TecnoCampus Foundation
eCampus
University Business
eCampus

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General information

Subject type: Mandatory

Coordinator: Núria Masferrer Llabinés

Trimester: Third term

Credits: 6

Teaching staff: 

Màrian Buil Fabregà
Stel Paloma Cisa 
Federico Prats Brine 

Teaching languages

  • Catalan
  • 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.

Skills

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

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

     

Specific skills

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

General competencies

  • G1_Be able to work in a team, actively participating in tasks and negotiating dissenting opinions until reaching 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

  • T3_Show entrepreneurial leadership and leadership skills that build personal confidence and reduce fear of risk

     

  • T1_Communicate properly orally and in writing in the official languages ​​of Catalonia

Description

Introduction to the concept of entrepreneurial spirit and entrepreneurial attitudes that make it possible, as well as the various manifestations of entrepreneurial initiative to end up addressing the entire entrepreneurial process and its sustainability. Analysis of the figure of the entrepreneur as a central element of the entrepreneurial process and the main skills they must have.

Know the skills needed to generate new sustainable business initiatives for self-employment (entrepreneurship) or others (intrapreneurship). Entrepreneurial skills will help students identify and create market opportunities by transforming ideas into possible viable and sustainable businesses.

Learning outcomes

Evaluate opportunities that can be transformed into viable and sustainable businesses.

Create sustainable market opportunities.

Acquire entrepreneurial skills. 

Develop an entrepreneurial process based on an identified need.

Working methodology

Theoretical sessions      

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

MD2. Conferences: Face-to-face or streaming sessions, both in university classrooms and in the framework of another institution, in which one or more specialists present their experiences or projects to students.

MD4. Video capsules: Resource in video format, which includes contents or demonstrations of the thematic axes of the subjects. These capsules are integrated into the structure of the subject and serve students to review as many times as necessary the ideas or proposals that the teacher needs to highlight from their 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. Discussions and forums: Face-to-face or online conversations, depending on the objectives pursued by the teacher responsible for the subject. The debates have a start and end date and are energized by the teacher

MD7. Case study: Dynamics that part of the study of a case, which serves to contextualize the student in a specific situation, the teacher can propose different activities, both individually and in groups, among their students.

Autonomous learning

MD10. Research and critical reading of articles: Students start from a working hypothesis that they will develop, following the phases of the research methodology, including the critical reading of articles.

MD11. Non-contact tutorials: why the student will have telematic resources such as e-mail and ESCSET intranet resources.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

The Tecnocampus will make available to teachers and students the digital tools needed to carry out the course, as well as guides and recommendations that facilitate adaptation to the non-contact mode.

 

Contents

MODULE 1: SHIP BASICS ENTREPRENEURS  

1.1. Entrepreneurship definition and trends

1.2. Intrapreneurship

1.3 Sustainable business models

1.4 Sustainable Development Goals (SDGs)

MODULE 2: THE ROLE OF ENTREPRENEURSHIP IN ECONOMIC DEVELOPMENT 

2.1. Innovation typologies

2.2. The product evolution process

2.3. The helix models

2.4 The impact of entrepreneurial firms in today's economy

MODULE 3: ENTREPRENEURS

4.1. Entrepreneurial mindset

4.2. Ikigai meaning

4.3. What are their main entrepreneurial skills?

4.4. Entrepreneurs vs Entrepreneurs

MODULE 4: THE ENTREPRENEURIAL PROCESS 

4.1. The Timmon's model of the entrepreneurial process

4.2. The complete entrepreneurial process

4.3 The business plan

MODULE 5: PRACTICAL PROJECT SHIP ENTREPRENEURS

5.1. Ideation

5.2. Validation

5.3. Prototype

5.4. Communication

Learning activities

Attendance and participation in activities planned inside and outside the classroom

Development of an innovative and sustainable entrepreneurial or intrapreneurial project 

Evaluation system

  • 30% continuous assessment (individual and / or group work)

  • 20% participation and activities in the classroom

  • 20% entrepreneurial project

  • 30% final exam

The mark to pass the final exam must be higher than 5 out of 10. In this case, the marks resulting from the continuous assessment, activities in the classroom and the final project will be counted.

In the event that the mark of the final exam is less than 5, the marks resulting from the continuous assessment, activities in the classroom and the final project will not be counted.

Continuous assessment is mandatory to take the final exam. There must be a final grade of the three modalities: continuous assessment, participation and activities in the classroom and entrepreneurial project.

The tasks scheduled within the evaluation may be reviewed during the 5 days following the delivery of grades. After this period, it will not be possible to request revisions or claims for notes. 

Subject retrieval:

Only the final exam will be retaken. A grade higher than 5 must be obtained.

Continuous assessment activities will NOT be recovered, but the notes of the remaining assessment will be retained for calculation in the recovery.

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

           

REFERENCES

Basic

https://www.un.org/sustainabledevelopment/

Leih, S; Linden, G; Teece, (2015). D. Business Model Innovation and Organizational Design

A Dynamic Capabilities Perspective. Business Model Innovation and Organizational Design

Schindedutte, M; Morris, MH; Kuratko, DF (2000). Classification as a Factor in the Scientific Evolution of Entrepreneurship. Journal of Small Business Strategy, 2015, vol. 11, No. 2, p. 1-20.

LEYDESDORFF, Loet. The Triple Helix, Quadruple Helix,…, and an N-tuple of helices: Explanatory models for analyzing the knowledge-based economy ?. Journal of the Knowledge Economy, 2012, vol. 3, No. 1, p. 25-35.

LIÑÁN, Francisco; FAYOLLE, Alain. A systematic literature review on entrepreneurial intentions: citation, thematic analyses, and research agenda. International Entrepreneurship and Management Journal, 2015, vol. 11, No. 4, p. 907-933.

SHANE, Scott; LOCKE, Edwin A .; COLLINS, Christopher J. Entrepreneurial motivation. Human resource management review, 2003, vol. 13, No. 2, p. 257-279.

VALLIERE, Dave. Towards a schematic theory of entrepreneurial alertness. Journal of Business Venturing, 2013, vol. 28, No. 3, p. 430-442.

VECCHIO, Robert P. Entrepreneurship and leadership: common trends and common threads. Human resource management review, 2003, vol. 13, No. 2, p. 303-327.>

OSTERWALDER A. & PEIGNER, Y. (2010) Business Model Generation: a handbook for visionaries, game changers and challengers. Wiley published.

Tang, J. Kacmar, M. Busenitz, L. (2012) Entrepreneurial alertness in the pursuit of new opportunities. Journal of Business Venturing 27: 77-94

 

Teece, DJ (2012). Dynamic capabilities: Routines versus entrepreneurial action. Journal of Management Studies, 49 (8), 1395-1401.

Teece, D., Peteraf, MA, & Leih, S. (2016). Dynamic Capabilities and Organizational Agility: Risk, Uncertainty and Entrepreneurial Management in the Innovation Economy. Uncertainty and Entrepreneurial Management in the Innovation Economy (April 7, 2016).

Van Der Pijl, P., Lokitz, J., & Solomon, LK (2016). Design a better business: New tools, skills, and mindset for strategy and innovation. John Wiley & Sons.

Upward, A., & Jones, P. (2016). An ontology for strongly sustainable business models: Defining an enterprise framework compatible with natural and social science. Organization & Environment, 29 (1), 97-123.

Complementary

TRIAS DE BES F. (2007) The black book of the entrepreneur. Active company