| Title: |
Energising Global Health Innovation and Entrepreneurship (ENERGHY) |
| Keywords: |
SDGs
Leadership
International / global
|
| Country: |
Spain
|
| Institution: |
Germany - Institute of Tropical Medicine and International Health, Berlin
|
| Course coordinator: |
Natalie Walsh
Marina Espriu
Claudio Cruz
|
| Date start: |
2021-06-28 |
| Date end: |
2021-07-15 |
| About duration and dates: |
2021-06-21 to 2021-07-15* Duration: 14 days distributed along 3 weeks See Annex 1 for detailed schedule *We add 1 week here for the following pre-course tasks: - Pre-course knowledge survey and competence survey - Teambuilding activities -Pre-readings / watching videos days 1 and 2 |
| Classification: |
advanced optional
|
| Mode of delivery: |
Distance-based
|
|
|
| ECTS credit points: |
2.5 ECTS credit points
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SIT:
TOTAL SIT: 125 h
It includes synchronic and asynchronic sessions with self/managed teamwork and self-study:
- Online lectures and other classroom activities: 43 h
- Self-managed (self-study & self-teamwork): 82 h |
|
| Language: |
English
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Description:
At the end of the module the student should be able to:
1. Analyse innovative business models for better access, equity and sustainability in healthcare.
2. Apply entrepreneurship and management knowledge and skills to start-up a business in the context of global health.
3. Demonstrate effective communication skills to deliver a winning pitch for innovation and entrepreneurship in Global Health. |
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Assessment Procedures:
The assessment procedure includes a group-based assignment; all students in the same team receive the same grade.
During the 14 days (distributed along 3 weeks), participants will work in teams in the entrepreneurship workshops on a real Global Health challenge proposed by the project partners to design new and potentially fruitful business models. The teams will receive inputs on how to identify the need, the client segments, design and validate the prototype, and structure a market opportunity.
Each team will have to submit a video pitch of 5 minutes duration with the business model of the proposed solution for the challenge.
The final day of the training culminates in a pitching day in which teams will pitch their business model in 1 minute and have 9 minutes of questions and answers with a panel formed by international experts and EIT Health staff and Alumni who will assess the projects based on 4 evaluation criteria: problem, market, solution, and revenue model.
The 4 best-rated teams (the 3 teams best rated by the jury and 1 Peers Award selected by peer participants) have access to a Joint NUI Galway - StartUB! Acceleration program to further develop their projects in collaboration with the project partners.
Note: Please see Annexes 2, 3 and 4 for examples of the Challenge Persona, Challenge and Pitch Guidelines and Assessment Rubric.
Evaluation grades will be communicated within 15 days after the pitch presentation.
Resit: Teams failing the assignment will be given a second opportunity to present the innovation solution to their challenge in front of a panel of experts. The timing will be communicated to affected teams. |
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Content:
Please see detailed schedule in annex 1.
S Session
CW Challenge-based Workshop
SM Self-Managed time (self-study and
self-managed teamwork)
WEEK 1
DAY 1 – Challenges in Global Health
S0 - Welcome to Energhy Summer School
This session will include a general introduction to the course structure and organization. It will also cover a brief presentation of the main course funder, the European Institute of Innovation & Technology (EIT Health) and the introduction of the course participants.
S1- How Can Innovation help reach the Sustainable Development Goals (SDGs) and save lives in Pandemics?
In this session, students will be introduced to why innovation is needed in Global Health, and what challenges and opportunities innovation faces.
CW1. Introduction to ENERGHY Challenges
Students will learn to understand challenged-based in practice, by identifying potential problems, which can be solved using an innovative approach.
CW2. Team Building & Creativity
In this session, students will start putting in practice the Challenge Based Learning (CBL) by working with a team to achieve a time sensitive challenge. They will also learn to develop communication skills and the use of technology to create digital content.
SM. Teambuilding & Tutoring
These sessions are aimed to serve as teambuilding and tutoring in breakout groups and also for self-study time.
DAY 2 – Needs Led Innovation
CHALLENGE-BASED VIRTUAL VISITS
These are practical workshops where students will be introduced to real Global Health challenges proposed by ENERGHY partners for learners to develop an innovative and sustainable business model guided by coachers.
The aim of the first workshop is to understand a global healthcare challenge when immersed within an organizational setting. Students will apply theories and models learned throughout the programme in industry taking into consideration the limited resources available (human capital, time, finance, etc).
