**Teaching Methods**

A large autonomy is given to the students to organise and achieve their goals.

Students will work in small teams, with each team assigned to a challenge.

Teams will identify and address a challenge/question in the context of their assigned case, such as considering alternate business models or analysing go-to-market scenarios. Students need to ground their reflections by exploring some specific areas: business environment, competition, suppliers, partners, environmental and sustainability issues, etc, both deductively (i.e., through desk research) and inductively (i.e., through field work) as appropriate.

To address their challenge/question, the students will cover the 4 generic steps of an explorative business analysis:

• Identification of the relevant challenge/question,

• Acquisition of applicable concepts/methods/tools,

• Observations (data collection) on a selected part of the case,

• Analysis and interpretation.

Students’ supervision comprises:

• A few group sessions to introduce and detail the assignments, and help students identify the challenges/questions,

• 1-to-many mentoring sessions, where teams will be coached in completing their case study, and progress will be monitored,

• A final oral defence.

Each student will be in charge of a part of the group’s delivery, with specific “roles” defined during the mentoring sessions.

The companies responsible for the case will contribute to supervision, provide data/contacts, participate in the oral defence and/or offer other meeting occasions to ensure rooting of the business assignment in real life.

While the course foresees several (4-5) plenary lectures covering topics that are of general use to all students, most of the time will be dedicated to group mentoring.

**Course Goals and Learning Objectives**

After completion of the I&E Studies course, students should…

• … have the ability to apply, synthesise, and evaluate prior I&E learning within a specific innovation or entrepreneurial project setting and a specific innovation area.

• … have the ability to conduct a business analysis, make decisions and formulate recommendations or justify actions in a real environment.

• … have the ability to choose and apply relevant concepts/methods and/or tools and collect relevant data for conducting a business analysis and making decisions in a real environment.

• … have the ability to produce a professional writing on a business analysis topic.

• … have the ability to apply concepts, methods and tools pertaining to identifying and assessing the impact/value of a technology in an industry, market and/or organisation and the innovation / business opportunities it creates.

• … have the ability to reflect critically on issues related to the development of ICT solutions, and their potential pitfalls due to market and/or social reasons.

• … have developed a sense of "out of the box thinking" and creative approaches to problem solving, even in contexts that would otherwise suggest a technical solution.

• … have the ability to make value and ethical judgements about the development of technological and business solutions.

• … have the ability to work as a team with other students to complement each other's competences and perspectives.

CV (Curriculum Vitae) is a document that summarizes your educational and professional history. It must provide a detailed overview of your academic and work experience, skills, achievements, and qualifications.

Member universities may require additional information from applicants. Please read the application information section carefully and include any extra required information in this section.

Other

University of Trento

I&E Studies

Entrepreneurship, technology and innovation

Critical and innovative thinking

The Challenge invites students to support five local companies from the Trentino region of Italy, operating in the food and beverage sector (meat-based snacks, wine, spirits, and craft beer). These companies are seeking to expand internationally and are looking for insights on which foreign markets offer the most promising growth potential.  
Now in its second edition, the challenge builds on the successful experience of the previous year and continues to offer students a unique opportunity to engage with real companies. Students will first attend dedicated sessions to learn how to conduct international market research, including how to assess market attractiveness, interpret consumer and competitive data, and navigate cultural and regulatory differences. They will then apply these methods in teams to analyze selected markets and recommend the most suitable country for expansion. Working in international and multidisciplinary groups, students will engage with companies through presentations, mentoring, and on-site visits. They will produce a comparative research report and deliver a final team presentation to company representatives. This challenge represents the applied component (4 ECTS) of the 8 ECTS International Marketing course, and offers a hands-on opportunity to develop practical skills in market analysis, teamwork, and professional communication — while contributing tangible value to real businesses.

Motivation letter is a personal statement and it might include a brief introduction of yourself, explanation why are you interested in the learning opportunity you are applying to, any relevant experience or skills that you have, your goals and how this opportunity will help you achieve them, This document should not be more than 400 words.

Motivation Letter

Transcript of Records is an official document issued by your home university. It specifies the name of the institution, the academic programme you are enrolled in, the list of courses taken up until the current period, the exams or tests you passed, the grades and the credits you earned. 

Transcript of Records

a group of people looking at a large screen with writing on it

Go Global Challenge

- and grow your skills along the way

Vallagarina is a very central place when considering climate change and biodiversity loss: it is located on the southern side of the Alps, a hotspot for climate change, and thus an ideal place to create and test solutions to adapt cities to its effects and reduce its causes.

ApT Rovereto e  Vallagarina is the local consortium for tourism development and is looking for strategic and innovative solutions to shape the future of tourism in Vallagarina. This important economic sector will need to reshape itself.

Station 4 Transformation is a New European Bauhaus-based hub for public and civic participation whose goal is to imagine and experiment with sustainable, inclusive, and beautiful ways to live in the city and the valley, also to spread them to other cities in Europe.

You will be a host here and enjoy some peculiar experiences to “taste” what it means to be a tourist here.

