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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
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
The subject of Entrepreneurship and Innovation, together with that of Economics and Business Administration, form a compact subject that aims to enable students to work in the current business environment characterized by a high competitive level, a strong innovation and a need for professionals with initiative and drive.
It is an eminently practical training subject that focuses on the central competencies of entrepreneurship / innovation according to what current research and practice in this field includes.
At the end the student must reach 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) iii) initiative staff (ability to carry out the solution autonomously, measuring the risks needed to take action and mobilizing the resources needed to achieve this).
Entrepreneurial / innovative competence is essential in the training of higher graduate students in accordance with the current European University Framework (Entrecomp Framework / EU) and the one that regulates the MECES2 level (Ministry of Universities). In this sense, graduates are expected to have the initiative, creativity and autonomy to develop either from within an already established organization (as an intrapreneur) or by creating their own initiative (as entrepreneurs). conventional or as social entrepreneurs).
1 ECTS = 10 hours of guided learning + 15 hours of autonomous learning = 25 hours of dedication
Dedication Organization: 6 ECTS |
Dedication |
||
Hours |
% |
||
Guided learning |
Master class |
40 |
|
Laboratory Practices |
20 |
|
|
|
|
|
|
Total |
60 |
40% |
|
Learning self employed |
Participation (online / in-class forums or videoconference or deliverable exercises or periodic control test preparation) |
45 |
|
Work group practices (x 3 people) |
45 |
|
|
|
Total |
90 |
60% |
Total |
|
100% |
Upon completion the student should be able to:
The subject's methodology is based on learning by project (or learning by doing - Learning by Doing in English). In this sense, lectures and practice classes are combined, based on the guiding thread of a real case (an entrepreneurship/innovation project) that the student develops throughout the course.
It is a methodology that focuses on three main objectives:
In order to work on the objectives at the methodological level, instruments such as:
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. Person-centered design. Design of Services. Agile methodologies. Lean 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 main theme of the project is value creation. Value creation 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 need into demand (not covered, poorly solved or that can be solved better with new technologies or new knowledge).
To carry out an innovative project from the Agile philosophy, 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 action: in research the skill of identifying opportunities, in ideation the skill of creativity and in validation the skill of initiative / move to the action
1. Research Phase (of the problem / need to identify the opportunity)
1.1. Starting challenge.
Concepts: Trends. Technologies. Environment. Value chain. Stakeholders Analysis
Methods: Data analysis. DAFO.PESTEL. 5 forces.
Tool: Mind map of the challenge
2.2. Research in problem area
Concept: Problem. Need.
Methods: Qualitative interview. Ethnography.
Development tool: Observation mural.
2.3. Definition and framework of opportunity
Concept: Empathy. Insight. Innovation.
Methods: Problem synthesis. Person.
Development tool: Synthesis map by 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 travel map (service blueprint)
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 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
Activity 1 |
Business cases in the sector |
Description |
Immersion is sought in a practical case that students identify with their sector of their future professional activity. The method of the case consists of a cooperative work where from the process of guidance of the teaching staff the case is solved in a creative way.
|
Learning outcomes to which it contributes |
LO1, LO2, LO4, LO6 |
Assessment |
Individual work |
Activity 2 |
Discussion forums |
Description |
It seeks to address a topical issue or generator of different points of view and opinions
|
Learning outcomes to which it contributes |
LO1, LO4, LO8 |
Assessment |
Individual work |
Activity 3 |
Visit to the Tecnocampus incubator |
Description |
It is about taking advantage of the opportunity of the TecnoCampus ecosystem to know first hand what the incubation phase consists of, what is needed to apply it and what facilities can be had at hand.
|
Learning outcomes to which it contributes |
LO2, LO5 |
Assessment |
Inidivual work |
Activity 4 |
Video library / e-campus links |
Description |
An e-campus creates a folder with videos and relevant references from the world of innovation and entrepreneurship so that students can expand their knowledge and those students who wish can go further. Some of the items contain individual-level self-test questions or access to learning communities. |
Learning outcomes to which it contributes |
RA4 |
Assessment |
Individual work |
Practice project |
On-line methods and tools for entrepreneurship and innovation |
Description |
Throughout the course, the most current methods in the field are used (Business Canvas, Lean Startup, Service Design, Design Thinking, Effectuation). Also design methods such as: Context Mind Maps, Empathy Map, Opportunity Synthesis, Braimstorming, Business Model Canvas, Service Blueprint, Lean Canvas, Financial Roadmap or Pitch Intensive use of collaborative work platforms (Miro, Mural or ConceptBoard) Digital tools such as Figma, Nvivo, ConceptBoard, Google Form, Sketching, SurveyMonkey or DirectPoll are used
The methods and tools are worked in depth from the ten deliverable elements of the practices (ranging from P0 to P9 / consult the general planning of the subject)
Internships are developed and delivered to teachers in different installments |
Learning outcomes to which it contributes |
LO3, LO4, LO5, LO6, LO7, LO8 |
Assessment |
Group practice work |
Ordinary assessment is carried out by continuous assessment from the following scheme (all three groups of grades must be graded with a grade greater than or equal to 4 to be eligible to be graded in continuous assessment):
Recovery is carried out when the exam mark is less than 4 and is done by exam in recovery period based on the following scheme:
Evaluation System
|
||
|
Ordinary assessment (continued) |
Extraordinary evaluation (recovery) |
Individual work |
20% |
0 |
Group practices (Let> = 4) |
40% |
0
|
Examen (Let> = 4) |
40% |
100%
|
TOTAL: |
<= 10 |
<= 5 |
Osterwalder, A., Pigneur, Y., In Clark, T., & Smith, A. (2010). Business model generation: A handbook for visionaries, game changers, and challengers.
Ries, E. (2011). The lean startup: How today's entrepreneurs use continuous innovation to create radically successful businesses. New York: Crown Business.
Teodoro, Jaume. 2017. Collection of class notes
Teodoro, Jaume. 2018. Collection of case studies (business cases)
Blank, SG, & Dorf, B. (2012). The startup owner's manual: The step-by-step guide for building a great company. Pescadero, Calif: K & S Ranch, Inc.