| Competences |
| Type A | Code | Competences Specific |
| A6 | Apply the principles of the economy and management of human resources and projects, and the legislation, regulation and standardisation of computer systems. | |
| D1 | Integrate the fundamental technology, applications, services and systems of computer engineering, in general, and in a broader, multidisciplinary context. | |
| D3 | Undertake the management of research, development and innovation projects, in companies and technological centres, guaranteeing safety for people and goods, the final quality of the products and their approval. | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| C5 | Be committed to ethics and social responsibility as citizens and professionals | |
| C6 | Be able to define and develop their academic and professional project |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A6 |
Design the business plan of a technology-based company. | |
| D1 |
Demonstrate the validity of a proposed solution or improvement. Write a survey-type scientific article in a group. Publicise the research in the field of information technology. | |
| D3 |
Analyse the economic and human resources and the materials necessary for the success of a research project. Apply techniques of project management and monitoring. Distinguish the areas in which the research will be performed. Plan the tasks into which a research project is broken down. Convey the relationship between university, company and society. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| C5 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs. | |
| C6 |
Identify their training needs. Identify their own academic and professional interests and motivations. Define and study their curriculum bearing in mind their training needs, and their academic and pr ofessional interests and motivations |
| Contents |
| Topic | Sub-topic |
| I. Research, entrepreneurship and innovation for a better society |
- Where research can be done - Research groups - Research projects - Industrial knowledge transfer - Ethical and social aspects |
| II. Writing a scientific paper | - The aim of a scientific paper - Kinds of scientific - Structure of a scientific paper - The front matter - Explaining your work - The bibliography - Writing style |
| III. Publishing your research | - Conferences and workshops - Journals and magazines - Scientific repositories - Books |
| IV. Patents and intellectual property | - Protect your ideas - How do patents work? - Searching patents - Using patents in spin-offs? - Understanding patents' claims |
| V. From research to business | - The idea - The team - The business plan - The rise of the business - Spinning off from the University |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
30 | 60 | 90 | ||||||
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
18 | 18 | 36 | ||||||
| Presentations / expositions |
|
2 | 4 | 6 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Objective short-answer tests |
|
2 | 6 | 8 | ||||||
| Extended-answer tests |
|
2 | 2 | 4 | ||||||
| Practical tests |
|
2 | 2 | 4 | ||||||
| (*) 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 | The professors will introduce the course, its content and its evaluation method. |
| Lecture | The core theoretical concepts will be introduced in the classroom lectures. Students will be encouraged to study at home from the material and other information sources. |
| Practicals using information and communication technologies (ICTs) in computer rooms | Mainly, a LaTeX workshop will take place in the laboratories. Moreover, other practical issues will also be solved through the use of computers. |
| Presentations / expositions | Students will make a presentation of their main works. |
| Personal tuition | Els professors oferiran assistència personalitzada en l'horari establert. |
| Personalized attention |
| Description |
| Students can receive personalised assistance by visiting the professors in their offices, at scheduled times. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Objective short-answer tests |
|
30% | ||||||
| Extended-answer tests |
|
40% | ||||||
| Practical tests |
|
30% | ||||||
| Others |
| Other comments and second exam session | |||
|
The process of elaborating the works may involve the evaluation of some of their parts (for instance, the review step of the survey work). It is mandatory that all the students submit their activities within the deadline in order to pass the subject. All the activities presented must have a minimum quality in order to be accepted. In the second call, students will be able to submit the tasks needed to pass the subject, according to the requirements of the professor. |
|||
| Sources of information |
| Basic |
M. Cargill, Writing scientific articles, Wiley, 2009
, The LaTeX wikibook, ,
C. Gattis, Business Plan Template: How to Write a Business Plan, Createspace, 2011 |
||||||||
Cargill, M, Writing Scientific Research Articles: Strategy and Steps, 2009, Wiley The LaTeX wikibooketc. |
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| Complementary | |||||||||
| 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.