General information


Subject type: Optional

Coordinator: Marc Terradellas Fernández

Trimester: First term

Credits: 10

Teaching staff: 

Anabel Casanovas Alvarez

Teaching languages


  • Catalan
  • Spanish

Skills


Specific skills
  • RAE5 - You will be able to identify the factors involved in teamwork and leadership situations, in the theoretical and/or practical activities in which you work in this modality.
     

Description


The general objective of the subject is to acquire the basic knowledge, skills and competences to develop creative and innovative projects. These projects are not exclusive to the figure of the entrepreneur, but can be integrated into the day-to-day life of any health professional who works for someone else. For this reason, the innovative attitude will permeate all the initiatives of the different sessions, so that the students understand that everyone, without exception, can have their share of creativity and innovation.

We will learn about the skills needed to generate new business initiatives on our own (entrepreneurship) or outside (intrapreneurship). Entrepreneurial skills will help students identify and create market opportunities by transforming ideas into potential businesses.

We will learn how to develop a project and, more specifically, how to do it in a professional context in the field of Health.

Finally, the subject aims for students to understand that an innovative attitude makes them better professionals and, therefore, makes them more valuable people both for the patients themselves and for the companies that hire them.

Contents


1. THE ENTREPRENEURIAL ATTITUDE. Entrepreneurship is not an attitude exclusive to the business environment. Nor is it a magical ability that a chosen few are born with. Entrepreneurship is a way that we all develop, many times without realizing it, throughout our lives and in different contexts.

2. CREATIVITY AS A WAY OF BEING/DOING. Constantly in our day-to-day life we ​​make decisions that, more or less consciously and more or less elaborately, force us to reaffirm, question, rethink, elaborate... ideas, operations, beliefs... Creativity is a skill of its own of human cognition and, as such, can be developed.

3. THE IDEA AND THE NEED. THE STARTING POINT. In a society as complex as ours, successful projects are those that start from a need detected in the environment. Detecting these needs will therefore be fundamental.

4. DEVELOPMENT OF A PROJECT. In essence, developing a project has the same guidelines, be it business, educational, sports, personal... Knowing the different phases in which the project is developed will be important to conclude it successfully.

5. BASIC KNOWLEDGE FOR THE DEVELOPMENT OF A PROJECT IN THE BUSINESS CONTEXT. Companies are very specific contexts, which have their own language, specific needs, specific tools and very important challenges. Getting to know these elements in a basic way is useful, not only to develop a business project, but also to generate new initiatives within an already consolidated project.

6. INNOVATION IN THE FIELD OF HEALTH. At present, there is practically no qualified professional field that is not obliged to constant updating. The field of Health is no exception, and the professionals who work there have to choose between the effort to innovate and know the latest trends or to be carried away by the comfort of being left behind (with which behaves for its patients).

Evaluation system


Evaluation system Minimum weighting Maximum weighting
SE1. Electronic portfolio 10% 40%
SE2. Oral presentation 20% 50%
SE3. Exam 30% 60%
SE4. self-evaluation 5% 30%

 

The different activities will be evaluated as long as class attendance is at least 80%.

If this minimum is not reached, the subject's grade will be "Not presented" and you will not be entitled to recovery. If the total of the subject is suspended, there is the possibility of making up during the make-up period.

The total or partial copy in any of the learning activities will mean a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.

The grading system includes a quantitative and/or qualitative grading.

REFERENCES


Basic

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

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

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

Liñán, F.; Fayolle, A. (2015). A systematic literature review on entrepreneurial intentions: citation, thematic analyses, and research agenda. International Entrepreneurship and Management Journal. flight. 11, no. 4, p. 907-933.

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

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

Complementary

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

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

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