Study Guide

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to describe accommodation operations in Finland and worldwide and explain the different forms of accommodation. They will understand the internal and external operational environment of accommodation operations and will master the main duties and tasks associated with working in the accommodation business.

Content

The history of accommodation as a business
Forms of accommodation business
The operational environments of accommodation
Housekeeping
Digital business and marketing
Reservation/booking software and systems
Yield Management

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to extensively describe and analyse the main features and phases of the history of accommodation in Finland and worldwide to this day. They are able to explain in depth different forms of accommodation while being able to analyse the accommodation operational environment. They are able to use hotel reservation software independently and extensively and have extensively mastered the comprehensive principles of housekeeping. The students are able to work as members of a group to further and develop the work of the team and they are able to apply theoretical knowledge in practice.

Assessment criteria, good (3)

The students are able to describe in depth the main features and phases of the history of accommodation in Finland and worldwide to this day. They are able to explain extensively different forms of accommodation and describe the accommodation operational environment. They are able to use hotel reservation software independently and have mastered the principles of housekeeping well. The students are able to work as members of a group to achieve common goals and they are able to justify their work according to professional ethical principles.

Assessment criteria, satisfactory (1)

The students are able to describe to a satisfactory degree, the main features and phases of the history of accommodation in Finland and worldwide to this day. They are able to explain to some degree, the different forms of accommodation and describe the accommodation operational environment. They are able to use the main functions of hotel reservation software and have satisfactorily mastered the principles of housekeeping. The students are able to work as members of a group taking others into account and they are able to work according to professional ethical principles.

Objective

The student masters various communication situations in studying and working life and develops oral and written communication skills as part of his/her professional competence.

Content

Basics of communication and responsible communication
Documentation and use of sources
Review of language and text management
Planning, delivering and analysing a speech presentation
Interaction skills in a group
Meeting and negotiation skills
Meeting documents

Materials

Will be announced at the beginning of the course.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student communicates in a variety of ways, both orally and in writing. The student writes excellent factual texts and is fluent in the use of references. The student is able to evaluate realistically his/her own communication and is interested in improving it. The student can work constructively in group communication situations.

Assessment criteria, good (3)

The student copes well both orally and in writing with interaction situations in his/her field. The student writes good factual text and knows how to use references. The student evaluates his/her own communication and identifies areas for improvement. The student actively participates in group communication situations.

Assessment criteria, satisfactory (1)

The student communicates mainly in an understandable way, both orally and in writing. The student writes satisfactory factual texts and tries to use sources to support his/her thinking. The student tries to evaluate his/her own interpersonal skills and participates in group situations.

Objective

Students will be proficient in the basics of English for business and working life using spoken and written English

Content

Communication in working life and customer service
Education and study
Applying for work
Business Communication
Company presentation

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to explain in their own words and fluently compensate for any lack of vocabulary as well as being able to use business and working life terminology accurately. They are able to communicate in demanding situations.

Assessment criteria, good (3)

The students are able to express themselves in a different way if necessary and use business and working life terminology somewhat accurately. The students are able to communicate clearly in key situations.

Assessment criteria, satisfactory (1)

The students are able to use basic business and working life vocabulary so that their message is communicated. They are able to communicate understandably in simple routine situations.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

To provide students with a sound command of business mathematics skills and the ability to apply them in different areas of business life

Content

Review of the basic mathematical operations needed in business mathematics
Percentage calculations
Index numbers
Simple interest calculation and its applications
Compound interest calculations and its applications
Credit and loans
Investments

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Approximately 90-100 % of maximum points in exam.

Assessment criteria, good (3)

Approximately 66-90 % of maximum points in exam Students know how to apply calculation principles to basic cases.

Assessment criteria, satisfactory (1)

Approximately 50-65 % of maximum points in exam; Students know how to calculate basic calculations.

Objective

To provide students with a sound command of business mathematics skills and the ability to apply them in different areas of business life

Content

Review of the basic mathematical operations needed in business mathematics
Percentage calculations
Index numbers
Simple interest calculation and its applications
Compound interest calculations and its applications
Credit and loans
Investments

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Approximately 90-100 % of maximum points in exam.

Assessment criteria, good (3)

Approximately 66-90 % of maximum points in exam Students know how to apply calculation principles to basic cases.

Assessment criteria, satisfactory (1)

Approximately 50-65 % of maximum points in exam; Students know how to calculate basic calculations.

Objective

The students will adopt an entrepreneurial attitude, learn to understand fundamental business concepts and processes and the significance of business operations in society. The students will also be able to describe the basic functions of a company and understand the basics of running a profitable business.

Content

The significance of business operations in society
External and internal entrepreneurship
Business concept and idea
Basic business model and processes
Stakeholders and networking
Company forms
Marketing and customer oriented working methods
Business profitability

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to use business concepts extensively and combine them.
The students are able to analyse, compare, and critically assess their own business competence and business practices using acquired knowledge. They can work as a group advancing and developing the group's activities.

Assessment criteria, good (3)

The students are able to describe and give reasons for business and entrepreneurial practices. They are able to work independently according to existing knowledge and guidelines and can apply business methods and models in business operations. The students are able to work as group to achieve common goals and to justify their activities according to professional ethical principles.

Assessment criteria, satisfactory (1)

The students are able to define and use fundamental business concepts in accordance with professional ethical principles.

Objective

The students will adopt an entrepreneurial attitude, learn to understand fundamental business concepts and processes and the significance of business operations in society. The students will also be able to describe the basic functions of a company and understand the basics of running a profitable business.

Content

The significance of business operations in society
External and internal entrepreneurship
Business concept and idea
Basic business model and processes
Stakeholders and networking
Company forms
Marketing and customer oriented working methods
Business profitability

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to use business concepts extensively and combine them.
The students are able to analyse, compare, and critically assess their own business competence and business practices using acquired knowledge. They can work as a group advancing and developing the group's activities.

Assessment criteria, good (3)

The students are able to describe and give reasons for business and entrepreneurial practices. They are able to work independently according to existing knowledge and guidelines and can apply business methods and models in business operations. The students are able to work as group to achieve common goals and to justify their activities according to professional ethical principles.

Assessment criteria, satisfactory (1)

The students are able to define and use fundamental business concepts in accordance with professional ethical principles.

Objective

Student learn to understand the concepts and phenomena of MICE(Meetings, incentives, conferences and exhibitions) in the hospitality industry and how to manage it. Upon completion of the course, the student has a comprehensive view of congress and meeting management and can outline the main characteristics of MICE industry. The student is familiar with differences between meetings, congresses, incentives, and events and understands MICE industry role in destination and company level. The student knows how to plan, sell, price, develop, and analyze MICE products for different customer segments sustainably.

Content

• Key concepts, phenomena and various types of MICE industry
• Development and significance of MICE industry
• Congress and meeting management and its critical success factors
• Sales and development operations and strategies in MICE industry
• Safety and sustainability in MICE industry
• Digital development and future trends of MICE

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student uses professional terminology proficiently and comprehensively, combining concepts into coherent wholes.
The student can analyze, compare, synthesize, and select information and present alternative approaches.
The student can critically analyze, reflect upon, and evaluate their competence and professional practices using acquired knowledge.
The student critically assesses and utilizes professional techniques and models relevant to their field.
The student acts customer-oriented, and goal-driven.
The student collaborates as a team member, enhancing and developing group activities.
The student applies professional ethical principles in their actions.

