Identifying Data 2022/23
Subject (*) Business and Entrepreneurship Code 616G02046
Study programme
Grao en Creación Dixital, Animación e Videoxogos
Descriptors Cycle Period Year Type Credits
Graduate 1st four-month period
 Fourth Obligatory 6
Language
Teaching method Face-to-face
Prerequisites
Department Empresa
Coordinador
Calvo Babío, Nuria Begoña
 E-mail
nuria.calvob@udc.es
Lecturers
Calvo Babío, Nuria Begoña
Gago Cortés, María Carmen
 E-mail
nuria.calvob@udc.es
m.gago@udc.es
Web
General description A creación de empresas é unha das actividades máis importantes no desenvolvemento económico dun territorio. As empresas con maior potencial de crecemento adoitan ser aquelas creadas por persoas cun maior nivel de estudos e capacidade para identificar oportunidades e xestionar eficientemente un proxecto empresarial. O obxectivo deste curso é ofrecer unha visión completa do entorno e do proceso emprendedor co fin de dotar a os alumnos de coñecementos e ferramentas útiles para desenvolver os seus propios proxectos.

Study programme competencies
Code Study programme competences
A1 CE1 - Conocer y saber aplicar los aspectos teóricos y prácticos de todas las cuestiones jurídicas relacionadas con los videojuegos y los productos de animación.
A18 CE18 - Conocer las herramientas necesarias para captar información del mercado y conocer a los consumidores.
A32 CE32 - Ser capaz de analizar problemas y tomar decisiones en entornos empresariales y de comercialización.
A33 CE33 - Manejar los conceptos y técnicas empleados en las diferentes áreas funcionales de una empresa de nueva creación y entender las relaciones que existen entre los objetivos y las políticas empresariales.
B1 CB1 - Que os estudantes demostrasen posuir e comprender coñecementos nunha área de estudo que parte da base da educación secundaria xeral, e se atope a un nivel que, se ben se apoia en libros de texto avanzados, inclúe tamén algúns aspectos que implican coñecmentos procedentes da vanguarda do seu campo de estudo
B2 CB2 - Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio
B3 CB3 - Que los estudiantes tengan la capacidad de reunir e interpretar datos relevantes (normalmente dentro de su área de estudio) para emitir juicios que incluyan una reflexión sobre temas relevantes de índole social, científica o ética
B4 CB4 - Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado
B5 CB5 - Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía
B6 CG1 - Capacidad de organización y planificación. Especialmente en el planteamiento de trabajos conducentes a la creación de los contenidos audiovisuales digitales que componen una producción de animación o un videojuego.
B9 CG4 - Conocer los procedimientos, destrezas y metodologías necesarios para la adaptación del proceso creativo al medio digital y la producción de obras artísticas a través de tecnologías específicas.
B11 CG6 - Capacidad crítica y autocrítica. Necesaria en todo proceso creativo en el que se busca un compromiso con la calidad del trabajo, los resultados y las soluciones propuestas.
B12 CG7 - Trabajo en equipo. Capacidad de abordar proyectos en colaboración con otros estudiantes, asumiendo roles y cumpliendo compromisos de cara al grupo.
B13 CG8 - Capacidad de aplicar los conocimientos en la práctica, integrando las diferentes partes del programa, relacionándolas y agrupándolas en el desarrollo de productos complejos.
B14 CG9 - Capacidad de diseño y gestión de proyectos, resolviendo los aspectos narrativos, técnicos y de gestión del proyecto de animación o videojuego.
C1 CT1 - Adequate oral and written expression in the official languages.
C3 CT3 - Using ICT in working contexts and lifelong learning.
C4 CT4 - Acting as a respectful citizen according to democratic cultures and human rights and with a gender perspective.
C5 CT5 - Understanding the importance of entrepreneurial culture and the useful means for enterprising people.
C6 CT6 - Acquiring skills for healthy lifestyles, and healthy habits and routines.
C7 CT7 - Developing the ability to work in interdisciplinary or transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development.
C8 CT8 - Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society.
C9 CT9 - Ability to manage times and resources: developing plans, prioritizing activities, identifying critical points, establishing goals and accomplishing them.

Learning aims
Learning outcomes Study programme competences
At the end of the term, students should be able to identify the main elements of the entrepreneurial environment, the phases of the entrepreneurial process and the sections that are part of the business plan of a new company. A1
A18
A32
A33
 B1
B2
B3
B4
B5
B6
B9
B11
B12
B13
B14
 C1
C3
C4
C5
C6
C7
C8
C9
In their learning process, students will use tools for opportunity detection, strategic formulation and project planning. A18
A32
A33
 B2
B3
B6
B9
B11
 C3
C7

Contents
Topic Sub-topic
1. Entrepreneurial environment 1.1. Formal and informal institutions

1.2. Entrepreneurship in Spain
2. The Entrepreneurial process 2.1. Phases of the process

2.2. Sequence of activities
3. The business project 3.1. Strategic analysis

3.2. Strategic logic

3.3. The business plan

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Case study A1 A32 A33 B2 B3 B4 B6 B12 B13 B14 C1 C3 C4 C5 C6 C7 22 66 88
Mixed objective/subjective test B5 C9 3 0 3
Aprendizaxe servizo C5 C6 C7 C8 4 4 8
Guest lecture / keynote speech A1 A18 B1 B5 B9 B11 C8 17 34 51
 
Personalized attention 0 0 0
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Case study The teacher will present the analysis of different real companies framing each of them in the appropriate sections of the course contents.

