- 5 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
After completing the course, the student should be able to:
1. explain the similarities and differences of different concepts of entrepreneurship (social, enterprise, cultural, educational, urban, rural, ecotourism and Intrapreneurship).
2. identify one or more market opportunities and sources of innovative ideas.
3. apply the Canvas model and "draw" a sustainable business model through innovative, effective and powerful techniques.
4. validate the feasibility of the idea and of the chosen business model.
5. structure and draw up a business plan.
6. defend the business plan in the face of potential investors.
7. decide how to finance the business project.
The objectives are clearly oriented to action, specifically to create a business that can be explored later.
In this context, the most relevant themes will be explored by students, with the support of teachers, and based on a methodology that induces its study and its subsequent presentation to all students based on a methodology identified as "learning by doing".
Teachers have a role of mentors, counselors, foster creativity, autonomy, focusing on business, stimulating successive evaluations of the business.
The theoretical topics will be covered in sessions conducted by teachers, using in parallel the presentation of illustrative examples of the various types of entrepreneurship. The teaching method is expository, storytelling and debate. Will still be organized seminars and discussions with external guests, linked to processes of entrepreneurship.
Body of Work
1. The perspective of entrepreneurship
2. Approach to the Canvas model
3. Business model design
4. Presentation of business model
5. Drawing and drafting of business plan
6. Presentation and defense of business plans
7. Preparation of entrepreneurial project applications
- Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers by Alexander Osterwalder and Yves Pigneur (Jul 13, 2010)
- Sarkar, Soumodip (2014), “Empreendedorismo e Inovação”, 3ª Edição, Escolar Editora.
- Finch, Brian (2013), “Como elaborar um Plano de Negócios”, 2ª Edição, Associação Editorial Nexo Literário.
- Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration by Ed Catmull and Amy Wallace (Apr 8, 2014)
- 101 Time Management Tips for Busy Entrepreneurs: Simple Ideas for Taking Control, Getting Things Done, Managing... by Robert Boduch (Jun 13, 2011)
- Guillebeau, Chris (2013), “Starup – Comece a sua empresa por 100€”, Self Desenvolvimento pessoal.
- Allen, David (2013), “Fazer Bem as Coisas”, Actual Editora.
- Trias de Bes, Fernando, (2008), “O livro negro do empreendedor”, Gestão Plus.
1st week: Presentation. The different perspectives of entrepreneurship.
2nd week: Approach to the Canvas model
3rd week: Colloquium: The successful pitch
4th week: Business model design
5th week: Colloquium: Writing a business plan
6th week: Business model design
7th week: Pitch for presentation of business model (Faculty of UC)
8th week: Structure of the business plan
9th week: Business Plan
10th week: Pitch for business presentation (Faculty guests)
11th week: Business Plan
12th week: Investor Pitch
13th week: application to the NET-UPT (simulation)
Demonstration of the syllabus coherence with the curricular unit's objectives
Achieving the goals will be achieved based on the exploitation of a number of approaches, methodologies s instruments studied and explored in the sessions "Learn Making", stimulating the study, research and communication of students, promoting an orientation to the achievement of business and the design of the business Model and business Plan.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
The union between the theoretical and practical exposure of the subject, through the application of the methodology by the students "learning by doing", with the guidance and support of teachers, besides successive pitches, participated by teachers, entrepreneurs and investors guests, allow an improvement continuous business in the exploration stage.
The intervention model for teachers will be focused on mentoring, the stimulus to the assumption of business risk, promoting creativity, guidance for the exploration of ideas and focus on your business and the market, promoting the adoption of methodologies and tools for designing the Business Model and ensure the consistency of the Business Plan.
Recognizing that communication of the idea and the business is a key factor for success, will develop activities for this purpose.
|relevant generic skill||improved?||assessed?|
|Adapting to new situations||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Balanced decision making||Yes||Yes|
|Commitment to effectiveness||Yes||Yes|
|Commitment to quality||Yes||Yes|
|Ethical and responsible behaviour||Yes||Yes|
|Event organization, planning and management||Yes||Yes|
|Information and learning management||Yes||Yes|
|Initiative and entrepreneurship capability||Yes||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others||Yes||Yes|
|Written and verbal communications skills||Yes||Yes|