Assessment criteria, good (3)

The student consistently uses professional terminology.
The student can identify, describe, and justify fundamental knowledge in their field.
The student selects appropriate approaches based on acquired information and instructions.
The student can evaluate and reflect on their competence and professional practices and apply relevant techniques and models.
The student acts independently and responsibly in diverse tasks.
The student works customer-oriented and goal-driven.
The student collaborates as a team member to achieve common goals.
The student justifies actions based on professional ethical principles.

Assessment criteria, satisfactory (1)

The student can use key professional terminology appropriately.
The student names and describes fundamental knowledge in their field.
The student acts purposefully based on acquired information and instructions.
The student is a member of a team and takes other team members into consideration.

Objective

The students will be able to identify the main principles of occupational wellbeing and applying this awareness in working life connections. They will be able to improve their own wellbeing during their studies.

Content

Wellbeing services
Ergonomic and occupational safety perspectives
Wellbeing technology

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of occupational wellbeing
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts of occupational wellbeing with ability to name, describe and give reasons for basic knowledge of the theories and concepts of occupational wellbeing
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts of occupational wellbeing and applies basic analysis using the concepts and theories of occupational wellbeing; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will be able to identify the main principles of occupational wellbeing and applying this awareness in working life connections. They will be able to improve their own wellbeing during their studies.

Content

Wellbeing services
Ergonomic and occupational safety perspectives
Wellbeing technology

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of occupational wellbeing
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts of occupational wellbeing with ability to name, describe and give reasons for basic knowledge of the theories and concepts of occupational wellbeing
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts of occupational wellbeing and applies basic analysis using the concepts and theories of occupational wellbeing; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will be able to identify the main principles of occupational wellbeing and applying this awareness in working life connections. They will be able to improve their own wellbeing during their studies.

Content

Wellbeing services
Ergonomic and occupational safety perspectives
Wellbeing technology

Location and time

The course can be completed according to your own schedules within autumn 2024.

Teaching methods

Course is completed independently online.

Student workload

The course equals to 135 hours of student's work (5 cr)

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of occupational wellbeing
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts of occupational wellbeing with ability to name, describe and give reasons for basic knowledge of the theories and concepts of occupational wellbeing
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts of occupational wellbeing and applies basic analysis using the concepts and theories of occupational wellbeing; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will be able to develop their skills in dealing with customers in different work based customer service situations. They will learn to perceive the customer service path from the point of view of the customer. The students will understand the significance of sales as a part of customer service.

Content

How the service system is structured
Customer service: sales, guiding and advising
Planning a customer-oriented service process
Customer service blueprinting and service design basics

Materials

Material provided by the lecturer

Teaching methods

Lectures, group work, workshops

Employer connections

Cooperation with KAMK tourism projects (e.g. ESMATKA)

Content scheduling

Defining customer services
The customer journey
Complaint management
Accessible customer services
Customer contacts: selling, guiding, advising

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass/Fail
Pass: The students are able to work in customer service in a customer and goal-oriented manner and independently with a developmental approach to their work. They are able to explain the customer service path and can evaluate it from the customer’s point of view. The students are able to conduct sales discussions in different customer service situations.
Fail: The students are unable to work in service situations and are unable to understand the service system as a whole.

Assessment criteria, excellent (5)

The student is fully aware of the differences between customer service and customer experience. They can critically apply several ways to measure service quality. The student can name the latest changes in customer service and assess their effect on tourism companies. The student has experienced how to make tourism accessible for customers with special needs and has guided and instructed other students in group and trust-building exercises and can apply the experiences on tourism product development.

Toteutuksen arviointikriteerit, hyvä (3-4)

The student is aware of the differences between customer service and customer experience. They can name several ways to measure service quality and assess them. The student can state the latest changes in customer service. The student has experienced how to make tourism accessible for customers with special needs and has guided and instructed other students in group and trust-building exercises and can somehow apply their own experiences in tourism product development.

Assessment criteria, satisfactory (1)

The student is somehow aware of the differences between customer service and customer experience. They can name a few ways to measure service quality. The student can state some of the latest changes in customer service. The student has experienced how to make tourism accessible for customers with special needs and has guided and instructed other students in group and trust-building exercises.

Objective

The students will understand the significance of memorable experiences and narratives in event production and the role of catering as a part of the event experience.
The students will be able to plan responsible events taking into account the special features of the region and the opportunities offered by the environment.

Content

Memorable experience
Creating narratives
Catering as a part of events
Responsibility
Special cultural features

Evaluation scale

0 - 5

Objective

The students will participate in producing an event. They be able to work within different roles within the event in a responsible and expert way as well as to evaluate the success of the event.

Evaluation scale

Hylätty/Hyväksytty

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Location and time

The course is taught face-to-face on campus from January to May 2025.

Materials

Paavilainen & Mänty: Hauska tavata! 2022. Suomen kustannusyhdistys ry.
Kuparinen, Tapaninen & Kuisma: Sun Suomi. 2014. Otava.
Material in Moodle

Teaching methods

The course includes face-to-face teaching and independent study.
Face-to-face teaching consists of lectures, small group work and exercises.
The course includes presentations in small groups in both Finnish and English.

Employer connections

The course includes company and networking activities where possible.

Exam schedules

Sub-tests in the form of online exams every 2-3 weeks and a final exam in week 18-19.

International connections

Participation in KAMK International week programme.

Completion alternatives

Completion of the FFF2 online course independently + exam on the day of the re-exam. To be agreed with the teacher in advance.

Student workload

The course is 5 credits in length. It represents approximately 135 hours of student work.

Content scheduling

W3 1-2h Information of the course.
Introduction and instructions to the culture
presentation
W4 3-6h Mitä sinä teet?
Self-introduction
Study-related verbs and imperative
W5 8-11h Ohjeet
Free time and hobbies
Verbs and sentence structures
W6 12-15h Mikä kuukausi nyt on?
Seasons, months and weather

W7 16-19h Mitä puen päälle?
Clothing, colours
W8 20-23h Missä sä asut?
Housing
W9 24- 27h Housing
w10 Self-study week: vapaa-aikaa!
w11 28-31h Mikä sinulla on?
Health, describing
w12 32-35h Mikä sinulla on?
Health, health-care, describing
w13 - 14 36-43h Society presentations
w15 44 -47h Housing & traveling; Plural form & K-P-T
Preparing for culture project

w16 48-51h Housing & traveling; Local cases & K-P-T
w17 52-53h Kerrataan!
Vocabulary and grammar
w18 54-55 Revision
w19 56-57 Quiz, FinnFilm review

Further information

The learning material is on the course platform.
It is recommended that you print out the exercises for the classroom. Alternatively, you will need a PDF editing program on your computer.
We do not recommend the use of a mobile device for learning. The learning material is not suitable for use on a mobile device.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Assessment methods and criteria

Active attendance during classes (80%), returning assignments by deadline, active participation to project work, self-assessment, exam (5 - 0)

Assessment criteria, excellent (5)

Excellent (5)
The student can follow conversations about familiar topics and understand the main idea of F.e. TV news. He/she gets along in simple social and service situations. The student can write short notes and use basic grammar adequately.

Toteutuksen arviointikriteerit, hyvä (3-4)

The student understands simple spoken and written messages, F.e. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she can communicate in day-to-day situations in written Finnish, F.e. e-mail, personal data.

Assessment criteria, satisfactory (1)

Satisfactory (1-2)
The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

Student will develop his/her ability to operate in a Finnish studying and communication environment. The course is highly recommended for all international Students.

Content

Language skills needed in studying and working in Finnish environment. Getting to know the content of YKI.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can communicate successfully in Finnish when visiting public agencies and offices. He/she can take part in conversations about familiar topics. Student knows some set phrases. He/she understands the main idea and some details in longer Texts like menus, advertisements, timetables and emails. Student can infer the meaning of unknown word from the context. He/she can write a short description about events and experiences.

