General information


Subject type: Mandatory

Coordinator: Jorge Oter Gonzalez

Trimester: Second term

Credits: 6

Teaching staff: 

Miguel Guillén Burguillos

Teaching languages


  • Catalan

Classes taught in Catalan. Materials in Catalan, Spanish and English.

Skills


Specific skills
  • E10_Apply processes, methods and techniques to develop creativity and innovation in audiovisual production, multimedia development and video game programming

  • E12_Planning business strategies related to the economic and social phenomena typical of the welfare society and the digital entertainment industry. Turn ideas into actions in a creative and innovative way

  • E19_Creation, administration and management of audiovisual companies in their industrial structure of production, distribution and exhibition

Transversal competences
  • T2_That students have the ability to work as members of an interdisciplinary team either as one more member, or performing management tasks in order to contribute to developing projects with pragmatism and a sense of responsibility, making commitments taking into account the available resources

Description


The subject of Entrepreneurship and Innovation, together with that of Economics and Business Administration, form a compact subject that aims to train students to work in the current business environment, characterized by a high level of competition, strong innovation and a need for professionals with initiative and drive.

It is an eminently practical training subject that focuses on the core competencies of entrepreneurship/innovation, according to what is gathered from research and current practice in this field.

By passing the subject, the student must achieve a good level in skills such as: i) alertness (ability to detect and identify opportunities), ii) creativity (ability to respond to opportunities in an original way), and iii ) personal initiative (ability to carry out the solution autonomously by mobilizing the necessary resources to achieve it).

Entrepreneurial/innovative competence is essential in the training of higher education students, according to what is established by the current European University Framework (Entrecomp Framework/EU) and what regulates the MECES2 level (Ministry of Universities). In this sense, graduates are expected to have initiative, creativity and autonomy to develop, either from within an already established organization (as an intrapreneur), or by creating their own initiative (as conventional entrepreneurs or as social entrepreneurs).

1 ECTS credits = 10 hours of directed learning + 15 of independent learning = 25 hours of dedication

Term planning:

  • Week: Theory day 1 / Theory day 2 / Practicals / Delivery of assessable activities
    • Week 1: Subject presentation / Concepts I / Introduction to ToolBoard Canvas / Individual activity 1: presentation card
    • Week 2: Concepts II / Team work / Scene 0: Team (work activity 1) / Individual activity 2: text comment
    • Week 3: Design thinking / Workshop Design Thinking / Scene 1: Identification of the challenge / Team activity 1 (practices): scenes 0 and 1
    • Week 4: Research methods in design / Research methods in design (observations and opportunity) / Scene 2: Observations / Individual activity 3: video Design Thinking
    • Week 5: Creativity methods / No class/recovery previous term / Scene 3: Opportunity / No activity delivery
    • Week 6: Partial theory test / Business models / Scene 4: Ideation / Team activity 2 (practices): scenes 2 and 3
    • Week 7: Business models / Business model workshop / Scene 5: Business Model / Individual activity 4: business models
    • Week 8: Ideation methods (offer prototype) / Validation methods / Scene 6: Offer / Team activity 3: scenes 4, 5 and 6
    • Week 9: Finances for entrepreneurs / Workshop on setting up a company / Scene 7,8 and 9: Validation / No activity delivery
    • Week 10: Visit of an entrepreneur / Public presentations by teams / Public presentations by teams / Team activity 4: Pitch final
    • Final exam

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

Contents


Block A: Fundamentals of entrepreneurship and innovation (30%)

Concepts in entrepreneurship and innovation. Research and state of the art in the field. Success stories in the sector. Incremental innovation and disruptive innovation. Open innovation. Cultural industries and creative industries (value chain) and market. Innovation management. Financing and investment in entrepreneurship. Seed capital and risk capital. Entrepreneurial skills. creativity Design Thinking (Design Thinking). Person-centered design. Design of Services. Agile methodologies. Read StartUp. Tools in entrepreneurship and innovation. Entrepreneurial team. Motivation, attitude and talent in entrepreneurship and innovation. Eclectic team.

Block B: Design of the entrepreneurship and innovation project (70%)

In entrepreneurship and innovation, the guiding thread of the project is the creation of value. The creation of value is based on the search for the problem-solution fit and the supply-demand fit. Based on this assumption, the entrepreneurial/innovative person is the one who turns a problem or a need (not covered, badly solved or that can be solved better with new technologies or new knowledge) into a demand.

To carry out an innovative project based on philosophy Agile three phases can be distinguished: research (problem to be solved), ideation (solution) and validation/implementation (market initiative). In each phase, the entrepreneurship/innovation skills of the curriculum are developed in learning by doing: in research, the skill of identifying opportunities, in ideation, the skill of creativity, and in validation, the skill of initiative/take action.

