What are you looking for?
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.
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 self-employed health professional. 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 the skills needed to generate new business initiatives on our own (entrepreneurship) or on behalf of others (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 to the patients themselves and to the companies that hire them.
The distribution of the theoretical and/or practical content of the subject can be consulted in the schedule and sections of the corresponding virtual classroom before it starts.
This subject aims to introduce the gender perspective in its content and development. In addition, the objectives are aligned with the Sustainable Development Goals (SDGs) of the 2030 Agenda of the United Nations.
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.
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 of doing things that we all develop, often 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).
This subject may consider the following indicators detailed in the following table in its evaluation proposal:
Evaluation system | Minimum weighting | Maximum weighting |
SE1. Electronic portfolio | 10% | 40% |
SE2. Oral presentation | 20% | 50% |
SE 3. Examination | 30% | 60% |
SE4. self-evaluation | 5% | 30% |
A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.
The subjects will have evaluation and recovery activities in accordance with the teaching guide and the subject's learning plan, published in their virtual classroom and which will establish the necessary requirements to be able to participate.
In accordance with current UPF regulations, all students who, having participated in the learning and assessment activities during the term, have obtained a failing grade for the corresponding subject in the quarterly assessment may participate in the recovery process . Those who have not participated in the learning and assessment activities or who have waived the assessment will not be able to participate. If the grade is "not submitted", you will not be able to opt for recovery and therefore the subject will have to be taken again in its entirety in the following academic year.
In the event of copying, plagiarism or illegitimate use of generative artificial intelligence in any assessment activity, you must consult the TecnoCampus University Center's Undergraduate and Master's Course Assessment Regulations.
Amabile, TM (1988). A model of creativity and innovation in organizations. Research in organizational behavior, 10(1), 123-167
Blank, SG (Steven G., & Dorf, B. (2013). The Entrepreneur's Manual : the step-by-step guide to creating a great company. Gestión 2000.
Ries, E., & San Julián Arrupe, FJ (2012). The Lean Startup Method: how to create successful companies using continuous innovation. god
Liñán, F.; Fayolle, A. (2015). A systematic literature review on entrepreneurial intentions: citation, thematic analyses, and
research agenda. International Entrepreneurship and Management Journal. Vol. 11, no. 4, p. 907-933
Miller, P., Brankovic, A. (2011) “Building a creative culture for Innovation.” IESE Insight, No 11, Fourth Quarter 2011, pages 51-58
Ostelwalder A. & Peigner, Y. (2010) Business Model Generation: a handbook for visionaries, game changers and challengers. Wiley published by Bono, Edward. (1994)
Creative thinking: the power of lateral thinking for the creation of new ideas. Paidós Ibérica (12th ed.). Barcelona