In a world in constant evolution, organisations and society in general demand professionals who are prepared and willing to take on new projects: innovative and enterprising people.
In addition to the subjects you will study in class, you will have the opportunity to participate in different activities, mentoring programmes, creative weekends, group dynamics, meetings, workshops ...., which will allow you to develop your skills:
Identify opportunities and take the initiative to implement them, involving third parties in their vision of the future and their projects.
Design and apply innovative processes that lead to better solutions for real situations and projects.
The programme understands the definition of the entrepreneurial profile as one who:
"identifies opportunities where others see chaos, contradiction, confusion or virtually nothing and is able to initiate, do, achieve and build something" (Timmons 2000).
The entrepreneurial profile we advocate is that of the 'opportunity entrepreneur', not one who undertakes out of necessity but one who does so out of perseverance in his or her commitment to the search for opportunities.
Person-centred to encourage students to undertake, to be and perceive themselves as capable of doing so
The Innovation and Entrepreneurship Programme is firmly convinced that the person is at the centre of the entrepreneurial process. There is no entrepreneurial behaviour without entrepreneurial people. We are committed to accompanying people in order to strengthen their entrepreneurial profile and we believe that the generation of new ideas will be the consequence of this. Not the other way around.
Therefore, the programme trains people to:
"All this with a great deal of patience, persistence and perseverance to respond innovatively to the challenges, tasks, needs and obstacles that arise along the way.
This training helps students to gain further insight into innovation and entrepreneurship (perceived desirability) and feel more empowered (perceived feasibility) to behave as entrepreneurs.
To have an impact on behaviour, the Innovation and Entrepreneurship Programme focuses not only on cognitive learning (concepts, tools, models) but also on affective development (emotions, feelings, moods) and behavioural development (motivation, commitment, drive, effort) following the trend of emotional intelligence.
Therefore, the working methodology (CAVE model developed by the iNNoVaNDiS team as a result of their long experience with hundreds of students) is focused on working on knowledge and skills, values, attitudes and emotions.
During the course, a series of competences (knowledge and skills, attitudes and values) complementary to the Bachelor's degree programme are worked on. Moreover, this CAVE model shows how emotions surround and permeate everything, as entrepreneurship is a particularly emotional activity (Goss, 2008). Emotions are impulses that lead us to act (Goleman, 1995), they are the basis of human behaviour. Therefore, stimulating positive emotions prior to performing a task produces positive outcomes among task performers (Seligman, 2002).
The programme seeks to foster emotions that produce pleasurable behaviours and memories, identified with the entrepreneurial character through a series of specific stimuli such as rituals, symbols and the language itself . The aim is to trigger an emotional energy to motivate and stimulate participants towards entrepreneurial ventures as something exciting.
All these elements help to create an enjoyable, surprising and exciting environment to ensure that the memory of the experience is pleasurable and therefore likely to be repeated. The aim is to move from being an event (anecdote) to becoming established as a process, a habitual behaviour (habit).
It is a methodology aimed at being more innovative and entrepreneurial and not just at knowing more about these topics. It is about being (behaving) and not so much about knowing (knowing).
The Innovation and Entrepreneurship Programme aims to accompany people through a training process to change attitudes and generate entrepreneurial and innovative behaviour. Student support requires individual guidance both by the course lecturers and the programme’s coordinating team. The assessment system also requires providing each student with continuous and coordinated monitoring both by the course lecturers and coordinators.
In addition, the programme's workload and range of activities in which students participate (projects, internships in companies, trips to events, etc.) provide lecturers and coordinators an opportunity for in-depth discussion with students.
Mixing different ages and profiles as an enriching complement to their undergraduate studies
The group of participants in the Innovation and Entrepreneurship Programme combines students from different generations (students from different years) and different profiles (students from all the degrees and double degrees of the San Sebastian campus are mixed), as well as promoting encounters within the Innovandis Network with former generations who have studied the degree and are even working in different fields.
We have also launched the 'Innovander to Innovander' mentoring programme in which veteran iNNoVaNDeRs are in contact to help and be a support and reference for the new members of the programme.
On the other hand, the professionals who participate in the different activities of the subjects as well as the internships in companies during the summer, help the students on the programme to mix with people of other ages and professional profiles.
Finally, the programme of activities coordinated within the iNNoVaNDiS Network includes, both for participants and the rest of the students from the San Sebastian campus at the University of Deusto, a series of events that also promote the possibility for students of different profiles and ages to get to know each other and come into contact with professionals and companies of interest.
Assessment of students’ entrepreneurial profile comparing it before and after the Programme. [Tool developed by Dr. Asun Ibáñez, 2002]
Each activity carried out will be assessed through student self-assessment, co-assessment among the group of students taking part and observation by the person in charge of the activity. At the end of each activity, group feedback will also be provided.
At the end of each semester, all lecturers who have taken part in an activity meet to discuss each student’s progress based on their performance, talents to enhance and areas for improvement. Subsequently, each student will receive individual feedback.