VISIT 1 - SANOFI ESPOIR
Challenge: Cervical cancer diagnostic
VISIT 2 - SANT JOAN DE DEU PEDIATRIC HOSPITAL
Challenge: lack of access to affordable and personalized prosthesis in low-and-middle income countries
VISIT 3 - MÉDECINS SANS FRONTIÈRES
Challenge: rapid diagnostic in epidemics
CW3 Innovation and entrepreneurship: problem statement definition
• Understand the innovation process and types of innovation.
• Understand the importance of problem definition to design successful innovations
SM. Self-study
DAY 3 - Innovation for Health Equity
S2 & S3. Social entrepreneurship & innovation: how to overcome health access and inequity though innovative business models
In these two sessions, students will be introduced to innovation and social business concepts. They will also learn to apply entrepreneurship tools like Business Model Canvas to Global Health interventions and will be able to identify business model innovation.
S4. From research to innovation for impact
This session focuses on the understanding of how Global Health research projects are identified and developed. Students will be able to identify the key elements to bring global health innovation to market.
SM. Teambuilding & Tutoring
DAY 4 - Moving to Smart Health
S5. How to take discoveries out of the lab, intellectual property & transfer policy from the perspective of a Global Health research center
In this session, students will learn how to identify inventions that respond to a social need and have potential commercial interest. They will also gain an understanding on how to protect inventions to create the necessary market incentives and define strategies to exploit them.
S6. Needs-driven innovation: user-centred design
By the end of this session, students should be able to understand the Biodesign methodology, the role of immersion and observation in innovation and empathy.
S7. Medical tech innovation: the role of the team and leadership skills
This session is focused in the role of the team in taking needs led innovation to market and the successful leadership in a highly competitive market.
SM. Teambuilding & tutoring
DAY 5 - Innovation & Entrepreneurship: Searching for Opportunities
S8. Being an entrepreneur ups & downs, pitfalls and watch-outs: first-hand experiences from medical/health start-ups
After this session, students will be able to understand the challenges and opportunities of being a healthcare innovator. Also to apply knowledge learned to live case examples.
CW4. Opportunity validation & problem statement – Case study
By using a case study as an example, students will get familiar with the key aspects to validate a business idea and the design thinking methodology. To understand the difference between an idea and a business opportunity and to find a focus on the proposed challenges.
SM. Teamwork Opportunity Validation & Tutoring
WEEK 2
DAY 6 - Market Discovery & Validation: Building successful Value Propositions
SM. Teamwork & Tutoring
CW5. Customer and user discovery & profiling
After this session, students will be able to:
• Develop empathy with the potential user.
• Identify user need and user profile.
• Differentiate between patients, users and customers.
• Gain a clear understanding about what is value generation and value delivery.
• Being able to design and define a value proposition.
CW6. Value Proposition design & Validation (patient/user/customer engagement)
In this session, students will develop the first value proposition canvas for the challenge. They will also learn how to identify the stakeholders who could affect or are needed to develop the value proposition. Patient / user / customer engagement.
SM. Teamwork & tutoring
DAY 7 - Start-up your business: Product Development & Business Design
SM. Teamwork patient validation & tutoring
CW7. Prototyping: minimum valuable product
After this session, students will be able to:
• Understand what a Minimum Valuable Product is.
• Conceptualize and prototype goods and/or services.
• Take a hands-on approach to product development.
URBAN HEALTH Spotlight Talk
This talk is aimed to understand how demographic and epidemiological changes will influence the burden of disease in urban areas. And the links between urban and transport planning and health. Students will learn about the tools and methods used to integrate health into other sectors in urban areas.
SM. Teamwork expert validation & tutoring
DAY 8 - Start-up your business: Product Development & Business Design
SM. Teamwork Expert Validation & Tutoring
CW8. From product to business: business model generation
After this session, students will be able to:
• Understand what a business model is.
• Understand what the most common elements of a business model are.
• Identify the key elements of the business model validation.
SM. Teamwork & tutoring
DAY 9 - Start-Up your business: Financials & Investment
S9. Understanding start-up financials from cost structures to revenue models
After this session, students will be able to understand the following concepts and key ideas:
• Cost structures associated with starting up a new business.
• The potential revenue models associated with starting up a new business.
• The relationship between cost structures and revenue models and what break even looks like in reality.
• To start with the end in mind. Is my business model about revenue generation or do I have an exit strategy based on IP/ Licensing/ Patenting?
