languages.


Basic skills
  • CB2. That students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.

  • CB4. That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences.

  • CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

Specific skills
  • CE7. Develop projects and proposals for innovative companies.

General competencies
  • CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.

  • CG2. Be able to innovate by developing an open attitude towards change and be willing to re-evaluate old mental models that limit thinking.

  • CG3. Integrate the values ​​of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Business Administration and Innovation Management contribute to to train citizens for a just, democratic society based on a culture of dialogue and peace.

Transversal competences
  • CT1. Communicate properly orally and in writing in the two official languages ​​of Catalonia.

  • CT2. Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange.

  • CT3. Demonstrate entrepreneurial leadership and management skills that strengthen personal confidence and reduce risk aversion.

  • CT4. Master computer tools and their main applications for ordinary academic and professional activity.

  • CT5. Develop tasks applying the acquired knowledge with flexibility and creativity and adapting them to new contexts and situations.


The course is aimed at the study of business management models that nuance certain postulates of conventional theory in the field of organization and business management. Taking the social economy as its guiding principle, the guiding principles of this discipline represent a critical reflection of generally accepted economic norms and rules. The subject also represents a clear contribution to new models of human resources and finance management. From rethinking concepts such as productivity, efficiency, effectiveness, profitability or profit, it is necessary to identify new forms of financial management. This course, aimed at final year students, represents a compendium on economics and business, which shows useful models for managing XNUMXst century business.


The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer the prejudices of others.

Learning outcomes

  • Develop strategies to manage costs and generate revenue that make the business model sustainable.
  • Design the competitive strategy of the company or an innovation project and design, plan and direct innovative business models.

  • Identify the different institutions that make up the fabric of the social economy.

Working methodology

Theoretical sessions MD1. Master class: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject.

MD3. Presentations: Multimedia formats that support face-to-face classes.
Guided learning

MD5. Seminars: Face-to-face format in small work groups (between 14 and 40). These are sessions linked to the face-to-face sessions of the subject that allow to offer a practical perspective of the subject and in which the participation of the student is key.

MD6. Debates and forums: Face-to-face or online conversations, according to the objectives that the teacher responsible for the subject pursues. The debates have a start and end date and are energized by the teacher.

Autonomous learning MD9. Solving exercises and problems: Non-contact activity dedicated to the resolution of practical exercises based on the data provided by the teacher



 1. The concept of social economy.

  1. Economic thought and theory.
  2. A tool to reduce inequalities?
  3. Main authors and theories.
  4. Theories on inequality and industrial and financial crises

2. Types of social economy companies.

  1. The Cooperative (agricultural, labor, consumer)
  2. The Labor Corporation.
  3. The Foundations.

3. Brief history of cooperativism in Catalonia.

4. The theory of the Common Good.

5. Management and social economy:

  1. CSR
  2. The governance and organization of the company

6. The debate of the collaborative economy as a tool of social economy.

7. Financial Analysis, Financial Instruments and Compatible Statement Analysis (a comparative framework).

Learning activities

The subject plans to carry out three types of activities.

1. Three conferences of professionals of recognized prestige in the field of the social economy.

2. Case study seminars

3. Theoretical classes

Evaluation system

The qualification system of the subject will be obtained from the weighted average of the qualifications obtained in the different formative activities realized during the course. For the evaluation of the subject will take into account the result obtained of realizing a final examination, that will compute 50%, the realization of a specific work, that will compute 30% and the tasks derived from the seminars, that will weigh 20%. It is essential to achieve at least a grade of 5 in the exam to be able to average with the continuous assessment mark. 

The part corresponding to the exam can be recovered (50%), and the rest of the marks corresponding to the continuous assessment will be maintained.

Evaluation summary:

Final exam


Participation in activities proposed in the classroom


Individual and / or group work


A student who has not applied for the first call CANNOT apply for recovery.



Garcia Jané, J. (2017), The solidarity economy in a hundred words, Icaria

Faura, I. (2016), The Catalan social economy at the beginning of the XNUMXth century, Pagès Editors

Miró Acedo, I. (2018), Cooperative cities. Sketches of another urban economy, Icaria

Amat, O. (2008). Analysis of Financial Statements, Ediciones Gestión 2000, 8ª ED, Barcelona. 

Ballestero, E (1990) Social Economy and cooperative enterprises. University Alliance.

Garcia, J (2001) The cooperative dimension. Icaria

Faura, I (2016) The Catalan social economy at the beginning of the XNUMXth century. Farmers Publishers

Galaz, C. and Prieto, R. (2006). Solidarity economy. From the obsession with profit to redistribution with equity, Icaria

Garcia Jané, J. (2001), The cooperative dimension, Icaria

Revista Illacrua (ed.) (2007). Participation! A toolbox for the solidarity economy, Icaria