Learning objectives

Referring to knowledge General objectives The course has the following general learning objectives: Generate and discover ideas with potential. Evaluate opportunities. Evaluate the feasibility of an innovative project. Learn to communicate an innovative project. Manage decision-making in uncertain and ambiguous situations. Identify and manage the resources needed to launch an innovative project. The general objectives of the subject can be divided into two groups: the most conceptual or theoretical ones referring to knowledge, and those that seek the development of certain capabilities (attitudes and skills), that go beyond the limits of the course itself. Referring to knowledge Provide an introductory vision of innovation as the central axis of the subject. Become familiar with the key contents, theories, systems, models, methods, strategies, management, relationship with the institutional environment, and the different approaches that may exist, always using the maximum rigour in the language and terminology used. Learn and consolidate the basic concepts related to innovation management and the role of innovation in competitiveness, and especially learn to be creative throughout the process.   Referring to abilities, skills Develop the skills and creativity necessary to put into practice the capacity of analysis, synthesis or diagnosis to solve cases or problems. Promote independent learning. Select, use and develop information related to the subject. Learn to propose hypotheses about the course contents and understand the mechanics and processes for the resolution of cases.

 

 

Teaching blocks

 

1. Introduction and theoretical foundations

*  The objective of this first block is to introduce students to the field of innovation and entrepreneurship, the main concepts, and their role in the regional, national and global economy. Students enhance their creativity and pay special attention to the entrepreneur as a person. The characteristics that define the profile of a successful innovator or entrepreneur are addressed.

Content:

• Innovation and competitiveness
• Basic concepts of innovation
• Basic concepts of entrepreneurship
• Innovative entrepreneurial ecosystem
• Entrepreneurial skills

2. Strategy and innovation

*  This block aims to explain the role of innovation as a source of competitive advantage in all organizations, as well as the different innovation techniques and strategies.

Content:

• Innovation and competitive advantage
• Creation of innovation strategies
• Sources of innovation
• Creation of new products and processes

3. Creativity and creative problem-solving

*  This block aims to present different creativity techniques and to immerse students in creative problem-solving. It helps students identify and solve problems from a creative perspective.

Content:

• What is creativity?
• Creative skills and myths
• Approaches to creative problem-solving
• Creativity techniques

4. Development of successful business ideas

*  The objective of this block is to provide a practical and useful framework to evaluate different business opportunities (the opportunities are identified through the assessment activities developed in the previous block). This is done by evaluating factors such as risk, economic benefit, psychological benefit and preparation. An integrative framework is also used to evaluate the innovative/entrepreneurial idea. In general, students understand the main differences between a business idea and a business opportunity: the latter solves a problem, is attractive, durable and profitable, and relies on timing.

Content:

• Recognition of opportunities
• Feasibility analysis
• Market test and research

5. From ideas to entrepreneurship

*  The objective of this block is to understand and experience the entire process of developing a new company through interaction with potential customers. The purpose is to validate the business idea and the lean startup methodology. The market opportunity identified in the previous block is described in detail throughout this block. The value proposition canvas is developed with constant feedback from potential customers to define the business model.

Content:

• Lean startup
• Value proposition model
• Development of an effective business model
• Protection of innovation

 

 

Teaching methods and general organization

 

The methodology of the subject is a combination of face-to-face classes, lectures with a practical component and workshops, and the completion of different complementary activities (continuous assessment exercises and course work), which are carried out in small groups. In face-to-face sessions, students receive the basic information to work on the contents that guarantee the achievement of the established objectives and complete practical activities related to the course content. Practical activities are carried out in group sessions. These sessions are announced in class in advance. During the course, different tools and techniques are used, such as: Design thinking Agile methodology and workshops Online whiteboards 3D printing Lego Serious Play UB Virtual Campus Zoom Loom Inclusion and diversity is ensured throughout debates, role models, practical examples and all course activities.