Assessment criteria, good (3)

Student can follow simple conversation about topics, that are close to him/her. He/she understands the core content of short messages like proclamations or instructions. Student can describe his/her surroundings shortly and gets along in everyday service situations. Student understands short written news and operating directions. He/she can find single information in a two-chapter text. Student writes short notes and list like descriptions about own experiences.

Assessment criteria, satisfactory (1)

Student can recognize the Topic of simple conversations. He/she can express him-/herself in everyday service situations. Student can understand short notes and instructions well. Student can find answers to questions in short texts. He/she manages basic vocabulary and phrases and can write short texts about concrete needs.

Evaluation scale

0 - 5

Objective

The student can explain the strategies and Product recommendations related to tourism food services and can use these in the development of tourism food services. The student can distinguish between the most important catering services offered in the tourism industry and understand the application of different elements of hospitality in the implementation of services. He/She is able to take into account food-related restrictions due to cultural, health or other reasons, as well as explain the financial conditions and legal requirements for the production of services.

Content

Finland's food tourism strategy, Food Tourism Product Recommendations
Empowering hospitality - a manual for building a hospitable service culture
Basics of meal planning
Responsibility
Finnish food culture
Nutritional quality
Food safety

Location and time

Opintojakson opetus järjestetään lähiopetuksena kevätlukukaudella 2025 työjärjestyksen mukaisesti. Opintojakson arviointi suoritetaan viimeistään viikolla 23.

Materials

Opintojakson oppimateriaalit ovat saatavilla Repussa.

Teaching methods

Opintojakso koostuu kaikille pakollisista luennoista, itsenäisesti suoritettavista oppimistehtävisä ja käytännön harjoituksista ammattikeittiöympäristössä. Oppimistehtävien avulla harjoittelet opintojakson keskeisten sisältöjen hallintaa ja käytännön harjoituksissa saat käsityksen ruokapalveluprosessin eri vaiheissa tarvittavasta osaamisesta. Opintojaksoon kuuluu pienryhmässä tehtävä harjoitustyö, jonka laajuus on noin 2 op (50 h opiskelijan työtä). Harjoitustyössä opit soveltamaan opintojakson sisältöjä käytännössä. Harjoitustyö arvioidaan numeerisesti ja se on osa opintojakson suoritusta.

Exam schedules

The exam will be held in week 20. The possibility of retake is agreed separately.

Student workload

Opintojakso vaatii noin 135 tuntia opiskelijan työtä. Luentoja ja ohjattuja käytännö harjoituksia on noin 70 tuntia. Loput 65 tuntia liittyvät itsenäisten tehtävien tekemiseen, pienryhmässä tehtävän harjoitustyön suunnitteluun ja toteutukseen sekä opintojakson tenttiin valmistautumiseen.

Content scheduling

Opintojakso koostuu työjärjestyksen mukaan pidettävistä luennoista ja käytännön harjoituksista ammattikeittiöympäristössä. Lähiopetustunneilla on 80% ja käytännön harjoituksissa ja näihin liittyvillä ohjetunneilla on 100% osallistumisvelvoite. Poissaolot käytännön harjoituksista korvataan seuravan vuosikurssin toteutuksen mukana.

Further information

Opintojakson hyväksilukemiseen ja opinnollistamiseen sovelletaan Kamk:in yhteisiä ohjeita.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to extensively use the key concepts of food services and can combine basic knowledge of catering, nutrition, table service, serving alcohol, and food safety. They are able to work independently, responsibly, flexibly and with initiative in various learning environments and can choose and use tools as required. The students are able to work as members of a group to further and develop the work of the team according to common rules.

Assessment criteria, good (3)

The students are able to use systematically the key concepts of food services and can explain and give reasons for basic knowledge of catering, nutrition, table service, serving alcohol, and food safety. They are able to work responsibly with initiative in various learning environments and can choose and use tools appropriately. The students are able to work as members of a group to achieve common goals and according to common rules.

Assessment criteria, satisfactory (1)

The students are able to use the key concepts of food services appropriately and can present their basic knowledge of catering, nutrition, table service, serving alcohol, and food safety. They are able to work responsibly with supervision in various learning environments and can choose and use tools appropriately under supervision. The students are able to work as members of a group according to common rules.

Assessment methods and criteria

Opintojakson arviointi koostuu kirjallisesta yksilötentistä, pienryhmässä tehtävästä harjoitustyöstä sekä opintojakson oppimistehtävistä.

Assessment criteria, fail (0)

Opiskelija ei palauta vaadittuja tehtäviä eikä osallistu lähiopetukseen ja käytännön harjoituksiin.

Assessment criteria, excellent (5)

Opiskelija osaa määritellä monipuolisesti matkailun ruokapalveluiden keskeiset käsitteet ja osaa käyttää niitä laajasti ja perustellusti kurssitehtävissä. Opiskelija osaa toimia vastuullisesti ja joustavasti erilaisissa oppimistilanteissa ja edistää omalla toiminnallaan koko ryhmän oppimista.

Toteutuksen arviointikriteerit, hyvä (3-4)

Opiskelija osaa määritellä matkailun ruokapalveluiden keskeiset käsitteet ja osaa käyttää niitä kurssitehtävissä ja perustella valintojaan. Opiskelija osaa toimia vastuullisesti erilaisissa oppimistilanteissa ja osaa ottaa muut ryhmän jäsenet huomioon.

Assessment criteria, satisfactory (1)

Opiskelija osaa nimetä matkailun ruokapalveluiden tärkeimmät avainkäsitteet ja osaa käyttää niitä kurssitehtävissä, mutta argumentit ovat yksipuolisia. Opiskelija toimii ryhmän jäsenenä ja ottaa vastuun omasta oppimisestaan

Objective

The student understands the importance of food in various tourism services and the food-related needs of various customer groups. The student knows how to use strategies and product recommendations related to tourism food services in the development of food products. The student knows how to take into account the economic aspects related to the production of food services as well as legislative requirements.

Content

Traveler's Requirements for Food
Finland's Food Tourism Strategy and Food Tourism Product Recommendations
Finnish Food and Food culture
Basics of Meal Planning and Serving Food
Responsibility in Food Services
Factors Affecting the Profitability of Food Services

Location and time

Preliminary schedule:
week 4: Online lessons 2 h
week 14: Contact lesson 6 h + 2 h in Helsinki
week 20: Online lessons 2 h

Materials

The learning materials are available on Moodle.

Teaching methods

The course includes lectures, company visits and independent assignments.

Employer connections

Company visits

Completion alternatives

The course does not include an alternative method of completion, but previous competence can be recognized and acknowledged.

Student workload

The course requires approximately 135 hours of student work.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student knows how to define the key concepts of food services in tourism in a versatile way and knows how to use them extensively and justifiably in course assignments. The student knows how to act responsibly and flexibly in different learning situations and promotes the learning of the whole group with his own activity.

Assessment criteria, good (3)

The student knows how to define the key concepts of food services in tourism and knows how to use them in the course assignments and justify his/her choices. The student knows how to act responsibly in different learning situations and knows how to take other members of the group into account.

Assessment criteria, satisfactory (1)

The student is able to name the most important key concepts of tourism food services and knows how to use them in course assignments, but the arguments are one-sided. The student acts as a member of the group and takes responsibility for his own learning.

Assessment methods and criteria

Participation in contact teaching (80%)
Written tasks (evaluation 0-5)

Assessment criteria, fail (0)

The student does not return required assignments and does not participate in contact teaching and company visits.

