General information

Subject type: Mandatory

Coordinator: Monica Juliana Oviedo León

Trimester: First term

Credits: 6

Teaching staff: 

Marc Rocas Royo

Teaching languages

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.


Basic skills
  • B2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​study


  • B3_Students have the ability to gather and interpret relevant data (usually within their area of ​​study), to make judgments that include reflection on relevant social, scientific or ethical issues


  • B4_That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences


  • B5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy


Specific skills
  • E10_Recognize and understand the mechanisms of innovation and entrepreneurship and develop entrepreneurial initiative through theoretical models that fit a business idea


  • E11_Analyze and properly assess the scientific-technological and economic environment, both to look for innovative opportunities and to establish the necessary processes to adapt the organization to this environment


  • E12_Generate strategic skills by considering the operating environment as a project and establishing long-term, large-scale guidelines


  • E13_Create connections between people, collaborators and companies, contacting people who under normal circumstances would not match


  • E14_Identify emerging sectors and business innovation strategies applied in these sectors and compare them with each other


  • E15_Gather and interpret significant data to issue judgments that include a reflection on relevant topics in the business field and be able to prepare a document that allows information to be transmitted or an innovative business proposal


  • E5_Analyze business contexts, identify markets and customers and establish marketing strategies through the use of advanced and innovative techniques


  • E7_Elaborate projects and proposals of innovative companies establishing principles of social responsibility in the management and integrating the perspective of gender like indicators of quality and innovation


General competencies
  • G1_ Be able to work in a team, actively participating in tasks and negotiating dissenting opinions to reach consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge

  • G2_Be able to innovate by developing an open attitude to change and be willing to re-evaluate old mental models that limit thinking

Transversal competences
  • T4_Domain the computer tools and their main applications for the ordinary academic and professional activity

  • T5_Develop tasks applying, with flexibility and creativity, the knowledge acquired and adapting it to new contexts and situations



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. Next, students will take a journey through the creative process from identifying opportunities in the market, generating new ideas, prototyping and testing with potential users and consumers.


Learning outcomes

  • To make students aware of the importance of innovation for the company.
  • Knowledge of some guides to create a climate of innovation in the company.
  • Knowledge of tools to discover new consumer insights.
  • Knowledge of tools to discover new market opportunities.
  • Knowledge of techniques to explore different problem solving ideas.
  • Knowledge of tools to turn ideas into viable projects.

Working methodology

Theoretical classes:

  • MD1.Master class: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject.
  • MD3. Presentations: Multimedia formats that support face-to-face classes.
  • MD4. 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:

  • MD5. Seminars: Face-to-face format in small work groups (between 14 and 40). 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.
  • MD6. Debates and forums: Face-to-face or online conversations, according to the objectives that the teacher responsible for the subject pursues. The debates have a start and end date and are energized by the teacher.
  • MD7. 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.
  • MD8. Role-playing games: Simulation dynamics in which each student plays a role specified by the teacher. As a "role", you will have access to specific information and must "play" its bases, according to the rules of the game, to resolve or experience the reference situation of the dynamics.

Autonomous learning:

  • MD9. Solving exercises and problems: Non-contact activity dedicated to the resolution of practical exercises based on the data provided by the teacher.
  • MD10. 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.
  • MD11. Non-contact tutorials: why the student will have telematic resources such as e-mail and ESCSET intranet resources.

 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.


1 Introduction to Innovation

  1. Concept of innovation.
  2. Key aspects in innovation.
  3. The innovation process.
  4. Innovation as culture: climate and leadership.
  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 consumers.
  2. The consequences of lack of market orientation.
  3. The concept of consumer insight.
  4. The usual methods for discovering new 'insights' from consumers.
  5. Ethnographic tools.
  6. Observation as a new approach to discovering 'insights' and detecting new consumer needs.
  7. Specific observation methodologies: digital ethnographies and artificial intelligence.

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.

Learning activities

The work methodology will experientially combine theories and methodologies in relation to creativity and innovation, their application in different personal, social and especially organizational areas. This experiential methodology will be combined with dynamics and practical exercises in order to learn the details of implementing this type of approach to innovation and creativity. Students will progress through the different activities proposed:

  • Experiential dynamics.
  • Practical classes with case methodology.
  • Practical classes with role play methodologies, business case ...
  • Solving individual or group cases, group presentations in class, creating participatory discussions and question and answer sessions.
  • Work in groups of analysis and synthesis of topics related to the subject.

Evaluation system

Evaluation system:

SE1. Participation in the activities proposed in the classroom


SE2. Presentation and exhibition of individual and / or group work


SE3. Exhibitions


SE4. Final exam


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, resolution of cases, preparation of readings, debates and classes, search for information, attendance at conferences, museums, active participation and constant face-to-face or virtual, classroom discussion forum and final project.
    • At the beginning of the course, teachers will provide a specific distribution of assessments between the different activities. The student must pass each activity satisfactorily and independently in order to pass the whole course.
    • The continuous assessment must be passed with a minimum grade of 5. The student must pass the continuous assessment in order to pass the whole course.
  • 20%: Individual and / or group work and punctual deliveries.
    • Complete contents and adjusted to what has been requested.
    • Quality is required in the presentation, which includes the absence of spelling mistakes.
    • 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 topics to be presented among team members.
    • Exposures must be passed with a minimum grade of 5.
    • The student 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.
    • The student must pass the exam in order to pass the entire course.

Evaluation in the recovery period:

  • It will only be necessary to recover the evaluation activities that have NOT been presented and will continue to mediate with those that have already been presented and approved.

The student who has not presented any of the activities of participation in the classroom in the first call will have to carry out some equivalent complementary activities (to define) to present to the recovery. The student who has not presented the individual and / or group work in the first call will not be able to present to the recovery. Only those who have submitted the work but have not approved it will be able to do so. 



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