General information


Subject type: Mandatory

Coordinator: Lluís Albesa Albiol

Trimester: Third term

Credits: 6

Teaching staff: 

Stel Paloma Cisa
Màrian Buil Fabregà 
Màrian Buil Fabregà 

Teaching languages


Virtual: Catalan

Face-to-face: Catalan 

Materials: English, Spanish, Catalan

Skills


Basic skills
  • Develop those learning skills necessary to undertake further studies with a high degree of autonomy 

Specific skills
  • Carry out programs for sports organizations and entities in the field of Leisure, Tourism, Leisure, and Sports Entertainment

  • Develop cognitive and technical resources for entrepreneurship in maritime activities, wellness and health

     

General competencies
  • Identify the object of study of the Sciences of Physical Activity and Sport

  • Produce written and audiovisual texts related to the Sciences of Physical Activity and Sport

Transversal competences
  • Apply knowledge to their work, in a professional way, with the elaboration and defense of arguments and problem solving in the area of ​​Physical Activity and Sport

     

  • Develop leadership skills, interpersonal relationships and teamwork

     

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.

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.

Learning outcomes


5. Manage sports projects through the integration of the areas of knowledge that are applicable, developing managerial, technical, personal, social and deontological skills for the exercise of the profession of sports director, especially oriented to Marinas.

6. Apply the necessary procedures and actions to create a sports company and have the necessary knowledge and skills for its direction and management.

Working methodology


This is a part-time subject. This means that there is a% of the subject that is done in person, in the classroom, with different individual activities or in groups of students and a% of the subject that is worked autonomously, outside the classroom.

The methodology in part-time subjects requires the responsibility of the student, and their good time management.

The methodology of the subject will be carried out combining classroom time, with autonomous work time, with the support of the virtual learning environment. 

Theoretical sessions 

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

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.

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 

Seminars:Face-to-face format in small work groups. 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.

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

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

 

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.

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

Both in the face-to-face sessions and in the autonomous work, the student will work individually and in work groups.

Each ECTS is equivalent to 25 hours of student dedication, considering the time invested in the total of the activities related to the face-to-face time and the time of autonomous work, that the professor of the subject guides, as well as the reading times, information search, connection to the Virtual Classroom, elaboration of works.

Contents


SUBJECT 1: THE BASICS OF THE ENTREPRENEURSHIP

1.1 Trends

1.2 Entrepreneurship and intrapreneurship

1.3 Sustainable business models

1.4 The Sustainable Development Goals (SDGs)

TOPIC 2: THE ROLE OF ENTREPRENEURSHIP IN ECONOMIC DEVELOPMENT

2.1. Types of innovation

2.2. The product evolution process

2.3. The propeller models

2.4 The impact of entrepreneurial companies on the current economy

TOPIC 3: THE ENTREPRENEUR

3.1. The entrepreneurial mentality

3.2. The meaning Ikigai

3.3. What are the main entrepreneurial skills?

3.4. Entrepreneurs vs Intrapreneurs

TOPIC 4: THE ENTREPRENEURIAL PROCESS

4.1. Timmons' entrepreneurial process model

4.2. The complete entrepreneurial process

4.3. The Business Model Canvas and Business Model Canvas Social

4.3 The business plan

TOPIC 5: ENTREPRENEURIAL PROJECT (Desing Thinking) 

5.1. Inspiration

5.2. Ideation and validation

5.3. Prototyping and validation 

5.4. Communication

 

Learning activities


 

 

  • Apply the Helix Model to a specific entrepreneurial initiative
  • Know the entrepreneurial skills of an individual profile
  • Develop an entrepreneurial or intrapreneurial project in the field of sports, leisure or tourist entertainment.

Evaluation system


  • 50% individual and / or team work:
    • 30% project preparation pitches (team) 
    • 20% individual work 
  • 20% entrepreneurial project (team) 
  • 30% final exam

Attendance and participation in activities proposed inside and outside the classroom both in person and online is mandatory. The subject cannot be passed without class attendance. To have the option to be evaluated in this subject, you must have attended at least 80% of the classes. 

The mark to pass the final exam must be higher than 5 out of 10. In this case, the marks resulting from the individual and / or team work (50%) and the Entrepreneurial Project (20%) will be counted. 

In the event that the mark of the final exam is less than 5, the marks resulting from the individual and / or team work (50%) and the Entrepreneurial Project (20%) will not be counted. 

Individual and / or team work (50%) and the Entrepreneurial Project (20%) are required to take the final exam. You must have a final grade for all modalities: Individual and / or team work (50%) and the Entrepreneurial Project (20%)

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.

Individual and / or team work (50%) and the Entrepreneurial Project (20%) will NOT be recovered, but the grades for their calculation will be kept in the final grade of the subject.

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

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.

 

 

REFERENCES


Basic

Leydesdorff, L. (2012). The triple helix, quadruple helix,…, and an N-tuple of helices: explanatory models for analyzing the knowledge-based economy ?. Journal of the knowledge economy, 3 (1), 25-35.

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.

Valliere, D. (2013). Towards a schematic theory of entrepreneurial alertness. Journal of business venturing, 28 (3), 430-442.

Liñán, F., & Fayolle, A. (2015). A systematic literature review on entrepreneurial intentions: citation, thematic analyses, and research agenda. International Entrepreneurship and Management Journal, 11 (4), 907-933.

Shane, S., Locke, EA, & Collins, CJ (2003). Entrepreneurial motivation. Human resource management review, 13 (2), 257-279.

Osterwalder, A., & Pigneur, Y. (2011). Business Model Generation: Deusto Editions.

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

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

Complementary

Trias de Bes F. (2007) The black book of the entrepreneur. Active company