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1 - 10 of 13 results for: CSI::socialentrepreneurship ; Currently searching offered courses. You can also include unoffered courses

BIOE 273: Biodesign for Digital Health (MED 273)

Health care is facing significant cross-industry challenges and opportunities created by a number of factors including: the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables; simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from welln more »
Health care is facing significant cross-industry challenges and opportunities created by a number of factors including: the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables; simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with a need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of ten weeks, these speakers join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, health organizations, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students need to submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_28ZWIF8RJsyMvCR
Terms: Aut | Units: 3

GSBGEN 514: Creating and Scaling High Potential Ventures in Developing Economies (Cases)

GSBGEN 514 - Creating High Potential Ventures in Developing Economies (2 Units) This course addresses the distinctive challenges and opportunities of launching high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import a more »
GSBGEN 514 - Creating High Potential Ventures in Developing Economies (2 Units) This course addresses the distinctive challenges and opportunities of launching high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import and export procedures, unreliable local supply chains, weak infrastructure, corruption, currency risks, limited investment capital, lack of financial exits and more. This course is designed to help would-be entrepreneurs - both founders and members of entrepreneurial teams - better understand and prepare for these issues as they pursue the opportunities and address the challenges to start, grow, and harvest their ventures in these environments. GSBGEN 514 is a seminar/discussion format in which students will read about and discuss the key challenges described above and potential solutions. Guests will describe their own startup and investing experiences in developing economies and answer questions. A framework based on the World Economic Forum (WEF) report on "Entrepreneurial Ecosystems Around the Globe and Company Growth Dynamics" will be used to structure the course. Each student will prepare a short write-up as a final assignment on a case chosen from a selection provided by the instructors. Note: Groups of students who want to work as a team to investigate a specific new venture idea in addition to participating in the seminar/discussion sessions should also consider enrolling in GSB534, offered in Spring term.
Terms: Win | Units: 2

ME 206A: Design for Extreme Affordability

Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu
Terms: Win | Units: 4

ME 206B: Design for Extreme Affordability

Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu
Terms: Spr | Units: 4

ME 368B: Biodesign Innovation: Concept Development and Implementation (BIOE 374B, MED 272B)

In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and int more »
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr | Units: 4

OIT 333: Design for Extreme Affordability

Design for Extreme Affordability is a two-quarter project-based course hosted by Stanford's d.school and jointly offered by the Graduate School of Business and the School of Mechanical Engineering. We focus on the development of products and services to improve the lives of the our poorest citizens. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change lives. Topics include user empathy, product and service design, rapid prototype engineering and testing, social entrepreneurship, business modeling, ethics, equity, partnerships, team dynamics and project management. Since the course was first offered, we have executed 168 projects with 72 partners. Many of the projects have been implemented and are achieving significant social impact. This year we will launch for the first time, Extreme Local, where we will team up with local Bay Area partners to address some of their challenges, We will continue to publish latest information for prospective students here: https://extreme.stanford.edu/prospective-students
Terms: Win | Units: 4

OIT 334: Design for Extreme Affordability

Design for Extreme Affordability is a two-quarter project-based course hosted by Stanford's d.school and jointly offered by the Graduate School of Business and the School of Mechanical Engineering. We focus on the development of products and services to improve the lives of the our poorest citizens. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change lives. Topics include user empathy, product and service design, rapid prototype engineering and testing, social entrepreneurship, business modeling, ethics, equity, partnerships, team dynamics and project management. Since the course was first offered, we have executed 168 projects with 72 partners. Many of the projects have been implemented and are achieving significant social impact. This year we will launch for the first time, Extreme Local, where we will team up with local Bay Area partners to address some of their challenges, We will continue to publish latest information for prospective students here: https://extreme.stanford.edu/prospective-students
Terms: Spr | Units: 4

OIT 384: Biodesign Innovation: Needs Finding and Concept Creation

In this two-quarter course series ( OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and implementation into patient care. During the first quarter (winter 2021), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2021), teams screen their ideas, select a lead solution, and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology industry experts and investors. Class sessions include faculty-led instruction and case studies, coa more »
In this two-quarter course series ( OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and implementation into patient care. During the first quarter (winter 2021), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2021), teams screen their ideas, select a lead solution, and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology industry experts and investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 50 venture-backed healthcare companies and has helped hundreds of students launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win | Units: 4

OIT 385: Biodesign Innovation: Concept Development and Implementation

In this two-quarter course series ( OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and implementation into patient care. During the first quarter (winter 2021), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2021), teams screen their ideas, select a lead solution, and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology industry experts and investors. Class sessions include faculty-led instruction and case studies, coa more »
In this two-quarter course series ( OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and implementation into patient care. During the first quarter (winter 2021), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2021), teams screen their ideas, select a lead solution, and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology industry experts and investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 50 venture-backed healthcare companies and has helped hundreds of students launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr | Units: 4

STRAMGT 325: Formation of Impact Ventures

This class is for students who want to start, invest in, or take a senior position in a social impact venture. For the purposes of this class, a social impact venture is an organization (both for profits and non-profits) whose primary mission is to provide a sustainable solution to a social problem. The class covers venture creation and development, resource acquisition, and managing growth in the context of impact ventures. The class deals with situations from the perspectives of both the entrepreneur and investor. Students will have a chance to assess opportunity and action in the context of current impact ventures. The course is integrative and will allow students to apply many facets of their business school education. We will have a mix of case discussions, lectures, student-led in-class exercises, and guest speakers. The final project involves engagement with an emerging impact venture and its management. The instructors, Laura Hattendorf and Russell Siegelman, are active, early stage impact investors.
Terms: Win | Units: 3
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