You will also talk to local entrepreneurs and operators to understand today’s challenges and plans for the future, and you will join some classes and workshops to learn about the changes this area is going to undergo and how they will affect the tourism industry.

Futureproof Tourism: Co-Designing Sustainable Journeys in Vallagarina

Rethink Tourism Through Innovation, Inclusion, and Biodiversity

Energy and sustainability

Bikeflip is the European marketplace for second-hand bicycles and components, reshaping how people perceive and engage with pre-owned bikes by turning the circular economy into a real alternative to buying new. With secure payments, insured shipping, and dedicated support, Bikeflip removes the typical barriers of distance and trust in online transactions. Founded in 2021, Bikeflip is a fast-growing startup that began in Italy, Austria, and Germany, and now enables shipments across Europe. It is backed by a strong cycling community and top MTB athletes like Red Bull icon Fabio Wibmer, slopestyle rider Andrea Maranelli, and downhill world champion Loïc Bruni. Bikeflip aligns with UN Sustainable Development Goals 11, 12, and 13 by promoting urban cycling, encouraging circular economy through bike reuse, and reducing CO₂ emissions by making bicycles more accessible as a sustainable alternative to motorized transport. Bikeflip’s headquarters is in Rovereto, within Progetto Manifattura, a leading green-tech hub. The Operations and Marketing teams work on-site, while developers contribute remotely from across Europe. The platform is entirely developed in-house with a custom-built system designed for scalability.

Second Life, First Choice

Rethinking Second-Hand Bicycles Across Europe

Circular economy

Transport and Mobility

Students will support the company in the implementation of more efficient engineering techniques in the extraction of algal biomass, coming from the valorization of waste products from biogas plants as a source of CO2 and fertilizers.

But also will become familiar with all the regulations required by the EFSA in charge of food safety for novel foods, also supporting the company in entering the nutraceutical and feed market.

Students will learn how to solve those challenges using futures learning methodologies, going through two divergent phases: in the first the learners will decide which field of application (commercial sector, or industrial segment) they wish to explore; in the second, students will use scenarios to explore how their chosen field of application could evolve in a medium-term future.

In practice, once students have decided on a scenario, they will close the challenge by making a meaningful recommendation to whoever organized the challenge.

Learners will have the opportunity to critically evaluate the potential of a technology and to use thinking tools to experiment with a less classic way of doing entrepreneurship in the field of Innovation and Technology, orienting it towards responsible innovation and sustainability.

The challenge calendar may undergo slight changes.

Back to the Future

Circular Economy of Functional Ingredients: Technological and Market Perspectives in Novel Food and Feed Sectors.

An opportunity has emerged to involve corporate partners who can share with students inputs for the development of product ideas, to be translated into concepts and later into prototypes. In this context, the **CBL (Challenge-Based Learning)** approach would allow students to focus their problem-solving activities on well-formulated and high-impact business requirements. Interaction with corporate stakeholders would also help validate students’ ideas and provide in-depth feedback. Moreover, students would gain experience in engaging with business stakeholders within the product development process. 

**The ACTIVITIES** of the challenge would focus on:

1. the provider sharing potential product requirements;
2. the provider supporting teaching activities through specific lessons on innovative approaches (e.g., design thinking);
3. feedback sessions to evaluate progress;
4. mentoring;
5. a final evaluation session, in a “demo day” format.

Activities would begin at the start of the second semester (end of February 2025), with intermediate feedback moments, and conclude in mid-June 2025. All activities will be integrated into the regular class schedule.

**The METHODS** are based on:

1. interactive lessons,
2. student presentations during feedback and evaluation sessions,
3. interaction with the provider and FabLab for validation and prototyping.

ICT Innovation – Smart Product Design & Development Challenge

Inter-personal skills

“If you can’t describe your business model in ten words or fewer, you don’t have a business model.” – Guy Kawasaki

“Whatever it is, every idea you present must be something you could get across easily at a cocktail party with strangers. If only aficionados of your industry can understand what you're saying, you've blown it.” – Jack Welch

“You can have brilliant ideas, but if you can’t get them across, your ideas won’t get you anywhere.”–  Lee Iacocca

Communicating Innovation

Intra-personal skills

This is a great chance to step into the shoes of a strategist, work on an innovative and sustainable food solution, and develop skills that will set you apart in the job market. Choruba is more than just an ingredient: it’s a game-changer in the chocolate industry and your ideas could shape its success in the B2B market.

Whether you are passionate about technologies, marketing, sustainability, or entrepreneurship, this challenge will push your creativity, analytical skills, and strategic thinking to the next level. In addition, you will gain hands-on experience that can boost your career prospects.

In this challenge-based learning experience, students will:

- Analyze market opportunities: identify the most effective sales channels to introduce Choruba to confectionery manufacturers, food companies, and ingredient suppliers.
- Develop go-to-market strategies: define Choruba’s competitive positioning and entry strategies in the B2B chocolate sector.
- Create targeted communication plans: design marketing and digital strategies to engage businesses and convince them to adopt Choruba.
- Explore global potential: assess emerging trends and international opportunities in the chocolate and allergen-free ingredients market.

