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University Business
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General information

Subject type: Mandatory

Coordinator: Monica Juliana Oviedo León

Trimester: Third term

Credits: 6

Teaching staff: 

Màrian Buil Fabregà
Stel Paloma Cisa 

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.

Skills

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

     

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

     

Specific skills

  • E10. Analyze and evaluate the role of digital communities and social media in business.

General competencies

  • G1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching 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

  • T1. Communicate properly orally and in writing in the two official languages ​​of Catalonia.

  • T3. Demonstrate entrepreneurial leadership and leadership skills that build personal confidence and reduce risk aversion.

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.

The classroom (physics or virtual) it is a safe, free space of attitudes sexists, racists, homophobic, transphobic i discriminatory, ja be towards the students or towards the faculty. we trust that among all and all we can create a space sure on ens can to err i to learn sense having to suffer prejudice others.

 

Learning outcomes

  • Evaluate opportunities that can be transformed into viable and sustainable businesses.
  • Create sustainable market opportunities.
  • Acquire entrepreneurial skills. 
  • Develop an entrepreneurial process based on an identified need.

Working methodology

Theoretical sessions      

MD1.Master class: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject.

MD2. 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.

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. 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

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.

Autonomous learning

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.

 

 

Contents

MODULE 1: SHIP BASICS ENTREPRENEURS  

1.1. Intrapreneurship

1.2. Sustainable business models

1.3. Sustainable Development Goals (SDGs)

MODULE 2: THE ROLE OF ENTREPRENEURSHIP IN ECONOMIC DEVELOPMENT 

2.1. Innovation typologies

2.2. The product evolution process

2.3. The helix models

2.4 The impact of entrepreneurial firms in today's economy

MODULE 3: ENTREPRENEURS

4.1. Entrepreneurial mindset

4.2. Ikigai meaning

4.3. What are their main entrepreneurial skills?

4.4. Entrepreneurs vs Entrepreneurs

MODULE 4: THE ENTREPRENEURIAL PROCESS 

4.1. The Timmon's model of the entrepreneurial process

4.2. The complete entrepreneurial process

4.3 The business plan

MODULE 5: PRACTICAL PROJECT SHIP ENTREPRENEURS

5.1. Inspiration and trends

5.2. Ideation and validation

5.3. Prototype and validate 

5.4. Communication

Learning activities

  • Apply the Helix Model to a necessary innovation in the market
  • Know the entrepreneurial skills of an individual profile
  • Develop an innovative and sustainable entrepreneurial or intrapreneurial project 

Evaluation system

  • 30% continuous assessment (individual and / or group work)

  • 20% participation and activities in the classroom

  • 20% entrepreneurial project

  • 30% final exam

The grade to pass the final exam must be greater than 5 out of 10. In this case, the resulting grades will be counted in the continuous assessment.

In the event that the grade of the final exam is lower than 5, the grades resulting from the continuous assessment will not be counted.

It is mandatory to take the continuous assessment to take the final exam. In other words, the student body will not be able to sit directly for the final exam without having completed the subject's assessment activities.

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.

Continuous assessment activities will NOT be recovered, but the notes of the remaining assessment will be retained for calculation in the recovery.

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

           

Bibliography

Basic

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/

Leih, S; Linden, G; Teece, (2015). D. Business Model Innovation and Organizational Design

Schindedutte, M; Morris, MH; Kuratko, DF (2000). Classification as a Factor in the Scientific Evolution of Entrepreneurship. Journal of Small Business Strategy, 2015, vol. 11, No. 2, p. 1-20.

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.

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.
 

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

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

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.

Teece, D., Peteraf, MA, & Leih, S. (2016). Dynamic Capabilities and Organizational Agility: Risk, Uncertainty and Entrepreneurial Management in the Innovation Economy. Uncertainty and Entrepreneurial Management in the Innovation Economy (April 7, 2016).

Complementary

Grinevich, V., Huber, F., Karataş-Özkan, M., & Yavuz, Ç. (2019). Green entrepreneurship in the sharing economy: Utilizing multiplicity of institutional logics. Small Business Economics, 52(4), 859-876.

Marlow, S. (2020). Gender and entrepreneurship: past achievements and future possibilities. International Journal of Gender and Entrepreneurship.

Pandey, S., Lall, S., Pandey, SK, & Ahlawat, S. (2017). The appeal of social accelerators: What do social entrepreneurs value?. Journal of Social Entrepreneurship, 8(1), 88-109.

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

Blanka, C. (2019). An individual-level perspective on intrapreneurship: a review and ways forward. Review of Managerial Science, 13 (5), 919-961.

Dentchev, N., Rauter, R., Jóhannsdóttir, L., Snihur, Y., Rosano, M., Baumgartner, R., ... & Jonker, J. (2018). Embracing the variety of sustainable business models: A prolific field of research and a future research agenda. Journal of cleaner production, 194, 695-703.

Byrne, J., Fattoum, S., & Diaz Garcia, MC (2019). Role models and women entrepreneurs: Entrepreneurial superwoman has her say. Journal of Small Business Management, 57(1), 154-184.