Academic Year:
2022/23
3379 - Bachelor's degree in Telecommunications Network Engineering
23975 - ICT Business Management
Teaching Plan Information
Academic Course:
2022/23
Academic Center:
337 - Engineering School
Study:
3379 - Bachelor's degree in Telecommunications Network Engineering
Subject:
23975 - ICT Business Management
Ambit:
---
Credits:
5.0
Course:
3
Teaching languages:
| Theory: | Group 1: English |
| Group 2: Catalan |
| Practice: | Group 101: English |
| Group 102: English |
| Group 201: Catalan |
| Group 202: Catalan |
| Seminar: | Group 101: English |
| Group 102: English |
| Group 103: English |
| Group 104: English |
| Group 201: Catalan |
| Group 202: Catalan |
| Group 203: Catalan |
| Group 204: Catalan |
Teachers:
Carles Soler Puig, Carlos Belmonte Calderon, Carlos Gasch Malaret, Miquel Oliver Riera, Juan Carlos Pacha Vicente
Teaching Period:
Second quarter
Schedule:
Presentation
The course ICT Business Management/Organització d’empreses TIC (OETIC) is framed within the series of courses of management, regulation and innovation, and it is mandatory within the teaching material of engineering programs of most UPF Engineering degrees except for the Computer Science where it is optional.
The OETIC course aims to introduce students to the world of business, giving them a global and systemic vision of the different areas that are part of it, and placing it in a more global framework of interaction with the environment.
At the same time, the subject aims to help consolidate the professional skills needed for the correct performance of the student once incorporated into the world of work.
The OETIC contents are organized around the seven main management areas within any organization: marketing, sales, operations, IT systems, human resources, context and finances. The course also includes a set of professional skills and a short introduction to the concept of an organization.
Associated skills
Basic competences
CB1. Students must demonstrate having acquired and understood the knowledge in a study area that comes from secondary general education and that is used to be found in a level where, even though it is supported in advanced book texts, some aspects that imply the knowledge coming from the avant-garde of its field of study are also included.
CB2. Students must know how to apply their knowledge to their job or vocation in a professional way, and must have the competencies which they can show through the elaboration and defense of arguments and the resolution of conflicts in their field of study.
CB3. Students must have the capacity of gathering and interpreting relevant data (usually within their field of study) to create opinions that include a reflection about the relevant topics of social, scientific or ethical reference.
CB4. Students must transfer information, ideas, problems or solutions to a specialized or non-specialized public.
CB5. Students must develop the learning skills needed to start following studies with a high level of autonomy.
Specific and transversal competences
CE6. Dominate the business concepts, their institutional and legal framework, as well as the organization and business management frameworks.
CT1. Working in teams in international and interdisciplinary contexts.
CT2. Exert leadership and coordination and demonstrate initiative.
CT3. Apply with flexibility and creativity the knowledge acquired and adapt it to new contexts and situations.
CT4. Communicate in academic and professional contexts in oral and written English.
CT5. Create new ideas and incorporate them into daily work.
Learning outcomes
LO.CE6.1 Recognizes the concept of business, its institutional and legal framework, as well as the organization and business management frameworks.
LO.CE6.2 Identifies the aspects relating to the business organization and management.
LO.CE6.3 Develop projects aimed at, in accordance with the knowledge acquired, the
conception and development or operation of systems in its field.
LO.CE6.4 Identifies the main elements that make up the entrepreneurial spirit and creation
of companies in the field of ICT.
Sustainable Development Goals
The SDG affected by this course are the following: SDG4, SDG8, SDG9, SDG11 and SDG12.
Prerequisites
The subject of Management of ICT requires specific knowledge or prerequisites are referring to content that constitutes learning.
However, as the course is very focused future engineers in the field of ICT and the material is focused on the technology sector and telecommunications, adequate knowledge in this area is essential to use a complete.