Assessment criteria, excellent (5)

The student knows how to define the key concepts of food services in tourism in a versatile way and knows how to use them extensively and justifiably in the course assignments. The student knows how to act responsibly and flexibly in different learning situations and promotes the learning of the whole group with his own activity.

Toteutuksen arviointikriteerit, hyvä (3-4)

The student knows how to define the key concepts of food services in tourism and knows how to use them in the course assignments and justify his/her choices. The student knows how to act responsibly in different learning situations and knows how to take other members of the group into account.

Assessment criteria, satisfactory (1)

The student is able to name the most important key concepts of tourism food services and knows how to use them in course assignments, but the arguments are one-sided. The student acts as a member of the group and takes responsibility for his own learning.

Objective

Competitiveness in the hospitality industry requires a comprehensive understanding of the operating environment in the sector. Upon completion of the course, the student will gain versatile knowledge needed to operate in the hospitality industry and has the ability to plan, manage, and develop operational processes. The student is familiar with different types of hospitality businesses and can outline main operational, distribution, and revenue management operations. Facility Management under the aspect of Hospitality includes property management, legalities, safety, and quality standards as well as sustainability.

Content

• Key concepts, phenomena, and various types of the Hospitality industry
• Branding and different customer segments
• Destination development under the influence of the hospitality industry
• Operational management of Hospitality industry (Front of house & Back of house)
• Marketing, sales, distribution, and revenue management
• Legalities, safety, quality, and sustainability under facility management
• Future trends of the Hospitality industry

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student uses professional terminology proficiently and comprehensively, combining concepts into coherent wholes.
The student can analyze, compare, synthesize, and select information and present alternative approaches.
The student can critically analyze, reflect upon, and evaluate their competence and professional practices using acquired knowledge.
The student critically assesses and utilizes professional techniques and models relevant to their field.
The student acts customer-oriented, and goal-driven.
The student collaborates as a team member, enhancing and developing group activities.
The student applies professional ethical principles in their actions.

Assessment criteria, good (3)

The student consistently uses professional terminology.
The student can identify, describe, and justify fundamental knowledge in their field.
The student selects appropriate approaches based on acquired information and instructions.
The student can evaluate and reflect on their competence and professional practices and apply relevant techniques and models.
The student acts independently and responsibly in diverse tasks.
The student works customer-oriented and goal-driven.
The student collaborates as a team member to achieve common goals.
The student justifies actions based on professional ethical principles.

Assessment criteria, satisfactory (1)

The student can use key professional terminology appropriately.
The student names and describes fundamental knowledge in their field.
The student acts purposefully based on acquired information and instructions.
The student is a member of a team and takes other team members into consideration.

Objective

This course covers the information needed to understand the Human Resource Management aspect of an organization. It will develop an understanding of the skills needed for the formulation and implementation of HRM strategies while providing the basic information necessary to understand the function of management and leadership in an organization.

Content

Introduction to the basic principles of human resource management
Introduction to the basic principles of leadership and organization
Human resource policies
Competence-based human resource management
Human resource planning, recruitment, selection and retention
Orientation, training and development
Performance management
Remuneration and reward
Employee relations
International dimensions of HRM

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Assessment criteria, approved/failed

Research project, group work, literature review task and presentation

Objective

This course covers the information needed to understand the Human Resource Management aspect of an organization. It will develop an understanding of the skills needed for the formulation and implementation of HRM strategies while providing the basic information necessary to understand the function of management and leadership in an organization.

Content

Introduction to the basic principles of human resource management
Introduction to the basic principles of leadership and organization
Human resource policies
Competence-based human resource management
Human resource planning, recruitment, selection and retention
Orientation, training and development
Performance management
Remuneration and reward
Employee relations
International dimensions of HRM

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Assessment criteria, approved/failed

Research project, group work, literature review task and presentation

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The course will provide students with a general knowledge of the legal framework of business operations with special focus on contract and trade laws. Apart from dealing with current legal rules and regulations affecting business operations students will be exposed to new developments and trends of legal environments of business

Content

Legal systems
Contract law
Business law
Labour Law

Location and time

autumn 2024

Materials

See reppu

Teaching methods

Online -course

Exam schedules

No exam, Assessment: course assignments.

Student workload

100 h.

Content scheduling

Online -course + 1 teams info and 2 teams lessons.

Further information

to LBI, LBE and ASL students only.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate an ability to use professional terminology in a controlled manner and base their decisions on customer needs and using an extended knowledge base. They demonstrate the ability to assess the requirements and consequences of their own activities systematically. The students demonstrate the ability to create a good working atmosphere in their group.

Assessment criteria, good (3)

Students can demonstrate their ability to perceive the links between central and appropriate professional concepts and can base decision-making using the field's knowledge base. They are able to distinguish between the requirements and consequences of their operations and participate in the group's activities.

Assessment criteria, satisfactory (1)

The students will demonstrate their ability to use central and appropriate professional concepts and to make choices founded on knowledge in their field. They can recognize the requirements and consequences of their own operations and participate in the activities of the group.

Objective

The course will provide students with a general knowledge of the legal framework of business operations with special focus on contract and trade laws. Apart from dealing with current legal rules and regulations affecting business operations students will be exposed to new developments and trends of legal environments of business

Content

Legal systems
Contract law
Business law
Labour Law

Materials

See moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate an ability to use professional terminology in a controlled manner and base their decisions on customer needs and using an extended knowledge base. They demonstrate the ability to assess the requirements and consequences of their own activities systematically. The students demonstrate the ability to create a good working atmosphere in their group.

Assessment criteria, good (3)

Students can demonstrate their ability to perceive the links between central and appropriate professional concepts and can base decision-making using the field's knowledge base. They are able to distinguish between the requirements and consequences of their operations and participate in the group's activities.

Assessment criteria, satisfactory (1)

The students will demonstrate their ability to use central and appropriate professional concepts and to make choices founded on knowledge in their field. They can recognize the requirements and consequences of their own operations and participate in the activities of the group.

Objective

The course will provide students with a general knowledge of the legal framework of business operations with special focus on contract and trade laws. Apart from dealing with current legal rules and regulations affecting business operations students will be exposed to new developments and trends of legal environments of business

Content

Legal systems
Contract law
Business law
Labour Law

Materials

See moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate an ability to use professional terminology in a controlled manner and base their decisions on customer needs and using an extended knowledge base. They demonstrate the ability to assess the requirements and consequences of their own activities systematically. The students demonstrate the ability to create a good working atmosphere in their group.

Assessment criteria, good (3)

Students can demonstrate their ability to perceive the links between central and appropriate professional concepts and can base decision-making using the field's knowledge base. They are able to distinguish between the requirements and consequences of their operations and participate in the group's activities.

Assessment criteria, satisfactory (1)

The students will demonstrate their ability to use central and appropriate professional concepts and to make choices founded on knowledge in their field. They can recognize the requirements and consequences of their own operations and participate in the activities of the group.

Objective

Explore skills of successful global leaders and discover what it takes to lead a cohesive global team, this course aims to enhance the participants' personal skills and competencies as leaders and to broaden understanding of key management issues. The curriculum targets to develop your interpersonal and intercultural skills to lead your teams through rapidly changing environment, and challenging times.

The learning outcome of the course:
• Familiarize some general models and theories of leadership
• Obtain knowledge, skills and attitudes to lead effectively
• Develop leadership style and enhance cultural intelligence skills through course projects
• Ethical and sustainable consideration as a leader
• Appreciate the impact of culture to adapt the leadership style

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates good ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrates ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: basic ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

Explore skills of successful global leaders and discover what it takes to lead a cohesive global team, this course aims to enhance the participants' personal skills and competencies as leaders and to broaden understanding of key management issues. The curriculum targets to develop your interpersonal and intercultural skills to lead your teams through rapidly changing environment, and challenging times.

