Business Models, Sales and Digital Marketing

Category: Discipline
  • Não
  • This course unit aims to develop skills in designing and implementing business models adapted to the digital environment. It covers results-driven sales and digital marketing strategies, focusing on value creation, market segmentation, and data-driven decision-making. Through a practical and strategic approach, students analyze real-world cases and apply essential tools for managing and growing businesses in today’s market.
  • Semestral

  • Descrição

    Data limite

    Ponderação

    Teste de avaliação individual

    A definir

    50%

    Trabalho prático de avaliação em grupo

    A definir

    50%

    (...)

     

     

     

     

     
  • 1. The digital environment 1.1 Technological evolution: past, present, and future 1.2 Access tools, channels, and devices 1.3 Technology adoption barriers and models 1.4 Company cultures and values in the digital context 1.5 The 4 P`s in the digital context 2. Online consumer behavior 2.1 The consumer journey 2.2 Omnichannel 2.3 Online consumer experience 2.4 Segmentation 3. E-commerce e E-business 3.1 Framework 3.2 E-commerce typologies 4. Digital marketing topics 4.1 SEO and SEM 4.2 Social media marketing 4.3 E-mail marketing 4.4 Mobile marketing 4.5 Online advertising 4.6 Affiliate marketing 4.7 Monitorization and web analytics 5. Digital marketing plan 5.1 Design 5.2 Implementation 5.3 Monitoring 5.4 Assessment
  • The objectives of the course are: Understand the new context, challenges, advantages and risks associated with an organization's digital strategy in the domestic and global markets; Know the fundamentals of e-commerce and e-business and how to implement a business on the Internet; Apply marketing concepts, techniques, strategies in the digital context, by identifying best practices; Know and use tools, services and other technological instruments in the context of the Internet to support the implementation of marketing actions; Develop skills to execute the different phases of a digital marketing plan.
  • Mandatory
  • Classes have a theoretical-practical nature, encouraging active participation from students. The assessment methodology is based on the presentation of theoretical concepts through expository methods, and the exploration of themes through the use of active methodologies, which include carrying out exercises and developing individual and group work. Continuous assessment includes a moment of individual assessment (50%) and practical group assessment work (50%). The assessment is carried out in accordance with the approved Assessment Regulations. Furthermore, the use of appropriate methodologies for distance learning, such as Problem-Based Learning (PBL), which encourages the resolution of real problems, is assumed to be effective. Tools such as forums, interactive quizzes and project work favor formative and summative assessment, providing continuous feedback. Gamification, introducing game elements to engage students, also shows promise.
  • Português
  • Chaffey, D., & Ellis-Chadwick, F. (2019). Digital marketing. Pearson. Kingsnorth, S. (2019). Digital marketing strategy: an integrated approach to online marketing. Kogan Page Publishers. Hamilton, R., & Price, L. L. (2019). Consumer journeys: Developing consumer-based strategy. Jobber, D., Lancaster, G. & Le Meunier-FitzHugh, K. (2019). Selling and Sales Management. Pearson. Jobber, D., & Ellis-Chadwick, F. (2024). Principles and Practice of Marketing. McGraw-Hill Education.  
  • 4
  • 0
  • 4
  • 1
  • IPLUSO7082-26840
  • Business Models, Sales and Digital Marketing
  • 26840
  • 7082
  • Enterprise Management and Digital Business

Competitive Intelligence

Category: Discipline
  • Não
  • The Competitive Intelligence Curricular Unit integrates the domain of strategic management and market analysis, enabling students to collect, process and interpret critical information about competition, trends and opportunities. It operates at the intersection of management, marketing, technology and data analysis, enabling the transformation of information into strategic knowledge. The UC covers topics such as benchmarking, ecosystem mapping, competitor analysis and digital decision support tools. It is essential in the study cycle because it strengthens managers' ability to anticipate changes, position the company in the market and create sustainable competitive advantages in a digital and highly competitive context. Its application is essential in areas such as strategy, innovation, business development and marketing.
  • Semestral