Following the case sudy method (Villarreal, 2010), students and teacher engage in a process of analysis and in-deep discussion about the circumstances facing each of the companies analyzed.

The teacher will present the analysis of different real companies framing each of them in the appropriate sections of the course contents.

Through each of the cases, students and teacher engage in a process of analysis and deep discussion about the circumstances facing each of the companies analyzed.
Mixed objective/subjective test Students will answer open-ended questions that relate theoretical concepts to practical applications of the case studies.
Aprendizaxe servizo Students will learn the elements that determine the entrepreneurial culture, and will learn to handle analysis and problem-solving tools that will allow them to expand their job opportunities with their own business projects.
Guest lecture / keynote speech The conceptual framework will be presented during the classes. Theories will be aligned with the cases of study, in order to provide a complete vision of the application of strategic management into practice. Inductive and deductive methods will be used. The time devoted to each of the chapters in which the subject will be divided in proportion to its extent and degree of difficulty in its preparation.

Personalized attention
Methodologies
Mixed objective/subjective test
Aprendizaxe servizo
Case study
Description
In master classes, the teacher will address each of the issues raised by students during their development relating to the subject. If the issues raised require broader responses, the teacher will offer to the student a complementary explanation during the tutorial sessions. Answers to previous questions can be posted on Teams and Moodle (e-learning platform), in order to other students can take advantage of it. During the sessions of case study, students should intervene to ask, clarify or explain their different approaches. The teacher will provide support to the working groups in the classroom and also in the tutorial sessions.

Following the recommendations of the UDC regarding sustainability, the reports will be sent in digital format, avoiding the unjustified consumption of paper.

Students with part-time attendance recognized by the academic institution will mainly use Teams and Moodle platforms and mail and Teams to manage the contents of the subject and to contact with the professor for on-line tutorial sessions.

Assessment
Methodologies Competencies Description Qualification
Mixed objective/subjective test B5 C9 50% da nota final 50
Case study A1 A32 A33 B2 B3 B4 B6 B12 B13 B14 C1 C3 C4 C5 C6 C7 50% da nota final 50
 
Assessment comments

The evaluation criteria will serve for the first opportunity. In
the evaluation of supervised projects, the professor will take into account the
the service-based-learning project. Participation in continuous assessment
activities in a percentage less than 20% implies an assessment of not
presented, regardless of the score achieved.


In the second opportunity there will be an exam on a practical case. The final grade of the students who pass the continuous assessment will be the average of the grade and the exam. For those who did not pass the continuous evaluation, the grade of the theoretical-practical exam will be 100% of the grade.

The students with recognition of part-time dedication and
attendance exemption will be assessed with the same evaluation criteria, but
the requirent of minimun attendance.



In the advanced call of December the evaluation criteria will be
the same of those of the second opportunity.



If any fraudulent behavior is detected in any of the
methodologies, the student will fail the subject. Students cannot use any
mobile devices during the exams. If they do it, they will fail the
subject. 



Or the student must demonstrate to his / her
personality in accordance with current regulations. For all other matters not
specifically detailed in this guide there is current regulations applicable.

Sources of information
Basic

BIBLIOGRAFÍA BÁSICA:

Neira, I., Guerrero, M., Calvo, N., del Mar Fuentes, M., Fernández-Laviada, A., Leporati, M., & Torres, A. J. (2021). Global Entrepreneurship Monitor. Informe GEM España 2020-2021 (Vol. 256). Ed. Universidad de Cantabria.

Sánchez, R. and Heene, A. (2004). The New Strategy Management. Organization, Competition, and Competence , John Wiley&Sons, Inc., New York.

Cátedra Nebrija-BBVA en formación de emprendedores. El arte de emprender . Servicio de publicaciones de la Universidad Antonio de Nebrija

Gil Estallo, M.A. Cómo crear y hacer funcionar una empresa . Conceptos e instrumentos. ESIC

FUENTES DE CASOS DE ESTUDIO

The Case Journal (accesible desde la biblioteca), http://kmelot.biblioteca.udc.es/search*gag/m?SEARCH=case+journal&sortdropdown=-&searchscope=1&submit=Enviar

Emerald Emerging Markets Case Studies (accesible desde la biblioteca), http://www.emeraldinsight.com/case_studies.htm?articleid=17068615 

http://91.121.77.230/e_casos/cast/pages/estudios/estudios.asp
Complementary


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

All contents and information will be updated in the web page of the subject in the students' intranet (Virtual Campus)


(*)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.