 

 

Official assessment of learning outcomes

 

Students are assessed on a continuous basis by default. However, students can also opt for single assessment. In this case, it is advisable to inform the lecturer of their decision at the beginning of the course. Continuous assessment  For students following continuous assessment, the final grade consists of: Continuous assessment activities (exercises, workshops). Specific details are provided via the Virtual Campus throughout the course. 50% of the final grade. Final assignment (presentation of the course project). 50% of the final grade. Continuous assessment activities (50% of the grade) must be delivered individually or in teams. The deadlines for these activities are announced during the course through the Virtual Campus. Students must deliver these activities within the established deadlines. The final assignment (50% of the grade) consists of the presentation of a project carried out throughout the course and which includes the application of all the course content. Students who submit their work within the continuous assessment schedule (provided that it is different from the single assessment one) are entered for continuous assessment. On the other hand, students who do not submit continuous assessment activities by the established deadlines are entered for single assessment.   Examination-based assessment Students who opt for single assessment must take a single final exam, worth 100% of the final grade. Repeat assessment Students who do not obtain a pass grade in continuous or single assessment are entitled to repeat assessment. The repeat assessment exam has the same format as the single assessment examination. The mark obtained in the repeat assessment exam is the final grade for the subject.

Reading and study resources

Check availability in Cercabib

Book

Isaksen, S.G; Dorval, K.B. & Treffinger, D.J. (2011). Creative Approaches to Problem Solving: A Framework for Innovation and Change (3^rd Ed.). SAGE.

Catàleg UB  

Goller, I. & Bessant, K. (2017). Creativity for Innovation Management. NY: Routledge.

Catàleg UB  

Roberto, M.A. (2019).  Unlocking Creativity. U.S. Wiley.

Catàleg UB  

Aulet, B. (2024) Disciplined Entrepreneurship Expanded & Updated: 24 Steps to a Successful Startup. Editorial John Wiley & Sons. 


Catàleg UB  

Kelly, T. & Kelley, D.E. (2013). Creative Confidence. William Collins: London.

Catàleg UB  

Hisrich, R., Peters, M. and Shepherd, D. (2016) Entrepreneurship, 10th edition. McGraw-Hill Education, New York.

Catàleg UB  

Fitzpatrick, R. (2014). The Mom Test. US. CreateSpace

Catàleg UB  

Osterwalder, A. and Pigneur, Y. (2010) Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. New Jersey, Unites States. Wiley

Catàleg UB  
Catàleg UB. Versió en castellà (2011)  

Keeley, L.; Walters, H.; Pikkel, R. & Quinn, B. (2013) 10 types of innovation. The discipline of building breakthroughs. U.S. Wiley.

Catàleg UB  

McAdam, M. (2013). Female Entrepreneurship. London: Routledge.

Catàleg UB  

Perez-Quintana, Anna ; Sabata, Anna ; Illa Pérez, Patrícia. (2019). Retrat de les dones emprenedores a Barcelona. Disponible a: http://hdl.handle.net/10854/6291 i a https://www.barcelonactiva.cat/documents/20124/49143/retrat_dones_emprenedores_2019.pdf/72b5ca84-5911-c9be-9daf-9b2d4a652497?t=1595421416673

Recurs electrònic extern  

Article

Christensen, C., Raynor, M. and McDonald, R. (2015) What Is Disruptive Innovation? Harvard Business Review 93, no. 12, 44–53.

King, A. and Lakhani, K. R. (2013). Using open innovation to identify the best ideas. MIT Sloan Management Review, 55, 41–48. 

Blank, S. (2013) Why the lean start-up changes everything. Harvard business review, 91 (5), 64–72.

Kouprie, M. and Visser, F.S.(2009) A framework for empathy in design: Stepping into and out of the user’s life. Journal of Engineering Design, 29 (4), 437-48.

Johnson, M.W.; Christensen, C.C. & Kagermann, H. (2008) Reinventing your business model. Harvard Business Review, 86(12): 50-59.

Web page

Ohr, T. (2018) 7 steps to successfully launch and grow your startup. EU Startup. Available at: https://www.eu-startups.com/2018/07/7-steps-to-successfully-launch-and-grow-your-startup/

United Nations, Sustainable Development Goals https://sdgs.un.org/goals