The learning outcome of the course:
• Familiarize some general models and theories of leadership
• Obtain knowledge, skills and attitudes to lead effectively
• Develop leadership style and enhance cultural intelligence skills through course projects
• Ethical and sustainable consideration as a leader
• Appreciate the impact of culture to adapt the leadership style

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates good ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrates ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: basic ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Materials

Opettajan tekemä materiaali
Opintojakson alussa sovittava materiaali/kirjallisuus

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Materials

Opettajan tekemä materiaali
Opintojakson alussa sovittava materiaali/kirjallisuus

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Materials

Opettajan tekemä materiaali
Opintojakson alussa sovittava materiaali/kirjallisuus

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Location and time

Face-to-face lessons

Materials

Material provided by the teacher
Material agreed at the beginning of the course

Teaching methods

Lessons
Exercises
Team Works

Exam schedules

To be announced at the beginning of the course

Completion alternatives

To be agreed separately on a case-by-case basis

Student workload

The course requires 135 hours of student work

Content scheduling

See course content

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

Managing customer experience can create a significant competitive advantage in the hospitality industry. The course will introduce the basics of customer experience management and focus on analyzing factors influencing customer experience and utilize customer data to develop sales, customer path, and customer service. Upon completion of the course, the student will gain knowledge of customer motives and needs in relation to the managing customer experience. The student understands the role of customer data and has the ability to use data to develop sales and services at all points of the customer path. The student is familiar with different models for adding value to the customer relationship and recognize the challenges of the omnichannel environment.

Content

• Elements of managing customer experience from demand and supply side
• Customer data management, analysis, and measures
• Evaluation and utilization of customer data
• Identifying and developing customer paths
• Customer relationship management in the omnichannel environment
• Future trends and role of AI in customer experience management

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student uses professional terminology proficiently and comprehensively, combining concepts into coherent wholes.
The student can analyze, compare, synthesize, and select information and present alternative approaches.
The student can critically analyze, reflect upon, and evaluate their competence and professional practices using acquired knowledge.
The student critically assesses and utilizes professional techniques and models relevant to their field.
The student acts customer-oriented, and goal-driven.
The student collaborates as a team member, enhancing and developing group activities.
The student applies professional ethical principles in their actions.

Assessment criteria, good (3)

The student consistently uses professional terminology.
The student can identify, describe, and justify fundamental knowledge in their field.
The student selects appropriate approaches based on acquired information and instructions.
The student can evaluate and reflect on their competence and professional practices and apply relevant techniques and models.
The student acts independently and responsibly in diverse tasks.
The student works customer-oriented and goal-driven.
The student collaborates as a team member to achieve common goals.
The student justifies actions based on professional ethical principles.

Assessment criteria, satisfactory (1)

The student can use key professional terminology appropriately.
The student names and describes fundamental knowledge in their field.
The student acts purposefully based on acquired information and instructions.
The student is a member of a team and takes other team members into consideration.

Objective

Students will understand the special features of marketing tourism services and the role of product, image and branding, price and distribution channels in tourism marketing.

Content

Product, pricing and distribution channels

Evaluation scale

0 - 5

Objective

Students will comprehend the scope and evolution of activity management. They will be proficient in comparing programme offers and following the steps of planning and implementing nature-based activity programme services. The course provides a wide range of skills and knowledge needed when managing tourism activity services. Study content is partly perceived through a study trip.

Content

Goals and steps in outdoor activity programme planning
Customer/participant analysis
Guiding
Safety in outdoor activity programs
Sustainability

Evaluation scale

0 - 5

Objective

The aim of the course is to introduce the student to new technologies, business opportunities created by them and to learn the terminology and history of new technologies. The student is able to apply new technologies in his / her field of study and to recognize their special features. Students will get an overview of the current state of technology and future opportunities.

Content

• Impact of digitalization
• Smart phones and mobile apps
• Cloud Services and Big Data
• Internet of Things (IoT)
• Virtual Reality (VR), Augmented Reality (AR)
• Artificial intelligence and machine learning
• Blockchain

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to critically analyse use cases for new technologies and develop creative new business ideas. The innovation project has been developed with care and is backed by research, showcasing a creative use of new technology. The student has participated actively in the course workshop lectures.

Assessment criteria, good (3)

The student understands the working principles of different new technologies and the changes they have caused in the business world and our social environment. The innovation project is based on already existing development and has been reasonably justified. The student has participated in the course workshop lectures.

Assessment criteria, satisfactory (1)

The student is able to explain different new technologies as a concept and to find existing use cases for them. The innovation project is a report of an existing technology concept. The student has occasionally participated in the course workshop lectures.

Objective

The aim of the course is to introduce the student to new technologies, business opportunities created by them and to learn the terminology and history of new technologies. The student is able to apply new technologies in his / her field of study and to recognize their special features. Students will get an overview of the current state of technology and future opportunities.

Content

• Impact of digitalization
• Smart phones and mobile apps
• Cloud Services and Big Data
• Internet of Things (IoT)
• Virtual Reality (VR), Augmented Reality (AR)
• Artificial intelligence and machine learning
• Blockchain

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to critically analyse use cases for new technologies and develop creative new business ideas. The innovation project has been developed with care and is backed by research, showcasing a creative use of new technology. The student has participated actively in the course workshop lectures.

Assessment criteria, good (3)

The student understands the working principles of different new technologies and the changes they have caused in the business world and our social environment. The innovation project is based on already existing development and has been reasonably justified. The student has participated in the course workshop lectures.

Assessment criteria, satisfactory (1)

The student is able to explain different new technologies as a concept and to find existing use cases for them. The innovation project is a report of an existing technology concept. The student has occasionally participated in the course workshop lectures.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

Students will get to know the practical tasks associated with their field of study and service production, being able to apply knowledge acquired from their basic and professional studies. They will actively participate in tasks given to them and reflect upon their own competence in terms of their theoretical knowledge.

Students will understand the role and importance of the manager within the work community. During practical training, they will be able to apply the skills acquired from their professional and advanced studies while using the newest information to develop tourism services. They will be able to evaluate their own knowledge and skills with the aid of theory based reflection.

Content

Practical training information sessions before practical training starts
Submission and acceptance of preliminary tasks and the practical training agreement
Practical training via work related to their field of study
Reporting

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Pass:

The students are able to search for a training place in Finland or abroad supporting their specialism (major). They have attended the practical training information sessions, completed any preliminary assignments, set themselves objectives and submitted a signed practical training agreement to the practical training coordinator.

The students are able to familiarise themselves with the different tasks and services of their practical training place independently. They are able to work in different roles using knowledge acquired during their professional and specialized studies.

The students are able to participate in managerial tasks under supervision recognizing the role and significance of management in their work community. The students are able to reflect upon and present their own professional development and management skills based on theoretical knowledge.

The students compile and submit a written practical training report according to instructions and participate in the feedback seminar.

Fail:

The students are not able to search for a training place in Finland or abroad supporting their specialism (major). They have not attended the practical training information sessions, nor have they completed any preliminary assignments, set themselves objectives, and submitted a signed practical training agreement to the practical training coordinator.

The students are not able to familiarise themselves with the different tasks and services of their practical training place independently. They are not able to work in different roles using knowledge acquired during their professional and specialized studies. The students are not able to participate in managerial tasks under supervision recognizing the role and significance of management in their work community. The students are not able to reflect upon and present their own professional development and management skills based on theoretical knowledge.

