TecnoCampus Foundation
eCampus
University Business
eCampus

What are you looking for?

General information

Subject type: Mandatory

Coordinator: Monica Juliana Oviedo León

Trimester: First term

Credits: 6

Teaching staff: 

Marc Rocas Royo

Academic year: 2023

Teaching course: 3

Languages ​​of instruction

  • Catalan
  • Spanish
  • English

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.

Competencies / Learning Outcomes

Basic skills

  • B2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​study

     

  • B3_Students have the ability to gather and interpret relevant data (usually within their area of ​​study), to make judgments that include reflection on relevant social, scientific or ethical issues

     

  • B4_That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences

     

  • B5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy

     

Specific skills

  • E10_Recognize and understand the mechanisms of innovation and entrepreneurship and develop entrepreneurial initiative through theoretical models that fit a business idea

     

  • E11_Analyze and properly assess the scientific-technological and economic environment, both to look for innovative opportunities and to establish the necessary processes to adapt the organization to this environment

     

  • E12_Generate strategic skills by considering the operating environment as a project and establishing long-term, large-scale guidelines

     

  • E13_Create connections between people, collaborators and companies, contacting people who under normal circumstances would not match

     

  • E14_Identify emerging sectors and business innovation strategies applied in these sectors and compare them with each other

     

  • E15_Gather and interpret significant data to issue judgments that include a reflection on relevant topics in the business field and be able to prepare a document that allows information to be transmitted or an innovative business proposal

     

  • E5_Analyze business contexts, identify markets and customers and establish marketing strategies through the use of advanced and innovative techniques

     

  • E7_Elaborate projects and proposals of innovative companies establishing principles of social responsibility in the management and integrating the perspective of gender like indicators of quality and innovation

     

General competencies

  • G1_ Be able to work in a team, actively participating in tasks and negotiating dissenting opinions to reach consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge

  • G2_Be able to innovate by developing an open attitude to change and be willing to re-evaluate old mental models that limit thinking

Transversal competences

  • T4_Domain the computer tools and their main applications for the ordinary academic and professional activity

  • T5_Develop tasks applying, with flexibility and creativity, the knowledge acquired and adapting it to new contexts and situations

     

Presentation of the subject

The general objective of the subject is to acquire the basic knowledge, skills and competencies to develop innovative projects through collaborative work and creative tools.

The basic concepts related to the management of innovation, its terminology and the typologies of innovations will be analyzed. Next, students will take a journey through the creative process from identifying opportunities in the market, generating new ideas, prototyping and testing with potential users and consumers.

 

Contents

1 Introduction to Innovation

  1. Concept of innovation.
  2. Key aspects in innovation.
  3. The innovation process.
  4. Innovation as culture: climate and leadership.
  5. Types of Innovation.
  6. Difference between continuous improvement and innovation.
  7. Creativity, invention and innovation.

2. The philosophy of innovation from the market

  1. The importance for the company to understand consumers.
  2. The consequences of lack of market orientation.
  3. The concept of consumer insight.
  4. The usual methods for discovering new 'insights' from consumers.
  5. Ethnographic tools.
  6. Observation as a new approach to discovering 'insights' and detecting new consumer needs.
  7. Specific observation methodologies: digital ethnographies and artificial intelligence.

3. Introduction to Creativity

  1. Individual creativity.
  2. Myths about creativity.
  3. Divergent and convergent thinking.
  4. The components of individual creativity.
  5. Creativity and creative groups.
  6. Creativity and innovation in organizations.

4. Techniques to encourage creativity

  1. The workings of creative thinking.
  2. Mental blockages of creativity.
  3. Perception.
  4. Sample of most significant techniques.

5. Evaluation and selection of ideas

  1. Definition of criteria for evaluating ideas.
  2. Filtering.
  3. Weighting of ideas.

6. Prototyping

  1. Introduction to prototype tests.
  2. Phases of the process for planning and executing a prototyping evaluation.
  3. Determine the objectives of prototyping evaluation.

7. Keys to presenting an innovative proposal

  1. Basic elements of the presentation.
  2. How to present effectively.
  3. Errors to avoid in the presentation.

Activities and evaluation system

Evaluation system:

SE1. Participation in the activities proposed in the classroom

             20%

SE2. Presentation and exhibition of individual and / or group work

             20%

SE3. Exhibitions

              20%

SE4. Final exam

              40%

Evaluation during the term of teaching of the subject:

  • 20%: Participation activities in the activities planned within the classroom of continuous assessment scheduled throughout the course (including compulsory class attendance and active and constant participation). Possible activities of continuous evaluation:
    • Presentations, resolution of cases, preparation of readings, debates and classes, search for information, attendance at conferences, museums, active participation and constant face-to-face or virtual, classroom discussion forum and final project.
    • At the beginning of the course, teachers will provide a specific distribution of assessments between the different activities. The student must pass each activity satisfactorily and independently in order to pass the whole course.
    • The continuous assessment must be passed with a minimum grade of 5. The student must pass the continuous assessment in order to pass the whole course.
  • 20%: Individual and / or group work and punctual deliveries.
    • Complete contents and adjusted to what has been requested.
    • Quality is required in the presentation, which includes the absence of spelling mistakes.
    • Jobs must be passed with a minimum grade of 5.
    • Students must pass the final project in order to pass the entire course.
  • 20%: Exhibitions. 
    • Equitable distribution of topics to be presented among team members.
    • Exposures must be passed with a minimum grade of 5.
    • The student must pass the presentations in order to pass the whole course.
  • 40%: Final exam.
    • You must pass the exam with a minimum grade of 5 to count the part of continuous assessment and final project.
    • The student must pass the exam in order to pass the entire course.

