TecnoCampus Foundation
eCampus
University Business
eCampus

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General information

Subject type: Mandatory

Coordinator: Judith Turrión Prats

Trimester: Second term

Credits: 6

Teaching staff: 

Matilde Inés Martínez Casanovas

Academic year: 2024

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

  • 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

  • CE5. Analyze business contexts, identify markets and customers, and establish marketing strategies through the use of advanced and innovative techniques.

  • CE10. Recognize and understand the mechanisms of innovation and entrepreneurship and develop entrepreneurial initiative through theoretical models that fit a business idea.

  • CE11. Analyze and evaluate the scientific-technological and economic environment, to look for innovative opportunities and establish necessary processes to adapt the organization.

  • CE12. Generate strategic skills considering the environment as a project.

  • CE13. Create connections between people, collaborators, and companies by connecting people who under normal circumstances would not match.

  • CE14. Identify emerging sectors and business innovation strategies.

  • CE15. Gather and interpret data to make judgments that include reflection on relevant business issues.

  • CE16. Communicate properly orally and in writing in at least one third foreign language.

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.

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. The student will then take a journey through the creative process from identifying opportunities in the market, generating new ideas, prototyping and testing with potential users and customers.

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.

Contents

1 Introduction to Innovation

  1. Concept of innovation
  2. Key aspects in innovation
  3. The innovation process
  4. Innovation as a culture
  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 customers
  2. The consequences of lack of market orientation
  3. The concept of customer 'insight'
  4. The usual methods for discovering new customer 'insights'
  5. Ethnographic tools
  6. Observation as a new approach to discovering 'insights' and detecting new customer needs
  7. Specific observation methodologies

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. 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, case resolution, preparation of readings, debates and classes, search for information, attendance at conferences, museums, active participation and constant face-to-face or virtual presence, classroom discussion forum and final project. At the beginning of the course, teachers will provide a specific distribution of assessments between the different activities. Students must pass each activity satisfactorily and independently in order to pass the whole course.

      Continuous assessment must be passed with a minimum grade of 5. Students must pass the continuous assessment in order to pass the whole course

  • 20%: Individual and / or group work; punctual deliveries. Completed contents and adjusted to what has been requested. Quality in the presentation. 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 the topics to be presented among the team members. Exposures must be passed with a minimum grade of 5. Students 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. Students must pass the exam in order to pass the entire course.

Evaluation in the recovery period:

  • Only the final exam will be retaken.
  • Continuous assessment and final project activities will NOT be recovered and will continue to mediate with the final exam as long as these are passed.

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

Bibliography

Basic

How to encourage creativity at work ?, January 2021. Recovered from https://www.innovationfactoryinstitute.com/blog/como-fomentar-la-creatividad-en-el-trabajo/

What is the true value of Design Thinking for companies ?, September 2018. Retrieved from https://www.innovationfactoryinstitute.com/blog/cual-es-el-verdadero-valor-del-design-thinking-para-las-empresas/

What is Design Thinking ?, October 2013. Retrieved from https://www.innovationfactoryinstitute.com/blog/que-es-el-design-thinking/

Which innovation methodology is most appropriate for my company ?, February 2017. Recuperat de https://www.innovationfactoryinstitute.com/blog/que-metodologia-de-innovacion-es-la-mas-adecuada-para-mi-empresa/

What principles of social psychology can inspire the process of Design Thinking?, May 2021.

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). Managing for creativity. Boston: Harvard Business School.

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.

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.

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

Discover Design Thinking, the working methodology that sweeps the world's leading companies, January 2017.

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 (1988). A model of creativity and innovation in organizations. Research in organizational behavior, 10 (1), 123-167.

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)

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.

Martínez Casanovas, M., Miralles, F., García Escarré, R., & Gómez, M. Innovation Factory Brainstorming: improving idea generation through experiential learning training. XXII ISPIM Conference: Sustainability in Innovation.

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.

Rossental, SR and Capper, M. (2006). Ethnographies in the Front End: Designing for Enhanced Customer Experiences. Journal of Product Innovation Management.

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.