Shaping the future of chocolate

Challenge the chocolate industry with Choruba - a sustainable, delicious, and allergen-free alternative to cocoa.

One of the primary objectives of this module is to shift the narrative from the conventional understanding of creativity as an individual endeavor to a more nuanced perspective that recognizes the power and potential of collaborative efforts. By doing so, participants will develop a profound understanding of how group dynamics, team interactions, and shared perspectives contribute to the emergence of innovative ideas and solutions.

Content summary:

- Introduction to the creative process
- Team and collective creativity
- Organisational mechanisms to support collective creativity
- Leading for creativity

Creativity and Collective Creativity in Organizations

Course Content summary  

– Defining social challenges  

– the Engage-Investigate-Act  

– Creativity and collaboration  

– The helicopter view  

– The goal: develop a useful, innovative and feasible project

Basics of Social Challenges

Which benefits spill on society and local communities when we are able to explore multiple  implications of socio-economic factors and prospective geopolitical events? How is dealing professionally with the future as a study object? What type of mindset and study career is needed for developing a rigorous methodological framework in future studies?

These questions are among the ones that the participants to ECIU Challenge 2025 ‘Engaging with the Future’ will address and research: they will be involved in an innovative learning environment, dealing with in-presence participatory workshops and lectures and online meetings and seminars with experts and academics. Collaborating in groups and supported by tutors, students are also called to challenge the world with a visionary attitude in formulating ideas about new educational paths and multidisciplinary competencies for ‘Engaging with the futures’.

Within the ECIU educational framework, participants  (BA and MA students), researchers and professionals dealing with future studies and related issues will imagine how anticipatory perspectives can be stimulated at the individual and social level and discuss the possible interconnections between disciplines (anthropology of the future, foresight and scenario planning, risks and disasters anticipatory plans) and across relevant global issues (demographic crisis, ecological transformations, social and political hysteresis, cultural changes).

The 2025 edition of the Challenge will offer in-presence lectures by researchers of both Trento and Linkoping University (Poli, Odella, Foradori, Fredrickson, Dahlin), participatory workshops and online seminars with international experts and professionals of Social Foresight.  Innovative learning models will be implemented in classes and assessments evaluation, encouraging students' creativity and critical thought; each group of participants will be supervised by Teamchers that will assist them in dealing with their projects and progressing in their learning paths. Finally, issues related to European innovation and cultural diversity could also be explored during the two weeks of international mobility (Soi, Trento and Norrkoping Campus, Sweden) during meetings with community and institutional representatives that may contribute to enrich the participants’ educational experience.

Engaging with the Futures - Resilient Communities

Developing competences and a critical mindset to look ahead for Global Challenges and Socio-Economic Transformations

Resilient communities

This micro-module is a collaboration between 6 ECIU universities: UAB (Spain), KTU (Lithuania), UiS (Norway), UniTn (Italy), INSA (France), and UT (the Netherlands). This means you get to gain knowledge from experts of all these different universities! This is therefore a unique opportunity that offers multiple perspectives and an intercultural experience.

### **Why learning about interculturality matters**

Interculturality is a crucial skill in today’s globalized world, enabling effective communication and collaboration across cultural boundaries. It fosters empathy, helps navigate differences with respect, and is essential for addressing global challenges like climate change and migration. In academic and professional settings, intercultural competence is highly valued, supporting teamwork in diverse and international contexts. Personally, it enriches your worldview, enhances self-awareness, and opens you to new perspectives. By embracing interculturality, you contribute to a more inclusive and collaborative global society.

### **What you'll learn**

This online micro-module is designed to give you a comprehensive understanding of interculturality through a structured blend of expert-led lectures and interactive discussions. The course is divided into three thematic blocks, each building on the previous one to create a cohesive learning experience:

**Block 1: Understanding cultural differences**  

You’ll start by exploring foundational theories of culture, learning what defines and distinguishes cultures around the world. This block highlights the importance of cultural diversity in today’s globalized world, helping you develop an awareness of how cultural differences shape interactions and perceptions.

**Block 2: Global perspectives**  

In this section, you’ll examine the effects of migration, media representation, and the concept of global Englishes. These topics will give you a broader perspective on how cultural narratives evolve and influence societies across the globe. You’ll gain insights into how these factors contribute to both challenges and opportunities in intercultural communication.

**Block 3: Practical intercultural skills**  

The final block focuses on practical workshops to equip you with effective communication techniques for interacting across cultures. You’ll learn how to navigate cultural nuances in professional and personal settings, ensuring your interactions are respectful, clear, and impactful.

By the end of the course, you’ll have a deeper understanding of cultural theories, a global perspective on societal changes, and the practical tools to engage effectively in intercultural settings. This combination of theoretical and hands-on learning prepares you to adapt in diverse environments and address the complexities of global communication

Member university

University of Trento

Member university

University of Trento

Learning opportunities of University of Trento