Evaluation in the recovery period:

  • It will only be necessary to recover the evaluation activities that have NOT been presented and will continue to mediate with those that have already been presented and approved.

The student who has not presented any of the activities of participation in the classroom in the first call will have to carry out some equivalent complementary activities (to define) to present to the recovery. The student who has not presented the individual and / or group work in the first call will not be able to present to the recovery. Only those who have submitted the work but have not approved it will be able to do so. 

REFERENCES

Basic

Amabile, T. (2013). Componential theory of creativity. In E. Kessler (Ed.), Encyclopedia of management theory. (pp. 135-140). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781452276090.n42

Amabile, TM (1996). The Motivation for Creativity in Organizations. Harvard Business School. Background Note, 396-240.

Amabile, TM (1998). How to Kill Creativity Harvard Business Review 76 (5): 76-87

Assink, M. (2006) “Inhibitors of disruptive innovation capability: A conceptual model”. European Journal of Innovation Management, 9 (2), 215-233.

Chandy, Rajesh, and Jaideep Prabhu (2011) “Innovation Typologies”, in Wiley International Encyclopedia of Marketing, Barry Bayus (ed.), John Wiley and Sons, forthcoming.

Kathryn Baker, "Innovation," www.au.af.mil/au/awc/awcgate/doe/benchmark/ch14.pdf

Kaufman, JC, & Beghetto, RA (2009). Beyond big and little: The four c model of creativity. Review of general psychology, 13 (1), 1.

Lehrer, J. (2008) “The Eureka Hunt” The New Yorker.

Miller, P., Brankovic, A. (2011) “Building a creative culture for Innovation.” IESE Insight, No. 11, Fourth Quarter 2011, pages 51-58.

Popadiuka, S., & Wei Choo, C. (2006) “Innovation and knowledge creation: How are these concepts related?” International Journal of Information Management, Vol.26, pp. 302–312.

Udwadia, FE (1990), “Creativity and innovation in organizations”, Technological Forecasting and Social Change, Vol. 38 No. 1, p. 66.

Various authors (2010) Handbook of Business Creativity, Crea Business Idea.

of Good, Edward. (1994) Creative thinking: the power of lateral thinking for the creation of new ideas. Paidós Ibérica (12th ed). Barcelona.

Complementary

Amabile, TM (2000) "A Model of Creativity and Innovation in Organizations." In Research in Organizational Behavior. Flight. 22, edited by B. Staw and R. Sutton. Elsevier Science.

Amabile, TM (2012) The componential theory of creativity, Harvard Business School working paper to appear in Kessler, EH (Ed.) Encyclopedia of Management Theory, in press (Sage Publications, 2013)

Brown, Tim (2008) Design Thinking: Thinking like a designer can transform the way you develop your products, services, processes- and even strategy. Harvard Business Review.

Chesbrough, Henry William (2003) Open innovation: the new imperative for creating and profiting from technology. Harvard Business School Press. Boston.

Christensen, Clayton (1997) The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail. Harvard Business Press. Boston.

Csikszentmihaly, M. (1996) Creativity: Flow and the Psychology of Discovery and Invention, Harper Perennial.

Csikszentmihalyi, Mihaly (1998) Creativity. The flow and psychology of discovery and invention. Paidós. Barcelona.

Fernández Romero, A. (2005) Creativity and Innovation in companies and organizations. Problem solving techniques. Díaz de Santos. Madrid.

IDEA. Human Centered Design Toolkit. http://www.ideo.com/work/human-centered-design-toolkit/

Johnson, Steven (2010) Where Good Ideas Come From. The Natural history of Innovation. Riverhead Books. New York.

Kim, KH (2006) Can we trust creativity tests? A review of the Torrance Test of Creative Thinking (TTCT), Creativity Research Journal, 18 (1): 3 –14.

Miziolek, John. Design Thinking Starts At The Top. Fast Company, November 2, 2012. http://www.fastcompany.com/3002635/design-thinking-starts-top

Osborn, AF (1957) Applied Imagination: Principles and procedures of creative problem-solving, (Revised Ed.). New York: Charles Scribner's Sons.

Torrance, E. P. (1966) The Torrance Tests of Creative Thinking-Norms-Technical Manual Research.

of Good, Edward. (1999) Lateral Thinking: Creativity Step by Step. New York, NY: Harper and Row.