  • O programa está suportado por slides de conteúdos teóricos e artigos exemplificativos dos principais conceitos e doutrinas de Inteligência
    Competitiva.
    Na fase final das aulas, os alunos aplicam toda a formação teórica no desenvolvimento de um tema do programa ou na análise de um caso
    prático à luz dos conhecimentos obtidos na UC IC.
    Avaliação
    Trabalho – 90%
    Participação em aula – 10%
    O trabalho deverá corresponder à introdução, no contexto de um Estudo de Caso ou de desenvolvimento de um tema (conceito, técnica de
    análise ou aspeto doutrinário), das matérias abordadas na UC de IC.
    O trabalho deverá ter um limite mínimo de 12 páginas e um máximo de 20, devendo integrar um abstract em línguas portuguesa e inglesa,
    índice e bibliografia. O corpo do texto deverá estar dividido pelo menos em três partes (Introdução, desenvolvimento e conclusão).
  • Brief historical retrospective. The specialization and systematization of intelligence activity. Intelligence activity at the service of the national security of States. The information cycle. Intelligence activity in companies. Main operating concepts - competitive intelligence and economic intelligence. Proposals for conceptual evolution. Competitive intelligence as an activity. The information cycle adapted to business activity. Main operational concepts. Competitive intelligence and leadership, change management and strategy. Main methodologies and techniques
  • This UC intends to provide a brief characterization of the historical evolution of information or intelligence activity and knowledge management, as well as to study its guiding principles, main concepts and definitions and doctrinal evolution. It is also intended to characterize the concept of competitive and economic intelligence, its main objectives and techniques and how it relates to knowledge management in the classical sense.
  • Mandatory
  • In the teaching methodology, the methods of lecture, execution and guided discussion are privileged. The sessions will be theoretical and practical, where fundamental concepts will be presented, using whenever possible, real situations where the concepts, theories and models become more evident. The aim is to encourage discussion as a way of clarifying the questions raised by more complex concepts, through real practical cases developed by students in groups, followed by debate. The following teaching methods (ME) are used: ME1: Expository method; ME2: Interrogative method; ME3: Critical analysis and debate of practical cases. Furthermore, it is assumed that methodologies appropriate for distance learning are used, such as Problem-Based Learning (PBL), which encourages the resolution of real problems, are effective. Tools such as forums, interactive quizzes and project work favor formative and summative assessment, providing continuous feedback.
  • Português
  • Carayon, Bernard. 2012.. L’intelligence économique: dessin du destin. Manuel d’intelligence économique. 1-3. Presses Universitaires de France. Paris. Ernest-Jones, Terry. 2005. Know how - Managing knowledge for competitive advantage. An Economist Intelligence Unit white paper sponsored by Tata Consultancy Services. Fahey, Liam. 2007. Connecting Strategy and Competitive Intelligence: refocusing intelligence to produce critical strategy inputs. Strategy & Leadership. Vol. 35, No.1. 4-12. Emerald Group Publishing Limited, ISSN 1087-8572 Fuld, Leonard 2010. The Secret Language of Competitive Intelligence. Dog Ear Publishing. Indianapolis. Gilad, Ben. 2004. Early Warning. AMACOM – American Management Association. New York. Harbulot, Christian. 2012. Pourquoi l’intelligence économique?. Manuel d’intelligence économique. 5-15. Presses Universitaires de France. Paris.
  • 4
  • 0
  • 4
  • 1
  • IPLUSO7082-9111
  • Competitive Intelligence
  • 9111
  • 7082
  • Enterprise Management and Digital Business

Corporate Finance, Finance and Accountability

Category: Discipline
  • Não
  • This course aims to deepen knowledge in Financial Management within the broader scope of business and corporate management. It is aimed at undergraduate students who wish to update and deepen their specific knowledge of corporate finance in open and complex financial markets.
  • Semestral

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Teste de avaliação

    dd-mm-yyyy

    50%

    Portfolio

    dd-mm-yyyy

    50%

    (...)

     

     

     

    Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...

