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 course develops a deeper understanding of Brand Strategies from both a theoretical and a practical perspective. Student is able to understand and describe branding as a strategic tool. Student learns to identify, analyse and solve problems connected with branding. He/she also is able to compare and apply brand-related sources, models and theories into practical contexts. Student will aim at combining branding theories and his/her own ideas to formulate new models. Successful digital campaigns are being developed as well as the success is evaluated and data being leveraged. In addition, the success of digital campaigns in terms of brand awareness, association, engagement and ROI is measured.

Content

Strategic brand analysis
The brand identity, brand image, brand promise and brand equity
The brand building processes and models
Brand management
Current trends, megatrends and best practises in digital marketing
Developing successful digital campaigns
Measuring success and learning how to leverage data and how to measure the success of digital campaigns in terms of brand awareness, association, engagement and ROI.

Materials

Bibliography: to be announced in the course progression plan

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Students use the right basic concepts extensively and in a variety of ways and provide an excellent description of the concept and / or key elements of the key concepts taught in the course.Students have the ability to apply concepts and knowledge gained from prior courses in practice / given assignments / in objectives independently and pro-actively.

Assessment criteria, good (3)

Students use the right basic concepts consistently and provide the terminology and key elements of the concepts taught. Students have the ability to provide a good description and the key elements of the concepts and to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Students demonstrate a basic understanding of the concepts introduced in the course and have the basic ability to apply and implement the concepts learned. Have the ability to provide a basic description of the concept and / or key elements of the key concepts taught in the course

Assessment criteria, approved/failed

Provided by the teacher.

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

This course is designed to equip future business leaders and team members with critical communication skills necessary for effective leadership and collaboration in a business setting. The course will cover key areas, including presentation skills, situational communication, project collaboration, public speaking, and self-leadership. Through a combination of lectures, workshops, and practical exercises, students will learn to communicate effectively across various business contexts and audiences, enhancing their leadership capabilities and team interaction skills.

Content

* Presentation skills
• Situational communication skills (e.g. in interviews, negotiations, meetings, formal and informal networking etc.)
• Public speaking
• Non-verbal communication – body language
• Preparation techniques (including practising, pre-empting, dry runs, equipment testing etc.) – develop a personal checklist.
• Techniques to overcome anxiety and stress; Self-Leadership.

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Active participation and successful completion of the assignments.

Prerequisites

Intercultural Communication, Study Skills.

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 aim of this course is to increase the knowledge and awareness on possibilities how to create and manage digital business and new revenue models The student
* understands the basics of the digital environment, new business models, revenue models and digital marketing
* recognize the development or focus area in the sales/business funnel and learn to enhance digital service competence in the organization. 
* learn to plan and manage different service channels supporting digitalized objectives. 
* understand the changing demands of customers and will have ability to utilize new service platforms in the digital context.

Content

Digital ecosystems, their components and architectures
New digital business models
Utilization of intelligent solutions in business context

Leadership skills in the digital service environment

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student is able to use course terminology in a professional manner and justify the use of information sources and actions with scientific knowledge.
Student act in a responsible, taking into account safety issues
justify his/her activity in accordance with the ethical principles of his/her professional field

Assessment criteria, good (3)

Student is able use professional terminology consistently and critically evaluate the information sources he/she has used as well as seek information at each stage of the information acquisition process.
Student plan his/her activity, taking into account safety issues
display his/her familiarity with the ethical principles of the professional field.

Assessment criteria, satisfactory (1)

Student is able to display his/her familiarity with professional knowledge in the field
justify his/her actions with professional knowledge and seek information in diverse information sources. Student display his/her familiarity with the most important safety practices in the professional field and act according to ethical principles

Objective

The student will develop an understanding of the selling and sales management process from theoretical viewpoints. The student recognises the underlying principles of consumer purchase decision making and can create and evaluate the customer experience journey. He/she understands the concepts, theories and development of quality in services businesses as well as measuring the dimensions of service quality. The service quality gap model is used in order to diagnose quality problems for a service organization and a service quality program for a company is created. In addition, the student is aware of the requirements of sustainable development in the service business.

Content

• Introduction to services and services marketing.
• Understanding the customer experience journey, also in the digital era.
• Concepts, theories and illustrations of quality in service business.
• Quality gap model in diagnosing quality problems and measuring the impact.
• Sales environment, management and control.
• Negotiation skills, strategies and process.
• Customer experience in sustainable environment.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Opiskelija hyödyntää, vertailee ja soveltaa keskeisiä asiakaskokemukseen ja palveluliiketoimintaan kuuluvia käsitteitä ja näkökulmia. Käsitteiden käyttö on monipuolista, asiantuntevaa ja perusteltua.
Opiskelija kykenee tehokkaasti yhdistelemään ja soveltamaan aikaisempaa markkinointiosaamista.
Opiskelija osoittaa tehtävässään kriittistä arviointia ja huomioi asiakaskeskeisen markkinoinnin tulevaisuuden haasteet. Tehtävän tavoitteet saavutetaan oma-aloitteisesti ja itseohjautuvasti.

