| Competences |
| Type A | Code | Competences Specific |
| RT3 | Have the ability to use electronic tools to mine bibliographic or information resources in the field of telecommunications and electronics. | |
| RT15 | Know the rules and regulations governing telecommunications in Spain, Europe and the rest of the world. | |
| RT18 | Foster innovation and added value in technological processes and products in the field of information technologies and telecommunications. | |
| Type B | Code | Competences Transversal |
| CT1 | Use information in a foreign language effectively | |
| CT3 | Solve problems critically, creatively and innovatively in their academic field. | |
| CT6 | Identify the learning process and their academic and professional careers. | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| RT3 |
Use ITC tools to search for resources and information | |
| RT15 |
Use knowledge and strategic skills to create and manage innovative products and ideas in the field of telecommunications within current regulatory framework | |
| RT18 |
Understand the techniques and procedures used in the design and implementation of an innovation process by an organisation Use creativity and personal initiative to autonomously identify and develop an innovative idea Understand how innovative processes are organised and developed in a technology company | |
| Type B | Code | Learning outcomes |
| CT1 |
Use information in a foreign language effectively | |
| CT3 |
Solve problems critically, creatively and innovatively in their academic field. Follow a systematic method to divide a problem into parts, identify the causes and apply the knowledge specific to the discipline Design a new solution by using all the resources necessary to cope with the problem. Include the details of the proposed solution in a realistic model Reflect on the model proposed, find shortcomings and suggest improvements. | |
| CT6 |
Identify the learning process and the academic and professional orientation. Identify their own learning process Analyse the working or professional environment of their field of study. Design academic and professional tracks | |
| CT7 |
Understand the inequalities and the discrimination that occur between women and men and understand the reasons that account for them Be able to identify major environmental problems. Recognise and reflect on social needs and problems, and get involved in improving the community Recognise the ethical and deontological concepts in their field of expertise, show an ability for criticism and dialogue, and respect the rules and regulations that members of the university community must abide by | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to the innovation | |
| 2. Innovation in companies and institutions | |
| 3. Technology monitoring | |
| 4. Protect your ideas | |
| 5. New ideas and project management | |
| 6. The Canvas model | |
| 7. Technology valorization | |
| 8. La responsabilitat social de l'enginyeria i els sistemes nacionals d'innovació |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Reading written documents and graphs |
|
0 | 40 | 40 | ||||||
| Self-monitoring activities |
|
0 | 10 | 10 | ||||||
| Assignments |
|
24 | 30 | 54 | ||||||
| Lecture |
|
17 | 27 | 44 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Introduction to the course |
| Reading written documents and graphs | Reading and digestion of the essential and complementary bibliography |
| Self-monitoring activities | Selfevaluation test |
| Assignments | Elaboration of the Technological Opportunity Analysis and the Canvas Model. Presentation of the Canvas Model. |
| Lecture | Exposició magistral a classe amb tots els alumnes |
| Personal attention | That is, personal tuition |
| Personalized attention |
| Description |
| That is, personal tuition |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Self-monitoring activities |
|
Self assesing test for every unit | 5 | ||||
| Assignments |
|
Elaboration of the Technology Opportunity Analysis raport and the Canvas Model | 45 | ||||
| Others | Proves tipus test i/o preguntes curtes o casos pràctics. | 50 |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
Mark Dodgson, David Gann, Ammon Salter, The Management of Technological Innovation, Oxford University Press, 2008
Joe Tidd, John Bessant, Managing Innovation: Integrating Technological, Market and Organizational Change, Wiley, 5th Edition, 2013 |
||||||||
| Complementary |
Jairo Chaur Bernal, Vigilancia e Inteligencia Competitiva, IALE Tecnología, 2013 |
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| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.