     
  • Introduction to business finance • Scope and objectives of financial management • Agency problems • The company and financial markets Financial statements and financial planning • Analysis of global information documents • Ratio-based analysis • Analysis of cash flow generation • Profitability analysis • Financial planning • Financing and growth Assessment of future cash flow • The time value of money • Cash Flow Assessment • Interest rates and valuation of bonds and shares Investment evaluation • Investment financial evaluation criteria • Sensitivity and risk analysis. Short and long term financial planning.
  • Knowledge: Know the theory and methodologies of economic and financial analysis; Know the company's theories; Know strategic formulation methodologies; Understand business decisions in the broader social context. Skills and competencies: Know how to analyze the company's economic and financial situation; Know how to evaluate the profitability of investments and the associated risks; Be able to prepare financial planning; Understand the interconnection between business and society. Attitudes: Understand the interaction that is established between companies, markets and in general between the company and stakeholders.
  • Mandatory
  • Affirmative (demonstrative) methods. • Practical exposure to material in face-to-face sessions. • Context: overview, explanation of how the whole works, questions to obtain experiences; • Division by parts: decomposition of the whole into parts, presentation of the parts, connecting link between the parts, from the simplest to the most complex; • Practice: do, repeat, do together with students, students perform alone Active methods • Promote student activity, interaction with the group, motivation; • Teacher as learning facilitator, proactive monitoring Pedagogical Techniques • Research and analysis of products / services, brainstorming and stimulating creativity; • Guided practical sessions - development of practical group work.     Assessment regime continues: • Group work, 2 to 4 elements; weighting 50%; • Individual test written without consultation; weighting 50%   Final exam, 100% exam grade.
  • Português
  • Ross, S., Westerfield, R.W. & Jordan, B. (2021). Corporate Finance. 13th Ed., Boston: McGraw-Hill. Brealey, R.A., Meyers, S.C. & Allen, F. (2019). Principles of Corporate Finance. 13th Ed., Boston: McGraw. Menezes, H.C. (1999). Princípios de Gestão Financeira. 7ª edição, Lisboa, Editorial Presença. Mota, A. G. & Custódio, C. (2012). Finanças da Empresa. 7.ª Edição, Bnomics
  • 4
  • 0
  • 5
  • 1
  • IPLUSO7082-26837
  • Corporate Finance, Finance and Accountability
  • 26837
  • 7082
  • Enterprise Management and Digital Business

Digital Competences

Category: Discipline
  • Não
  • The Digital Skills Curricular Unit is designed to develop professional profiles capable of ensuring transversal business knowledge through the inclusion of digital skills. The management, use, and even the development of some information systems is one of the skills offered by this course. The analysis, processing, and production of knowledge through business data entered into systems developed by the student is another skill to be taught by this curricular unit.
  • Semestral

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Teste de avaliação

    07-01-2026

    40%

    Trabalho de grupo

    14-01-2026

    30%

    Trabalhos praticos

    02-01-2026

    30%

     

    Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...