The students have not compiled and submitted a written practical training report according to instructions and nor have they participated in the feedback seminar.

Objective

The student sets objectives for the practical training to support developing their own skills and strengthen their career plans. The practical training provides the students with an opportunity to work on different levels within the field of their studies and to apply their knowledge and skills in working life. They will actively participate in tasks given to them and reflect upon their own competence in terms of their theoretical knowledge.

Practical training can be completed both in Finland or abroad. The practical training is scheduled to take place at the end of the studies

Content

Practical training information sessions before practical training starts
Submission and acceptance of the practical training agreement
Practical training via work related to their field of study
Reporting

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student is able to independently find a practical training place in Finland or abroad that supports their professional orientation. They have participated in the information sessions, completed the preliminary assignments, and submitted the practical training or employment contract to the practical training coordinator. In addition, the student completes a learning task related to the practical training place and draws up a reflective practical training report.
The student is able to find out independently about the different tasks and opportunities offered by the practical training place. The student is able to work in a variety of basic and professional tasks in the practical training place, using the knowledge and skills acquired in professional and specialization studies.

Failed: The student is not able to reach the goals of the practical training.

Objective

The course will provide participants with a fundamental understanding of marketing, its role in business and the strategies available to achieve its objectives. It examines the origins of marketing and its development into a business philosophy in an international context. It also presents a decision-making course. Students will be expected to apply the concepts of marketing and planning to real-world situations. The course will cover identifying markets, buying behavior, product planning, pricing, distribution and communication strategies. The focus of the course will be on developing a marketing plan. The module is essential for further marketing studies.

Content

Marketing environment, Marketing/Corporate strategy,
Consumers behavior,
Segmentation, targeting and positioning, Market research, Marketing mix strategies, Services marketing, Customer relationship marketing.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student uses the right basic concept in a versatile and broad manner as well as provides excellent description of key elements of the key concepts taught in the course. Student demonstrates clearly the ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

The student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught. The student has an ability to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Student demonstrates basic understanding of concepts introduced in the course and ability to apply and implement the concepts learned in the course.

Objective

The course will provide participants with a fundamental understanding of marketing, its role in business and the strategies available to achieve its objectives. It examines the origins of marketing and its development into a business philosophy in an international context. It also presents a decision-making course. Students will be expected to apply the concepts of marketing and planning to real-world situations. The course will cover identifying markets, buying behavior, product planning, pricing, distribution and communication strategies. The focus of the course will be on developing a marketing plan. The module is essential for further marketing studies.

Content

Marketing environment, Marketing/Corporate strategy,
Consumers behavior,
Segmentation, targeting and positioning, Market research, Marketing mix strategies, Services marketing, Customer relationship marketing.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student uses the right basic concept in a versatile and broad manner as well as provides excellent description of key elements of the key concepts taught in the course. Student demonstrates clearly the ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

The student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught. The student has an ability to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Student demonstrates basic understanding of concepts introduced in the course and ability to apply and implement the concepts learned in the course.

Objective

The course will provide participants with a fundamental understanding of marketing, its role in business and the strategies available to achieve its objectives. It examines the origins of marketing and its development into a business philosophy in an international context. It also presents a decision-making course. Students will be expected to apply the concepts of marketing and planning to real-world situations. The course will cover identifying markets, buying behavior, product planning, pricing, distribution and communication strategies. The focus of the course will be on developing a marketing plan. The module is essential for further marketing studies.

Content

Marketing environment, Marketing/Corporate strategy,
Consumers behavior,
Segmentation, targeting and positioning, Market research, Marketing mix strategies, Services marketing, Customer relationship marketing.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student uses the right basic concept in a versatile and broad manner as well as provides excellent description of key elements of the key concepts taught in the course. Student demonstrates clearly the ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

The student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught. The student has an ability to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Student demonstrates basic understanding of concepts introduced in the course and ability to apply and implement the concepts learned in the course.

Objective

Students will comprehend the nature of the tourism system. Upon completion of this course students will be able to define and classify basic tourism concepts. The course provides appreciation of the components of tourism demand as well as tourist consumer behaviour. Furthermore students will be able to name various tourism players and their economic, environmental and socio-cultural impact.

Content

Introduction of a tourism system
Definitions and classifications
Consumer behaviour and tourism demand
Economic, environmental, socio-cultural impact of tourism
Attractions, accommodation, destinations
Introduction of sustainable tourism

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Students can describe and critically compare the components and relations of a tourism system. They will be able to define basic terms and apply fundamental classifications of tourism. Students will be able to analyse tourism theories of consumer buying behaviour, travel motivation and tourism demand. Students can examine and critically question the relation of various players of the tourism industry and their economic, environmental and socio-cultural impact. Students can differentiate the relation and role of attractions, accommodation and destination in the tourism system. Management issues of each sphere can be analysed by students as well as concrete and relevant examples
named.

Assessment criteria, good (3)

Students can describe the components and relations of a simple tourism system. They will be able to define basic terms and apply fundamental classifications of tourism. Students will be able to discuss basic tourism theories of consumer buying behaviour, travel motivation and tourism demand. Students can explain the relation of various players of the tourism industry and their economic, environmental and socio-cultural impact. Students can describe the relation and role of attractions, accommodation and destination in the tourism system. Basic management issues of each sphere can be identified by students as well as concrete and relevant examples named.

Assessment criteria, satisfactory (1)

Students can name basic components of a simple tourism system. They will be able to define basic terms of tourism. Students will be able to list basic tourism theories of consumer buying behaviour, travel motivation and tourism demand. Students can name various players of the tourism industry and their economic, environmental and socio-cultural impact. Students can describe the relation and role of attractions, accommodation and destination in the tourism system.

Objective

Students will comprehend the nature of the tourism system. Upon completion of this course students will be able to define and classify basic tourism concepts. The course provides appreciation of the components of tourism demand as well as tourist consumer behaviour. Furthermore students will be able to name various tourism players and their economic, environmental and socio-cultural impact.

Content

Introduction of a tourism system
Definitions and classifications
Consumer behaviour and tourism demand
Economic, environmental, socio-cultural impact of tourism
Attractions, accommodation, destinations
Introduction of sustainable tourism

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Students can describe and critically compare the components and relations of a tourism system. They will be able to define basic terms and apply fundamental classifications of tourism. Students will be able to analyse tourism theories of consumer buying behaviour, travel motivation and tourism demand. Students can examine and critically question the relation of various players of the tourism industry and their economic, environmental and socio-cultural impact. Students can differentiate the relation and role of attractions, accommodation and destination in the tourism system. Management issues of each sphere can be analysed by students as well as concrete and relevant examples named.

Assessment criteria, good (3)

Students can describe the components and relations of a simple tourism system. They will be able to define basic terms and apply fundamental classifications of tourism. Students will be able to discuss basic tourism theories of consumer buying behaviour, travel motivation and tourism demand. Students can explain the relation of various players of the tourism industry and their economic, environmental and socio-cultural impact. Students can describe the relation and role of attractions, accommodation and destination in the tourism system. Basic management issues of each sphere can be identified by students as well as concrete and relevant examples named

Assessment criteria, satisfactory (1)

Students can name basic components of a simple tourism system. They will be able to define basic terms of tourism. Students will be able to list basic tourism theories of consumer buying behaviour, travel motivation and tourism demand. Students can name various players of the tourism industry and their economic, environmental and socio-cultural impact. Students can describe the relation and role of attractions, accommodation and destination in the tourism system.

Objective

- The student knows how to plan, implement and evaluate a work-life-based project.
- The student manages the project/event process and the documentation of it.
- The student knows how to communicate about the project competently.
- The student knows how to cooperate in a team.

