Modul

The examination in this module comprises the submission of graded intermediate results in the form of prototypes (low fidelity and high fidelity) as well as various technical and economic reports (according to § 4 (2), 3 SPO):

1. Submission of a technical report with requirements list and system architectur
2. Submission of the reflection of the gate plans
3. Presentation of the High-fidelity

The module grade consists of 50% of the evaluation of the low fidelity prototype including intermediate results of a technical and economic nature and 50% of the evaluation of the high fidelity prototype including intermediate results of a technical and economic nature.

Personal competence

• Ability to reflect: Students can analyse certain elements of their actions in social interaction, critically assess them and develop alternative actions.
• Decision-making ability: Students can prepare a decision template in due time and provide the necessary factual arguments for alternative decisions and thus make timely decisions.
• Interdisciplinary cooperation: Students can recognise the limits of their domain competence and adjust to domains outside their subject area. The students are able to recognise missing (own) competences and to supplement them with complementary competences (of other persons in the team). Students can communicate their domain to others and develop a basic understanding of foreign domains.
• Value-based action: Students can use selected tools of psychology to recognize their own values. They can compare these values with other team members and critically reflect on whether their offers match these values.
  

Social competence

• Ability to cooperate: Students can analyse and assess their cooperation behaviour in the group.
  Communication skills: Students can present their information in a convincing, focused and target group-oriented way.
• Conflict ability: Students can recognise conflicts at an early stage, analyse conflict situations and name solution concepts.

Innovation and Entrepreneurship Competence

• Agile product development: Students can apply methods of agile product development such as Scrum.
  Methodical innovation finding: Students can perform user- or technology-centric innovation processes to develop sustainable value propositions for dedicated target groups (e.g. Design Thinking (DT), Technology Application Selection (TAS) process).
• Orientation on the management of new technology-based companies (NTBF): Students can name the central concepts of intellectual property and legal form. Students can name the most important tasks of entrepreneurial leadership.  They can identify the relevant forms of business modelling and draw up a business plan. Students know the central approaches to building an organisation. Students will be able to identify the ownership structure of investments and how to develop a strategy. The students can name marketing concepts and create a business model.
• Create investment readiness: The students are able to create a rudimentary sales and cost planning. Furthermore, they are able to create a project plan for a company and derive an investment plan from it. The students can present the business plan to potential investors and develop investor empathy.
• Business model development competence: Students are able to use relevant tools for business modelling, e.g. the Business Model Canvas. Students can develop and evaluate alternative business models.
• Dealing with risks:Students can identify the basic risks in terms of desirability, technical feasibility and profitability. Students can use customer interaction methods to test desirability and willingness to pay. Students can draw up a rudimentary competitive analysis. Students can identify and identify risks and possible reactions.

Systemic technical competence

• Problem-solving competence: Students can analyse, assess and solve a technical problem in a structured way.
• Agile Methodology of System Development: Students can name the different system development processes and apply them appropriately.
• Validation in a volatile environment: Students can perform a technical and economic validation under volatile boundary conditions. For this purpose they can name the boundary conditions and interpret the results of the validation.
• Functional decomposition: Students are able to identify and interpret complex customer needs and derive functional requirements from them.
• Architecture development: The students are able to recognize correlations from the functional requirements and to derive a suitable system architecture.
   

The module can only be completed together with the module M-WIWI-105010 "Student Innovation Lab (SIL) 1". 

An application is required for participation in the modules Student Innovation Lab (SIL) 1 and Student Innovation Lab (SIL) 2. Information about the application can be found at http://www.kit-student-innovation-lab.de/index.php/for-students/.

In a real laboratory, the module imparts professional, social and personal competences in entrepreneurship and in the respective technical domain. The aim is to prepare students in the best possible way for an entrepreneurial activity within or outside an established organisation. Our teaching is research-based and practice-oriented.

As an integral part, the lecture Entrepreneurship offers the theoretical basis and gives an overview of important theoretical concepts and empirical evidence. Current case studies and practical experiences of successful founders underline the theoretical and empirical contents. In order to operate a company on a long-term basis, important specialist knowledge is also of decisive importance. The content of the lecture therefore includes an introduction to Entrepreneurial Marketing and Leadership as well as the basics of Opportunity Recognition and Business Modeling. Customer-centric development methods, the lean start-up approach and methods for technology-oriented innovation are presented. Future founders must be able to develop and manage resources such as financial and human capital, infrastructure and intellectual property. Further aspects relate to the establishment of an organisation and the financing of one's own project.

The knowledge gained in the lecture Entrepreneurship will be applied in a practice-oriented seminar and in the labs. We use an action learning approach to complement the knowledge with skills and reflective attitudes. In five-member teams, the students experience their way from idea generation to the final investor pitch.

With regard to the labs, students have the following options:

• As an innovation platform, the Automation Innovation Lab offers flying robots for cooperative swarm solutions.
• The Industry 4.0 Innovation Lab enables innovations in the area of the next industrial revolution with mobile robot platforms.
• In the Internet of Things Innovation Lab, innovations in Assisted Living and Smart Housing are made possible by a comprehensive kit of mobile robots and sensors.
• The Computer Vision for Health Lab offers a selection of state-of-the-art imaging devices and powerful computing hardware for innovative image-based applications for medicine and healthcare.

The module also teaches methods of agile system development (Scrum) and the associated validation methods as well as methods of functional prototyping. Gate plans are applied within the module to determine project progress.

Methods for the reflection of individual & team work are treated and applied as well as group work specific knowledge about different roles of team members, solution of conflict situations and interdisciplinary teams are obtained.

The module comprises a total of 270 hours (8 hours attendance time, 213 hours preparation and follow-up time, 49 hours preparation time for examination), which corresponds to a total of 9 credit points for two semesters.