This curricular unit aims to convey the importance of creating and developing traditional or technological businesses. It seeks to stimulate the entrepreneurial spirit in the context of the 4th Industrial Revolution. The resulting changes require new skills in real-time problem analysis and resolution, modularity, networking and virtualization. Changes in the world of work and the economy require that new positions be promoted in contexts of constant uncertainty. Finally, it aims to provide methodologies for designing business models and defining business plans.
Objectives and expected learning outcomes
Through the combination of knowledge should allow:
- Identify unmet trends, opportunities or needs;
- Promote experimentation and hypothesis testing;
- Designing business models;
- Know how to build a business plan.
Skills to be developed
In the end students should be able to:
- Know the evolutionary cycles of a business;
- Understand and interpret the competitive environment of a business;
- Have analytical skills and critical thinking in terms of risks and opportunities;
- Ability to evaluate and make decisions in the context of small businesses.
Programme
I. Entrepreneurship 1. Concept and Relevance of Entrepreneurship 2. Types of Entrepreneurship 3. Entrepreneurship in Portugal 4. Constraints to Entrepreneurial Activity 5. Entrepreneurship as a Strategic Function
II. Innovation 1. Concept and Realities of Innovation 2. Service Innovation 3. Innovation in Portugal 4. Innovation in Hospitality Services 5. The innovation process: knowledge production and diffusion 6. The changing context: the role of innovation 7. Innovation as a strategic function
III. Innovation and Enterpreneurship 1. The nature and importance of entrepreneurship 2. New Entry Strategies and Opportunities 3. The "entrepreneurial" and "intrapreneurial" mind 4. The entrepreneurial process 5. The individual entrepreneur
IV. Creativity and ideias generation 1. Creativity and new business idea 2. Idea Generation Techniques 3. The product planning and development process 4. Intellectual Property and Legal Issues with the Incorporation of a Company
V. The Generic Business Plan in Entrepreneurship 1. What is the business plan? 2. Business model and plan integration 3. Business plan information requirements 4. Critical Components of the Business Plane.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
- The objective "Identifying trends, opportunities or unmet needs" will be achieved with the programmatic content set out in Chapters 1 and 2;
- The objective of "Promoting experimentation and hypothesis testing" will be achieved with the programmatic content set out in Chapters 1 and 2;
- The objective "Designing business models" will be achieved with the programmatic content set out in Chapter 3;
- The objective "Knowing how to construct a business plan" will be achieved with the programmatic content set out in Chapter 4.
Main literature
Katja Tschimmel;The Creativity Virus, Edição Mindshake, 2019. ISBN: 9789892094090
Manuel Alberto Ramos Maçães;Empreendedorismo, Inovação e Mudança Organizacional - Vol III, Actual Editora, 2018. ISBN: 9789896942205
Supplementary Bibliography
Drucker, Peter F.;INNOVATION AND ENTREPRENEURSHIP, Heinemann, London, 1998. ISBN: ISBN: 0-434-90407-4
Soumodip Sarkar;Empreendedorismo e Inovação, 2014. ISBN: ISBN: 9789725924068
Emerson, Melinda;Startup em 12 meses: construa o seu negócio passo a passo, Self PT, 2020. ISBN: ISBN: 9789898781796
Learning Methods
Theoretical classes: Use of the expository method, for the introduction of the theoretical concepts and the interrogative method for the reflection on the contents. Practical classes: Use of active methods using practical work. Tutorial monitoring of students. Students can be assessed by continuous assessment or final exam.
Assessment Components
Avaliação distribuída com exame final
Assessment Components
Description
Type
Time (hours)
Conclusion Date
Attendance (estimated)
Lessons
45
Seminar
Participação Presencial
3
Individual study time
Study
97
Assessment
Teste/Exame
3
Other
Participação Presencial
12
Total:
160
Continuous Assessment
- Written Test I: 30% - Written Test II: 30% - Group Work (Business Plan) submitted through the E-Learning platform: 40% (25% Work and 15% Presentation)
- One individual research project using ABI-INFORM portal, submitted through the E-Learning platform: 10%
Under the terms of the General Regulation:
a) The students' attendance in classes will be recorded and, if the number of absences per student exceeds 30% of the total number of lessons scheduled for each course unit, the student will be automatically transferred to the final evaluation (regular season).
b) In the written tests and other assessment elements mentioned in paragraph 2 of Art. 39 it is necessary to obtain a minimum grade of 7.5 (seven point five) points.
c) If the student misses a test or receives a grade lower than 7.5 points in the tests or in another assessment element mentioned in the previous number, the student will be automatically transferred to the final evaluation (regular season).
d) If the student misses or obtains less than 7.5 in the second written test, held in the same date of the final exam in the regular season, they may apply for further evaluation in the Appeal season.
e) All written academic work provided in the assessment (reports, case studies, etc.) have to be submitted in the Turnitin database, available at the ISAG E-Learning platform. The maximum similarity rate acceptable is 30%.
Final Exam
- Exam (Written Test): 100%
Note: Practical or theoretical work can also be considered, with a weighting corresponding to half that considered in the context of continuous assessment. To this end, the student should communicate this intention to the teacher through the completion of a form that is made available by the teacher at the moment of the written test.
Proofs and special works
Special Assessment (TE, DA, ...)
In accordance with the regulations in force for the study plan.
Improvement of final grade
In accordance with the regulations in force for the study plan.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Classes foster a critical and self-critical sense, as well as the practice of an ethical attitude in personal and professional terms. By promoting the development, exposure and critical discussion of cases and exercises, the reinforcement of analytical capacities is encouraged. Participation in classes and presentation and defense of individual and group work allow the development of oral and written communication skills. In addition, students acquire diverse skills, such as: prioritization, teamwork, ability to identify and solve problems; organize, plan and schedule tasks; have a spirit of initiative; knowledge (theoretical, technical and operational). As far as the scientific research competences are concerned, familiarization with research terminology in Entrepreneurship; selection and collection of information; bibliographic research; identification and reference of the sources of information used; critical analysis and synthesis of information.