Content

Carrying out a project, e.g. a development task, research task or an event. The course is worth 4 credits (= which equals around 108 hours of student work). You can collect the needed amount of hours through several projects or work on one bigger task. Documentation and accompanying reading/learning are counted as project hours. Record your project hours in an individual hours diary.
Students are advised to find project/event commissioners mainly themselves.

Teaching methods

The course info is organized as per groups timing in the curriculum. After that non-stop implementation. Course info: 100 % attendance rate. Project implementation: 100% attendance rate. Other: 80 %

Completion alternatives

50 % (2 credits out of 4) can be accredited following the KAMK guidelines.

Assessment criteria, approved/failed

Criteria for a passed course:
- The student knows how to work in a goal-oriented, responsible and self-initiative manner.
- The student applies the project process/event process in their project. They can evaluate and reflect on their competencies.
- The student communicates clearly and factually about the project.
- The student works flexibly in a project team to achieve a common goal.
- All project forms and documents are completed, submitted and approved by the teacher supervisor.
- Commissioner feedback is collected and shared.

Evaluation scale

Hylätty/Hyväksytty

Assessment criteria, approved/failed

Criteria for a passed course:
- The student knows how to work in a goal-oriented, responsible and self-initiative manner.
- The student applies the project process/event process in their project. They can evaluate and reflect on their competencies.
- The student communicates clearly and factually about the project.
- The student works flexibly in a project team to achieve a common goal.
- All project forms and documents are completed, submitted and approved by the teacher supervisor.
- Commissioner feedback is collected and shared.

Prerequisites

Project and Event Management course passed.

Objective

The students will be able to plan a safe, responsible and profitable event.

Content

Content production, technical implementation and financial planning in event production
Event ecosystem
Event marketing
Creating a safe and responsible event

Evaluation scale

0 - 5

Objective

The students will be able to compile and use accounting skills, as well as financial and profitability calculations to support business management and leadership decision-making. The students will be proficient in measuring, analysing, reporting and monitoring business results.

Content

Financial management and bookkeeping
Financial statement and reporting analysis
Evaluating return on investments
Profitability planning in different tourism and nutrition companies
Measuring and analysing financial results

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to plan profitable business operations using accounting methods. They can independently use financial monitoring techniques and models, assessing them critically and can work to develop a group or team and create team spirit.

Assessment criteria, good (3)

The students are able to apply accounting methods for use in planning and managing profitability and can use them independently in their work. They participate actively to achieve common goals in groups and teams.

Assessment criteria, satisfactory (1)

The students know the accounting methods used in profitability planning and management and can use them under supervision. They participate in group activities.

Further information

Implemented in part/completely with the Finnish Tourism Group.

Objective

Students will be able to define and focus on the tourism programme service sector, seeing it as part of the tourism cluster. They will recognise nature tourism programme services (main summer activities: hiking, nordic walking, cycling, riding, wildlife, canoeing and fishing; main winter activities: skiing, snowshoeing, winter fishing), sports tourism (active and passive), culture tourism (recreational resources that culture offers) and well-being tourism (well-being tourism within the sphere of health tourism). Students will be able to define and describe the special features of nature, sports, culture and well-being tourism programme services, as well as being able to determine which of the above activity's forms of programme services and products are specifically suitable for Kainuu and Koillismaa. They will be proficient in listing the compulsory elements of a product card and in compiling a product card.

Content

Structure of the tourism programme service business sector
Programme service markets and their development,
Nature, sports, culture, well-being and adventure tourism programme services
Product card
Travel fair

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to understand and explain how the programme service industry is connected with the tourism cluster. They are able to define which forms of nature, exercise, culture and wellbeing tourism programme services and products are suitable to Kainuu and Koillismaa (Northeast Finland). They are able to connect the product card (description) to form a part of the product development process.

Assessment criteria, good (3)

The students are able to define and explain the limits of the programme service industry They are able to define the special features of nature, exercise, culture and wellbeing tourism programme services. They are able to compile a product card (description).

Assessment criteria, satisfactory (1)

The students are able to list the different parts of the tourism programme services industry cluster. They can classify the main summer activities of nature tourism (rambling, Nordic walking, cycling, riding, wildlife, canoeing and fishing); the main winter activities (skiing, snowshoeing, winter fishing); the main programme services of sports tourism (active and passive), adventure tourism (different levels of adventure), culture tourism (the physical and mental resources offered by culture), and wellbeing tourism (wellbeing tourism in the field of health tourism). The students are able to list the compulsory contents of the product card.

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Location and time

See the timetable of ASL22S

Materials

It will be announced in connection with the course.

Teaching methods

Lectures and workshops, contact teaching and individual study, tasks and exam.

Exam schedules

It will be announced in connection with the course.

Completion alternatives

It is possible to do part 1 of the course independently as an online study, but the recommended way of studying is to participate in face-to-face teaching/workshops.

Student workload

5 cr = 135 hours

Content scheduling

Part 1 (3 cr)/qualitative research and development task based thesis: Kirsi Huotari
Part 2 (2 cr)/statistics: Aki Kortelainen

Further information

The course is related to the thesis process. Part 1 of the course must be completed before the thesis plan presentation. You must attend the first session of each course, because then the teacher will present the basics information of the course. Completing the course is facilitated if you already know the topic of your thesis. However, it is not mandatory.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Assessment methods and criteria

1-5, see the course information.

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Objective

To provide students with a comprehensive view of service and product development principles. Participants will gain a thorough understanding of the distinctive characteristics of both services and products, whilst understanding the importance of concept development in today´s international business environment. The student will learn to acknowledge the meaning of the product and service development as well as the customer relationship management thinking.

Content

The content:

The distinctive characteristic of product and services
Product development process
Designing service offering
Servitizising canvas - service sophistication
Innovative product and service strategies in business

Materials

To be announced in the lectures

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5) - All learning outcomes/ assessment criteria have been achieved to an exceptionally high-level demonstrating the following attributes:
• Exceptional understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work and conduction of workshop, including any subject-specific conventions, where applicable, are of very high quality throughout
• Evidence of effective communication of work to peers and others. Excellent teamwork.
• Offer stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level
• The course work has been executed/performed in an original way
• Outstanding ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal
• Evidence of outstanding problem-solving skills and ability to suggests alternative approaches
• Evidence of outstanding ability to address complex issues both systematically and creatively

Assessment criteria, good (3)

Good (3-4) - All learning outcomes/ assessment criteria have been met fully at a good or very good standard demonstrating the following attributes:
• Good to very good understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• No significant inaccuracies, misunderstandings or errors
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work, including any subject-specific conventions, where appropriate, are of reasonable to good quality throughout
• Evidence of sufficiently effective communication of work and good teamwork
• Ability to present structured, clear and concise arguments
• The work has been approached and/or executed/performed in a comprehensive way with some degree of originality
• Evidence of sufficient ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of reasonable to good quality analysis, synthesis, evaluation and critical appraisal
• Evidence of sufficient problem solving skills and ability to suggest alternative approaches

Assessment criteria, satisfactory (1)

Satisfactory (1-2) - All learning outcomes/ assessment criteria have been met demonstrating the following attributes:
• Demonstrate sound understanding and exploration, some insight and/or appropriate research and using creative tools and processes
• Some minor inaccuracies and/or misunderstandings of concepts, theories or literature – small but not significant errors
• Some minor deviation from the specifications for the assessment task, including word limit where appropriate
• Meet the minimum standard to organize and present with some adherence to the subject-specific conventions
• Demonstrate some ability to develop an argument but can lack fluency. Teamwork is challenging
• The course work has been approached and/or executed/performed in a standard way with limited evidence of originality
• Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking
• Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence
• Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal
• Some evidence of problem solving skills
• Some evidence of ability to address complex issues adequately

Further information

The information about the course materials can be found in Reppu. The literature list will be provided at the beginning of the course

Objective

To provide students with a comprehensive view of service and product development principles. Participants will gain a thorough understanding of the distinctive characteristics of both services and products, whilst understanding the importance of concept development in today´s international business environment. The student will learn to acknowledge the meaning of the product and service development as well as the customer relationship management thinking.