     
  • 1. Introduction to information systems (IS) 2. Business strategic planning and management 3. Management of information systems and respective strategic planning 4. Data science to support decision-making in business management 5. Business Intelligence and other business analytics tools
  • This unit aims to provide students with the skills to: OA1 – Understanding the reasons why companies need to align with information systems (IS) and their business models OA2 – Identify the role of IS in a business strategy that aims to be sustainable. OA3 – Structure the competitive advantages of IS in the business market OA4 – Develop an IS strategic plan, through its own methodologies OA5 – Familiarize and equip students with skills regarding the importance of Business Intelligence and the use of data science methodologies, such as business analytics instruments and decision-making support in the business world
  • Mandatory
  • The sessions will be theoretical and practical and always accompanied by predominantly practical sessions, where the fundamental concepts will be presented, using, whenever possible, real-world cases where the concepts, theories and models become more evident. The aim is to encourage discussion as a way of clarifying the issues raised by the more complex concepts, through theoretical tests and practical work, with the latter supported by real-world cases developed by the students in groups, followed by debate. The following teaching methods (ME) will be used: ME1: Expository method; ME2: Interrogative method; ME3: Critical analysis and debate of practical cases. In addition, it is assumed that methodologies appropriate for distance learning will be used, such as Problem-Based Learning (PBL), which encourages the resolution of real problems, is effective, among others.
  • Português
  • • Slides e apontamentos fornecidos pelo docente no decorrer das aulas • Gerow, J. E., Thatcher, J. B., & Grover, V. (2015), Six types of IT-business strategic alignment: an investigation of the constructs and their measurement. European Journal of Information Systems; Basingstoke, 24(5), 465-491 • High, P. A. (2014), Implementing World Class IT Strategy: How IT Can Drive Organizational Innovation (1st ed), S. Francisco, CA: Jossey-Bass. • Peppard, J., & Ward, J. (2016), The Strategic Management of Information Systems: Building a Digital Strategy (4th ed) Chichester, W. Sussex: Wiley . Robson, W. (1996), Strategic Management and Information Systems: An Integrated Approach, (2nd ed), FT Management • Power, D.J., &Heavin, C. (2017) Decision Support, Analytics, and Business Intelligence, Third Edition, Business Expert Press ~ • Stephenson, D. (2018) Big Data Demystified. How to Use Big Data, Data Science and AI to Make Better Business Decisions and Gain Competitive A
  • 4
  • 0
  • 4
  • 1
  • IPLUSO7082-23618
  • Digital Competences
  • 23618
  • 7082
  • Enterprise Management and Digital Business

Organizational and Enterprise Communication

Category: Discipline
  • Não
  • The curricular unit of Organizational and Business Communication is integrated into the cycle of studies in Enterprise Management and Digital Business, and focuses on the analysis and management of internal and external communicational processes of organizations. Works in the fields of strategic, institutional and digital communication, contributing to organizational alignment, reputation management and the relationship with stakeholders. Its relevance stems from the growing importance of communication in the competitiveness, digital transformation and sustainability of organizations.
  • Semestral

  • Participação nas aulas presenciais e síncronas a distância (10%)
    Exercício escrito individual (50%)
    Trabalho de grupo com apresentação oral (40%)
  • 1. Organizational communication applied to organizational management and digital business 2. Communication strategies 3. Organizational communication tools and channels 4. Practical applications, case studies and projects
  • Align learning objectives with practical and interactive teaching methods, ensuring that students not only acquire the necessary theoretical knowledge, but also develop the necessary skills and essential critical thinking in the area of organizational and business communication, in an increasingly business environment competitive and digital.
  • Mandatory
  • The Organizational and Business Communication curricular unit adopts teaching and learning methodologies that emphasize the active involvement of the student and the practical application of knowledge, using interactive and dynamic online platforms, in addition to the synchronous and asynchronous model via Zoom, MS Teams and Moodle. Theoretical concepts are applied independently, through teaching resources provided before classes by the teacher. This allows teachers and students to have space during in-person sessions for in-depth debates, collaborative work and practical activities, such as crisis management simulations and the use of role-playing techniques, which strengthen students' communication skills. Technology also plays a fundamental role in this approach, providing dynamism and independence in learning the skill.
  • Português
  • Conrad, C. (2012). Strategic Organizational Communication: In A Global Economy. 7th, Wiley-Blackwell. Cornelissen, J. P. (2017). Corporate Communication: A Guide to Theory and Practice. 5th, SAGE Publications Ltd. Miller, K.; Barbour, J. (2014). Organizational Communication: Approaches and Processes. 7th, Cengage Learning. Consulta a bases de pesquisa científica: Proquest – http: proquest.umi.com/login B-ON – www.b-on.pt
  • 4
  • 0
  • 4
  • 1
  • IPLUSO7082-26836
  • Organizational and Enterprise Communication
  • 26836
  • 7082
  • Enterprise Management and Digital Business
  1. Strategic Management, Governance and Innovation
  2. Talent and Human Resources Management
  3. Project Work
  4. Childhood Pedagogies

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