Contents
PROFESSIONAL SKILLS
- Presentations
- Public Speaking
- Minutes of meetings
Business concept
- Organization and Management
- Strategic Purpose
- Idea, value, competitive advantage
- Sustainability
MARKETING
- Strategic Marketing
- Segmentation
- Competition
- Positioning
- Tactical Marketing
- Product
- Price
- Communication
- Distribution
OPERATIONS
- Project Development
- Provision of services
- Procurement Operations
INFORMATION SYSTEMS
- Value chain
- Project
- Outsourcing
- E-business
HUMAN RESOURCES
- Motivation
- Management and Leadership
- Equipment
ENVIRONMENT
- Attractiveness of a sector
- Environment distant
- Values
FINANCE
- Business Plan
- Forecast cash
Teaching Methods
The learning process is to reference companies in the ICT sector . Emphasis within the business, especially in the work of projects and service delivery aspects of technological innovation . Thus , the resources used are focused on real or simulated these sectors .
Teaching resources that are used are:
Case studies that allow to compare the student's prior knowledge or placing them in environments close to reality, either simulated or clear references to reality.
Exercises that reinforce learning through the application of knowledge to solve problems.
Search for information . For complete information that forms the business plan , the team should seek external sources of information. The web is the most common source .
Business Plan . The application of knowledge that students acquire is done , so essential in the business plan that every working group is doing throughout the year . The business plan should include all aspects that have worked throughout the year .
With these resources , the learning process revolves around the business plan in which students were applying , working in groups, the skills they acquire during the course . The evolution of the work around the Business Plan are summarized in partial summaries are outlined and evaluated throughout the course . Tutorials -level working group used to ensure each group advance to the final objective . The end result can be summarized at the end of the course by a final report and a presentation to the class group . The use of spreadsheets and PowerPoint is used to acquire the domain in the technological tools that are used in these tasks .
The learning process is based on use cases as triggers the need to learn . The resolution of the case leads to the consolidation of knowledge through educational sessions and finally used the exercises to ensure the degree of achievement of the competition.
Conducting presentations and meeting minutes are used to strengthen the skills of oral and written communication and teamwork .
Evaluation
|
Evaluation element
|
Mandatory
|
Assessor
|
Grouping
|
Grade weight
|
Able to resit
|
|
Continuous evaluation -eight activities-
|
Yes
|
Professors
|
Individual
|
24%
|
No
|
|
Business Plan ICT organization - eight partial deliveries-
|
Yes
|
Professors
|
Group
|
56%
|
No
|
|
Business Plan ICT organization -one final delivery-
|
Yes
|
Professors
|
Group
|
20%
|
No
|
|
Final exam
|
No
|
Professors
|
Individual
|
[75%]
|
No
|
NOTE 1: The final exam is only for those students that do not pass the course with a mark over 65/100. In that case, the exam will be the only mark that will be weighed over 75% of the final mark.
NOTE 2: The group mark (BP) will be internally discussed by the team to agree a distribution of the mark among the team members according to their effort.
Bibliography and information resources
Textbooks
- García del Junco, J., “Técnicas de Gestión Empresarial”, McGraw-Hill, 2002
- García del Junco, J., Casanueva, C., “Prácticas de la Gestión Empresarial”, McGraw-Hill, 2000
- Kotler,P., Jain,D.C., Maesincee,S.; “El Màrqueting se mueve”, Paidós Empresa, 2002
- Sala i Martín, X., “Economía liberal para no economistas y no liberales”, Penguin Random House, 2010
Further reading
- Drucker, P., “La gestió en temps de grans canvis”, UOC-Portic, 2000
- Cuervo García, A., “Introducción a la Administración de Empresas”, Ed. Civitas, 1994
- Ludevid, M., Ollé, M., “Como crear su propia empresa”, Ed. Marcombo, Barcelona, 1990
- Kotler, P., “Los 80 conceptos esenciales de Màrqueting”, Pearson, Prentice Hall, 2003
- Santesmases Mestre, Miguel; “Màrqueting, conceptos y estrategias”, Pirámide, 1999
- Hisrich, R.D., Peters, M.P., Shepherd, D.A., “Entrepreneurship”, McGrawHill, 6a Ed. 2005