Assessment criteria, good (3)

Opiskelija kuvaa ja selittää keskeisten asiakaskokemukseen ja palveluliiketoimintaan kuuluvien käsitteiden ja elementtien pääsisällöt. Käsitteiden käyttö ja hyödyntäminen on johdonmukaista ja loogista.
Opiskelija osaa hyödyntää parhaiten soveltuvia asiakaskeskeisen markkinoinnin prosesseja ja näkökulmia. Opiskelija toimii itsenäisesti ja osaa perustella johdonmukaisesti ratkaisunsa.

Assessment criteria, satisfactory (1)

Opiskelija nimeää, ymmärtää ja osittain hyödyntää keskeisiä asiakaskokemukseen ja palveluliiketoimintaan liittyviä sisältöjä ja peruskäsitteitä. Kokonaisuus on vielä kuvaavaa ja selkeän kokonaisuuden muodostamisessa on puutteita.
Opiskelija osaa valita tarkoituksenmukaisia markkinointiin liittyviä näkökulmia. Aiemmin opittujen tietojen ja taitojen hyödyntäminen toteutuu osittain.
Opiskelija vaatii vielä ohjausta.

Objective

The student understands the basics of digital media planning and masters the visual designing solutions. S/he is capable of designing and producing printed advertising and marketing communications material, from brief creation, concept development, through to final print-ready product. Student familiarizes him/herself with combination of visual elements in different communication situations and can plan practical visual communication.

Content

Digital media space, marketing material design and production
Layout, illustration and visual elements
Visual design process
Colours, typography and layout
Visualisation concepts and techniques
Planning and producing printed/digital material
Basic skills in video editing, image processing and graphic design programs (Premiere, PhotoShop and InDesign -programs)

Materials

Provided by teacher.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can design and realize high-quality digital and printable publicity and publishing material. (S)he can analyze different media solutions independently and choose the most suitable techniques for them. The student masters image processing and desk top publishing programs and can make versatile use of them in design.

Assessment criteria, good (3)

The student can design and realize digital and printable publicity and publishing material. (S)he analyzes different media solutions independently and can choose suitable techniques for them. The student masters the basics of image processing and desk top publishing programs and can make use of them in design.

Assessment criteria, satisfactory (1)

The student can design and realize digital and printable publicity and publishing material. (S)he analyzes different media solutions independently and can choose suitable techniques for them. The student masters the basics of image processing and desk top publishing programs and can make use of them in design.

Assessment criteria, approved/failed

The required products are not delivered, students abilities to use Adobe CC programs is not sufficient and can not be evaluated.

Further information

In a module together with:
LB00BY74 Brand Strategies
LB00BY72 Integrated Marketing Communications
Joint project work

Objective

Students have the opprtunity of following an international business seminar,namely Nordic Business Seminar. By following this seminar and preparing preliminary tasks and reports/learning diaries they can widen their understanding international business life and development in business globally.

Content

Preliminary tasks on the themes of NBF
Following actively the live streaming of the seminar ( two days)
Preparing reports/learning diaries according to the lecturers instructions

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Student has completed the preliminary tasks and followed the seminar for two days and on based of the seminar compiled the final report according to the instructions given by the lecturer.

Objective

The course will provide an introduction to financial accounting and the preparation of financial statements. Students will be acquainted with financial analysis, its techniques and usage in evaluating companies´ financial performance and position

Content

The role of financial accounting, and usage of financial statement.
The accounting cycle and double-entry bookkeeping.
Entries, adjustments and the preparation of financial statements.
Financial analysis and the use of ratios and other techniques to interpret business performance from financial statements.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5): The students are proficient in the basic principles of bookkeeping and financial statements. They are able to draw conclusions about a company's financial situation using key figures based on information in the financial statement. The students are able to use bookkeeping techniques and models independently in their work and can assess them critically while working to develop the work of their team/group and to create team spirit.

Assessment criteria, good (3)

Good (3-4): The students are proficient in the basic principles of bookkeeping and financial statements. They are able to interpret key figures based on financial statements. The students use bookkeeping techniques and models independently in their work and engage in activity to achieve common goals in groups and teams.

Assessment criteria, satisfactory (1)

Assessment (1-2): The students are able to recognize the importance of bookkeeping and financial statements in corporate financial monitoring. They are able to calculate key figures for financial statements. The students use bookkeeping techniques and models under supervision and are able to work in groups.

Prerequisites

Introduction to Business Operations.

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.

Objective

The course introduces the participants to organization and management from an individual, group and organizational perspective, with the focus on human behavior, organizational structures and processes. It also helps to understand the basic concepts and theories of management while exploring the manager's operational role in an organizations and gain insights into the manager's responsibility in planning, organizing, leading, staffing and controlling within the workplace.

Content

Managers and the environment
Strategizing
Organization Architecture and Control System
Effective Leadership
Ethics and Social Responsibilities

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The participant 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.
The participant has an ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

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

Assessment criteria, satisfactory (1)

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

Assessment criteria, approved/failed

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

Further information

Literature: Textbooks and journal articles.

