| Competences |
| Type A | Code | Competences Specific |
| CE8 | Organising and planning innovation strategies in technology-based companies. | |
| Type B | Code | Competences Transversal |
| CT1 | Become sufficiently independent to work on research projects and scientific or technological collaborations within their thematic area | |
| CT2 | Forming opinions on the basis of the efficient management and use of information | |
| CT6 | Develop abilities to manage their professional career | |
| 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 |
| CE8 |
Understand how innovative processes are organised and managed in a technology-based company. Understand the techniques and procedures used in the design and implementation of an innovation process by an organisation. Identify the technologies and actions that an engineer must manage in order to contribute to the sustainability of societies and the planet in a global world. Identify and develop innovative ideas in a creative and autonomous way. Use knowledge and strategic skills for the creation and management of innovative products and ideas in the field of industrial technologies within the current regulatory framework. Use computer tools to search for resources and information. | |
| Type B | Code | Learning outcomes |
| CT1 |
The student plans and carries out the project in an autonomous, organized and scientific fashion The student can produce documents that are scientific in both structure and content The student can present and defend their work | |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects Crea informació amb les eines i formats adients a la situació comunicativa, i fer-ho de manera honesta Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer | |
| CT6 |
Raise their professional self-awareness Develop a professional attitude Analyse the professional environment of their speciality Design specific professional tracks | |
| CT7 |
Include gender perspective in their student activity. Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity Be able to give arguments based on social values and make proposals for the improvement of the community Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to innovation | |
| 2. Innovation in companies | |
| 3. Technology monitoring | |
| 4. Protect your ideas | |
| 5. New ideas and project management | |
| 6. The (lean)Canvas model | |
| 7. Technology Valorization | |
| 8. Social responsability of engineering and national innovation | |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Reading written documents and graphs |
|
0 | 26 | 26 | ||||||
| Self-monitoring activities |
|
0 | 14 | 14 | ||||||
| Presentations / oral communications |
|
4 | 0 | 4 | ||||||
| Assignments |
|
0 | 27 | 27 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Mixed tests |
|
2 | 0 | 2 | ||||||
| (*) 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 |
| Presentations / oral communications | (Lean)Model Canvas presentation (in pairs) |
| Assignments | Elaboration of the Technology Monitoring Bulletin and the (Lean)Canvas Model |
| 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 | 10 | ||||||
| Presentations / oral communications |
|
(Lean)Canvas Model presentation | 5 | ||||||
| Assignments |
|
Elaboration of the Technology monitoring Belletin and the (Lean)Canvas Model | 35 | ||||||
| Mixed tests |
|
Final test of the course | 50 | ||||||
| Others |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
Joe Tidd, John Bessant, Managing Innovation: Integrating Technological, Market and Organizational Change, Wiley, 5th Edition, 2013
Mark Dodgson, David Gann, Ammon Salter, The Management of Technological Innovation, Oxford University Press, 2008 |
||||||||
| 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.