• Description

Every day new business opportunities appear to respond to previously non-existent or unsatisfied needs or to improve the existing offer. In addition, organizations increasingly value having an entrepreneurial organizational culture and encourage employees to have an entrpreneurial attitude. Because, it has been shown that there is a positive relationship between entrepreneurship and the development of a country or a region. 

 Among other characteristics, entrepreneurship contributes to economic growth, it is a source of innovation, promotes job creation and contributes to social cohesion and dynamism. Thus, the subject entrepreneurship aims to encourage the entrepreneurial spirit of techniques for software development sutudents  by introducing the main elements that make up the entrepreneurial process. We will delve into the ideation, validation and presentation of a viable and sustainable entrepreneurial project while developing the skills of creativity, innovation and teamwork.

• The subject within the syllabus as a whole

Entrepreneurship is a compulsary subject of 6 ECTS of the the Bacheor's Degree in techniques for software application development.

• Professional fields to which it applies

The subject is specially addressed to students interested in the entrepreneurial phenomenon or with an interest in becoming entrepreneurs or intrapreneurs in in the future.

• Prior knowledge

It does not require any specific prior knowledge. 

• Learning objectives and results

Competencies

• Use and apply ICTs in academic and professional spheres.
• Communicate in a foreign language.
• Work in a team.
• Design people-centred solutions.
• Conduct and submit a project in the field of software development and defend it before a panel of experts.

Learning outcomes

• Identify the main characteristics and differences of entrepreneurial projects
• Recognize the characteristics of entrepreneurs, the differentiating factors regarding gender and culture and the main characteristics of the founding team.
• Apply appropriate techniques to identify potential problems in society.
• Devise innovative solutions to real problems.
• Design a business model.
• Have basic knowledge of how to ensure an economically viable and socially sustainable project
• Present a project in a short  and convincing way according to a specific audience.

• Content

1. Entrepreneurship and business

1.1. Key concepts

1.2 Entrepreneurs and founding teams

1.3 Gender and entrepreneurship

1.4 Entrepreneurship in other cultures

1.5 Learning to undertake

1.6 Innovate and undertake. Focus method

2. The inspiring problem

2.1 Trends, industries and technologies

2.2 Getting to know the sector that motivates us

2.3 Inspirational problem

2.4 Validation. Problem interview

3. The innovative solution

3.1 Ideation. Lateral thinking and creativity

3.2 Minimum viable product and prototyping

3.3 Validation. Solution interview

4. The business model

4.1 The SCOPE business model

4.2 Applications of the business model

4.3 Other tools to develop a  business model

5. Numerical issues of the entrepreneurial project

5.1 Marketing and sales. Demand estimation 

5.2 Traction. Analytics and indicators 

5.3 Economic and financial issues

5.4 Financial plan. Agility and viability

5.5 Funding the start up

6. Project's communication

6.1 Objective of the communication

6.2 Target audience

6.3 Effective presentations

• View the UOC learning resources used in the subject

• Additional information on support tools and learning resources

In this subject the learning resources and support tools are structured in  didactic modules, teaching videos, reports and other readings or webs that will be provided in each activity. The following learning resources are the most important: 

• Entrepreneurship and business (module) 
• The inspirational problem (module)
• The innovative solution (module)
• The business model (module)
• Numerical issues (module)
• How to communicate your business idea (videos and websites)

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model