Content

The content:

The distinctive characteristic of product and services
Product development process
Designing service offering
Servitizising canvas - service sophistication
Innovative product and service strategies in business

Materials

To be announced in the lectures

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5) - All learning outcomes/ assessment criteria have been achieved to an exceptionally high-level demonstrating the following attributes:
• Exceptional understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work and conduction of workshop, including any subject-specific conventions, where applicable, are of very high quality throughout
• Evidence of effective communication of work to peers and others. Excellent teamwork.
• Offer stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level
• The course work has been executed/performed in an original way
• Outstanding ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal
• Evidence of outstanding problem-solving skills and ability to suggests alternative approaches
• Evidence of outstanding ability to address complex issues both systematically and creatively

Assessment criteria, good (3)

Good (3-4) - All learning outcomes/ assessment criteria have been met fully at a good or very good standard demonstrating the following attributes:
• Good to very good understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• No significant inaccuracies, misunderstandings or errors
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work, including any subject-specific conventions, where appropriate, are of reasonable to good quality throughout
• Evidence of sufficiently effective communication of work and good teamwork
• Ability to present structured, clear and concise arguments
• The work has been approached and/or executed/performed in a comprehensive way with some degree of originality
• Evidence of sufficient ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of reasonable to good quality analysis, synthesis, evaluation and critical appraisal
• Evidence of sufficient problem solving skills and ability to suggest alternative approaches

Assessment criteria, satisfactory (1)

Satisfactory (1-2) - All learning outcomes/ assessment criteria have been met demonstrating the following attributes:
• Demonstrate sound understanding and exploration, some insight and/or appropriate research and using creative tools and processes
• Some minor inaccuracies and/or misunderstandings of concepts, theories or literature – small but not significant errors
• Some minor deviation from the specifications for the assessment task, including word limit where appropriate
• Meet the minimum standard to organize and present with some adherence to the subject-specific conventions
• Demonstrate some ability to develop an argument but can lack fluency. Teamwork is challenging
• The course work has been approached and/or executed/performed in a standard way with limited evidence of originality
• Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking
• Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence
• Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal
• Some evidence of problem solving skills
• Some evidence of ability to address complex issues adequately

Further information

The information about the course materials can be found in Reppu. The literature list will be provided at the beginning of the course

Objective

To provide students with a comprehensive view of service and product development principles. Participants will gain a thorough understanding of the distinctive characteristics of both services and products, whilst understanding the importance of concept development in today´s international business environment. The student will learn to acknowledge the meaning of the product and service development as well as the customer relationship management thinking.

Content

The content:

The distinctive characteristic of product and services
Product development process
Designing service offering
Servitizising canvas - service sophistication
Innovative product and service strategies in business

Materials

To be announced in the lectures

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5) - All learning outcomes/ assessment criteria have been achieved to an exceptionally high-level demonstrating the following attributes:
• Exceptional understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work and conduction of workshop, including any subject-specific conventions, where applicable, are of very high quality throughout
• Evidence of effective communication of work to peers and others. Excellent teamwork.
• Offer stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level
• The course work has been executed/performed in an original way
• Outstanding ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal
• Evidence of outstanding problem-solving skills and ability to suggests alternative approaches
• Evidence of outstanding ability to address complex issues both systematically and creatively

Assessment criteria, good (3)

Good (3-4) - All learning outcomes/ assessment criteria have been met fully at a good or very good standard demonstrating the following attributes:
• Good to very good understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• No significant inaccuracies, misunderstandings or errors
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work, including any subject-specific conventions, where appropriate, are of reasonable to good quality throughout
• Evidence of sufficiently effective communication of work and good teamwork
• Ability to present structured, clear and concise arguments
• The work has been approached and/or executed/performed in a comprehensive way with some degree of originality
• Evidence of sufficient ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of reasonable to good quality analysis, synthesis, evaluation and critical appraisal
• Evidence of sufficient problem solving skills and ability to suggest alternative approaches

Assessment criteria, satisfactory (1)

Satisfactory (1-2) - All learning outcomes/ assessment criteria have been met demonstrating the following attributes:
• Demonstrate sound understanding and exploration, some insight and/or appropriate research and using creative tools and processes
• Some minor inaccuracies and/or misunderstandings of concepts, theories or literature – small but not significant errors
• Some minor deviation from the specifications for the assessment task, including word limit where appropriate
• Meet the minimum standard to organize and present with some adherence to the subject-specific conventions
• Demonstrate some ability to develop an argument but can lack fluency. Teamwork is challenging
• The course work has been approached and/or executed/performed in a standard way with limited evidence of originality
• Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking
• Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence
• Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal
• Some evidence of problem solving skills
• Some evidence of ability to address complex issues adequately

Further information

The information about the course materials can be found in Reppu. The literature list will be provided at the beginning of the course

Objective

Students learn basics elements of active and passive sport tourism. Students will gain academic knowledge needed in sport and adventure tourism programs. Upon completion of this course students can outline key characteristics of adventure and are able to discuss important aspects of the experience creation process. Students know about aspects concerning the sport and adventure tourism industry supply and demand side. With risk being a core characteristic of adventure, the course will raise students' awareness for proper risk management. The main elements of sport and adventure tourism business operations will be introduced. Furthermore, the course gives an overview about adventure education.

Content

active and passive sport tourism
key characteristics of adventure
experience creation process
sport and adventure tourism industry supply and demand side
sport and adventure tourism business operations
adventure education
risk assessment and safety

Evaluation scale

0 - 5

Objective

The students will able to describe and explain in detail, the main features of the strategic planning process in tourism, and also their related key concepts and strategic actors. They will be able to explain the relevance of Finnish (Ministry of Economic Affairs and Employment & Finpro/VisitFinland) and regional strategies in domestic and international tourism development and how these strategies affect the operations and development of tourism businesses. The students will be able to explain forecasting competence and proactive thinking and the importance of such activity in strategic planning in the tourism industry. They will know the key methods and concepts of future studies. The students will be able to explain and justify the significance of project work in developing tourism.

Content

Cultural competence
International tourism and its impact on the tourism business in Finland
Using Finnish culture and nature in tourism services
Applying the principles of sustainable and responsible tourism
Future studies in tourism and the basic concepts of future studies
Tourism project work

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Assessment criteria, approved/failed

PASS: Active participation and successful completion of given tasks.

Objective

The students will develop their ability to use Swedish in field-specific work-based tasks. They will be able to write and speak Swedish in tourism communication and interaction contexts.

Content

Key field-specific vocabulary, communication and interaction situations involving speaking and writing.

Materials

Will be announced at the beginning of the course.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate excellent spoken and written communication skills in a variety of demanding field-specific communication and interaction situations.

Assessment criteria, good (3)

The students demonstrate good spoken and written communication abilities in field-specific communication and interaction situations.

Assessment criteria, satisfactory (1)

The students demonstrate the ability to speak and write English for the most part understandably in routine field-specific communication and interaction situations.

Prerequisites

B1 Common European Framework of Reference for Languages