1. Research Phase (of the problem/need to identify the opportunity)

1.1. Starting challenge.

Concepts: Trends. Technologies. environment value chain Analysis of Stakeholders

Methods: Data analysis. SWOT PESTEL 5 forces

Tool: Mind map of the challenge

2.2. Research in problem area

Concept: Problem. need

Methods: Qualitative interview. ethnography

Development tool: Wall of observations

2.3. Definition and framework of opportunity

Concept: Empathy. Insight. innovation

Methods: Problem synthesis. person

Development tool: Synthesis map for empathy

2. Ideation Phase in E&I (of the opportunity identified in the solution from the ideation)

2.1. Value proposition

Concept: Value. idea

Methods: Brainstorming. Co-creation Selection/evaluation of ideas

Development tool: Map of ideas

2.2. Business Idea

Concept: Business model. Business variables

Methods: Value generation

Development Tool: Canvas of business model

2.3. Unique offer of value

Concept: Customer experience. Minimum viable product

methods Conceptual prototype. Functional prototype

Development Tool: Customer Journey Map (Blueprint Service)

3. Validation Phase in E&I (from the solution delimited in a first iteration to a competitive market offer and able to capture demand)

3.1. Customer generation

Concept: Customer Generation. market Scalability

Methods: Lean Startup. MVP

Development Tool: Canvas of validation

3.2. Financial roadmap

Concepts. Income statement. Stock. Treasury. Investment

Methods: Metrics. experiments Economic and financial plan

Development tool: Financial roadmap

3.3. Launch of the initiative/demand

Concept: Seed capital. Investment forum. StartUp

Methods: Business case

Development tool: Mind map of the pitch

Evaluation system


Evaluation system:

  • 20% of the final grade: individual activities that will be delivered during the term through eCampus (4 activities x 5% of the final grade each)
  • 40% of the final grade: team activities (practices) that will be delivered during the term through eCampus (4 activities x 10% of the final grade each of them)
  • 10% of the final grade: theoretical partial test (a theoretical partial test will be done in the sixth week of the term, in the classroom. It does not eliminate theory for the final exam)
  • 30% of the final mark: final exam (theoretical part + part corresponding to what has been worked on in the practices)

The final grade of the subject will be the weighted average according to the percentages mentioned above, as long as a minimum grade of 5 out of 10 is obtained in the final exam. If this is below 5, the final grade of The subject will be that of the exam and it will be necessary to make up for it. Students who do not appear for the final exam will have a grade of "not presented" and the activities delivered during the term will not be taken into account

Make-up: those students who go for make-up (those who do not appear in the regular final exam cannot go for make-up) will have the final grade of the subject for the make-up exam (the activities will not be taken into account delivered during the quarter). If the grade is lower than 5 out of 10, the subject will be suspended

IMPORTANT NOTE: 

The identification of plagiarism is considered a serious circumstance that can lead to a failing grade in the subject. In case of detection of plagiarism, the coordination of the degree will be informed so that the corresponding disciplinary measures are taken

REFERENCES


Basic

OSTERWALDER, Alexander and PIGNEUR, Yves (2011). Generation of business models. Barcelona: Ediciones Deusto.

TEODORO SADURNÍ, Jaume (2021). Methodology ToolBoard Canvas for practices. Working document

TEODORO SADURNÍ, Jaume (2021). ToolBoard (class notes). Working document

Complementary

BLANK, Steve and DORF, Bob (2020). The startup owner's manual: The step-by-step guide for building a great company. John Wiley & Sons.

RIES, Eric (2011). The lean startup: How today's entrepreneurs use continuous innovation to create radically successful businesses. Crown Currency.

TEODORO SADURNÍ, Jaume (2021, September). Design thinking for competency-based entrepreneurship education: The toolboard methodology. In European Conference on Innovation and Entrepreneurship (pp. 1027-R29). Academic Conferences International Limited.

CLARK, Tim, OSTERWALDER, Alexander and PIGNEUR, Yves (2012). Your business model. Barcelona: Ediciones Deusto.

LÁZARO ESTEBAN, Jesus. Your business plan in one fell swoop! [online]. Barcelona: Editorial UOC, 2015. ISBN 9788491160069 [accessed: May 22, 2024]. Available at: https://ebookcentral.proquest.com/lib/bibliouocsp-ebooks/detail.action?docID=4570153

WILLIAMS, Kevan. Brilliant Business Plan [online]. London, UK.: Pearson Education Limited, 2012. ISBN 9780273742548 [accessed: 22 May 2024]. Available at: https://learning.oreilly.com/library/view/brilliant-business-plan/9780273742524/

SALINAS SÁNCHEZ, José Manuel et al. (2018). Company and entrepreneurial initiative. Madrid: McGraw-Hill