S10. Partnership, business management, what investors want and innovator toolkit
In this session, students will learn how to prepare a business for investment, by understanding the journey of an entrepreneur. They will also be able to apply knowledge learned from entrepreneurs to live case examples using the Innovator Toolkit to their challenges.
SM. Teamwork & tutoring
DAY 10 - Final Pitch Coaching
CW9. How will investors consider your projects? Flipping the pitch. Wearing the investor’s hat
In this session, students will learn how to self-assess the investor readiness level of their project and understand what they are looking for.
CW10. How to pitch a project
Students will learn the three elements of making a correct pitch: ethos, pathos, logos.
SM14. Teamwork Pitch elaboration & Tutoring
WEEK 3
DAY 11 - Pitch Elaboration
SM27. Teamwork Video Pitch elaboration & Meeting with mentors.
SM14. Teamwork Pitch elaboration.
DAY 12 - Pitch Elaboration
SM27. Teamwork Video Pitch elaboration & Meeting with mentors.
DAY 12 - Pitch Elaboration
CW11. Pitch revision
This practical session will help students to develop the skills needed to perform an outstanding pitch.
Learners’ Feedback and Evaluation:
Satisfaction & Post-Course Knowledge, Skills and Attitudes Surveys.
This synchronic session will be devoted for learners to perform post-course knowledge, competence and satisfaction surveys.
SM26. Teamwork & Tutoring.
DAY 13 - Pitch Elaboration
SM27. Teamwork Video Pitch Elaboration by teams.
Self-managed time to prepare the video pitch with the support of the team mentor.
CW12. Alumni registration, community engagement, teams feedback preparation and voting best pitch video
Incentivize participation in EIT Health programs and registration to EIT Health and ISGlobal Alumni networks.
Instructions will be given for teams to prepare an oral feedback video, as well as on how to vote the best pitch video for the pitch Peer Award.
SM. Video pitch visualization & voting best pitch by learners.
IN PARALLEL: Video Pitch Visualization by the Jury
DAY 14 - Pitch and Awards Ceremony
CW13. Pitch competition:
Q&A with the jury per challenge
3 parallel Pitch Panel Sessions (one per Challenge) with TEAMS & JURY.
Connection links on Virtual Campus.
10’/team (1’ pitch + 9’ Q&A)
Jury deliberation per challenge
Jury members of each panel will deliberate the scoring evaluation per each team and reach a consensual score that will be transmitted to the ENERGHY organizing team by each panel Chair.
Closing remarks & pitch awards & feedback.
Institutional closing remarks by EIT Health and consortium organisations such as NUI-Galway, University of Barcelona and ISGlobal. |
|
Methods:
In this 14-day course the participants will flow from open-discussions on innovative Global Health live-cases to intensive real challenge-based entrepreneurship workshops, virtual field visits and coaching that culminates in a final pitch competition and awards ceremony. The 4 best-rated teams (including 1 Peers Award) have access to a Joint NUI Galway - StartUB! Acceleration program.
During the course, the students will use the following online learning resources:
• University of Barcelona Virtual Campus
• Zoom for synchronic sessions and self-managed teamwork.
• Techstars Entrepreneur’s Toolkit, an online educational resource to help students learn the fundamentals of entrepreneurship and accelerate their success. Participants in this course will have free access to this toolkit comprised of 12 topics and a series of short videos and worksheets within each topic. |
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Prerequisites:
This course is designed for postgraduate students or young professionals with a recent postgraduate degree.
Participants should demonstrate a medium user competency in the use of online platforms (i.e. Zoom) and repository platforms (Moodle, Google slides, etc.). They will receive the needed instructions at the beginning of the course to be able to follow the course without any problem.
tropEd candidates must accredit an English language level TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0 or equivalent. |
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Attendance:
Maximum of 60/70 students per course |
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Selection:
For tropEd students: First come, first served |
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Fees:
875€ + University taxes (90€ approx.) |
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Scholarships:
Possibility of a few scholarships funded by partners. Details to be announced |
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tropEd accreditation:
Accredited Online GA Feb 2021 |
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| Email Address: |
nuria.casamitjana@isglobal.org |
| Date Of Record Creation: |
2021-03-02 07:26:02 (W3C-DTF) |
| Date Of Record Release: |
2021-03-02 13:32:20 (W3C-DTF) |
| Date Record Checked: |
2021-03-02 (W3C-DTF) |
| Date Last Modified: |
2021-07-19 21:47:59 (W3C-DTF) |
