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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.
B4_That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences
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
G2_Be able to innovate by developing an open attitude to change and be willing to re-evaluate old mental models that limit thinking
G3_Integrate the values of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Business Administration and Innovation Management contribute to to train citizens for a just, democratic society based on a culture of dialogue and peace
T3_Show entrepreneurial leadership and leadership skills that build personal confidence and reduce fear of risk
The course is aimed at the study of business management models that nuance certain postulates of conventional theory in the field of organization and business management. Taking the social economy as its guiding principle, the guiding principles of this discipline represent a critical reflection of generally accepted economic norms and rules. The subject also represents a clear contribution to new models of human resources and finance management. From rethinking concepts such as productivity, efficiency, effectiveness, profitability or profit, it is necessary to identify new forms of financial management. This subject, aimed at final year students, represents a compendium on economics and business, which shows useful models for managing XNUMXst century business.
Design the competitive strategy of the company or an innovation project and design, plan and direct innovative business models.
|Theoretical sessions||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.
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.
|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|
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.
1. The concept of social economy.
2. Types of social economy companies.
3. Brief history of cooperativism in Catalonia.
4. The theory of the Common Good.
5. Management and social economy:
6. The debate of the collaborative economy as a tool of social economy.
The subject plans to carry out three types of activities.
1. Three conferences of professionals of recognized prestige in the field of the social economy.
2. Case study seminars
3. Theoretical classes
The qualification system of the subject will be obtained from the weighted average of the qualifications obtained in the different formative activities realized during the course. For the evaluation of the subject will take into account the result obtained of realizing a final examination, that will compute 50%, the realization of a specific work, that will compute 30% and the tasks derived from the seminars, that will weigh 20%. It is essential to achieve at least a grade of 5 in the exam to be able to average with the continuous assessment mark.
The part corresponding to the exam can be recovered (50%), and the rest of the marks corresponding to the continuous assessment will be maintained.
Participation in activities proposed in the classroom
Individual and / or group work
A student who has not applied for the first call CANNOT apply for recovery.
E. Serrano (2019). Introduction to economics and social enterprise. Icaria (Barcelona)
Galaz, C. and Prieto, R. (2006). Solidarity economy. From the obsession with profit to redistribution with equity, Icaria
Garcia Jané, J. (2001), The cooperative dimension, Icaria
Revista Illacrua (ed.) (2007). Participation! A toolbox for the solidarity economy, Icaria
Garcia Jané, J. (2017), The solidarity economy in a hundred words, Icaria
Faura, I. (2016), The Catalan social economy at the beginning of the XNUMXth century, Pagès Editors
Miró Acedo, I. (2018), Cooperative cities. Sketches of another urban economy, Icaria
Amat, O. (2008). Analysis of Financial Statements, Ediciones Gestión 2000, 8ª ED, Barcelona.
Ballestero, E (1990) Social Economy and cooperative enterprises. University Alliance.
Garcia, J (2001) The cooperative dimension. Icaria
Faura, I (2016) The Catalan social economy at the beginning of the XNUMXth century. Farmers Publishers