Objective

The course helps participants to deepen their understanding of the key essence about managing global supply chain, business networks and strategic relationships in the value delivery network. The course starts by understanding basic concepts about supply chain management in the global business environment. In the beginning, participants will learn concepts and tools related to supply chain management. In the later part of the course, participants will learn the different kinds of networks and their significance in business life, how to coordinate them more effectively in order to achieve the strategic goals of the company. The participants will also understand the underlying logic of different types of strategic nets, learning and knowledge transfer within the network, potential sources of conflict and conflict resolution strategies. Finally, the participants will evaluate the impact of technology such as blockchain on supply chain.

Content

Management of supply chains and value delivery network in the global, digitalized environment.
Basic concepts of network and strategic thinking
Different kind of strategic nets, their management mechanisms and capabilities
Learning and knowledge in the network context
Sources of conflict in networks and conflict resolution

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Suomeksi
• 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

Assessment criteria, approved/failed

Attendance and participation, Research assignment or Business projects, group work, presentation

Further information

Literature: Textbook and journal articles
3 TKI credits

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 student understands the strategic nature of marketing communications and learns to identify different functions of marketing communications, communications' effects on consumers, and understands the marketing communications planning process. The student is able to plan marketing communications and student can critically evaluate ethical concerns related to marketing communications

Content

Concept of integrated marketing communications
Different perspectives to IMC and the theoretical views influencing those
Strategic role and planning process of integrated marketing communications
The role of advertising and media choice
The role of sales promotion, public relations and networks and event management
Ethical and social responsibilities in marketing communications

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can apply the basic theories and concepts of marketing communication independently and use them logically and consistently.
The student can, on own initiative, choose the most appropriate methods, channels and theoretic backgrounds for a situation and apply them in different areas of marketing communication

Assessment criteria, good (3)

The student can use and apply the basic theories and concepts of marketing communication logically and consistently.
The student can choose the most appropriate methods, channels and theoretic backgrounds for a situation and apply them in in different areas of marketing communication.

Assessment criteria, satisfactory (1)

The student can use and apply the basic theories and concepts of marketing communication to some extent.
The student can choose appropriate methods, channels and theoretic backgrounds for a situation and apply them in different areas of marketing communication under guidance.

Assessment criteria, excellent (5)

The student can apply the basic theories and concepts of marketing communication independently and use them logically and consistently.
The student can, on own initiative, choose the most appropriate methods, channels and theoretic backgrounds for a situation and apply them in different areas of marketing communication

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 is designed to provide students with an introduction to international marketing. On completion, this course will provide a solid foundation for understanding the global business environment and the student will be equipped with a set of conceptual and analytical tools that prepare him/her for applying successfully the four P’s to global marketing.

This course provides the participants with a general understanding of the various management practices which a business manager should consider in the international context, with a special emphasis on issues related to cultural diversification. The course is built around questions faced by companies wishing to do business in a global marketplace

Content

Framework of international marketing
International environmental analysis
Culture
Models of market entry
Internationalisation of the marketing mix
Development of international marketing strategies
Impact of globalization; cultural considerations;
Implications for organisational systems and 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 analyse, compare, combine and select information and present alternative practices
• demonstrate ability to analyse, reflect upon and critically assess competence and practices of the professional field using acquired knowledge
• demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments
• demonstrate creative but realistic and pragamatic approach to problem solving

Attitudes:
• work smoothly and professionally as a team to achieve common goals of the group
• apply critical professional ethical principles
• excellent team work and output

Assessment criteria, good (3)

Knowledge:
• demonstrate ability to systematically use the concepts learned in this course
• able to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course

Skills:
• ability to select appropriate practices based on acquired knowledge and instructions
• ability to work independently and responsibly completing different tasks in all learning and operational environments
• ability to apply techniques and concepts learned under minimal guidance
• ability to use creative but realistic and pragamatic approach to problem solving

Attitudes:
• work smoothly and professionally as a team to achieve common goals of the group
• work according to professional ethical principles
• good team work and output

Assessment criteria, satisfactory (1)

Knowledge:
• ability to identify the main/individual concepts learned in the course
• ability to apply basic analysis using the concepts and theories learned from the course

Skills:
• ability to work in an appropriate manner, though some uncertainty may be evident in the work
• ability to work appropriately under more guidance and supervision in different learning and operating environments
• ability to use the techniques and models of the professional field in basic application

Attitudes:
• professional conduct in communication, updates, interactions within the team and with supervisor
• work according to professional ethical principles
• team work is largely satisfactory

Objective

The course is designed to provide students with an introduction to international marketing. On completion, this course will provide a solid foundation for understanding the global business environment and the student will be equipped with a set of conceptual and analytical tools that prepare him/her for applying successfully the four P’s to global marketing.

This course provides the participants with a general understanding of the various management practices which a business manager should consider in the international context, with a special emphasis on issues related to cultural diversification. The course is built around questions faced by companies wishing to do business in a global marketplace

Content

Framework of international marketing
International environmental analysis
Culture
Models of market entry
Internationalisation of the marketing mix
Development of international marketing strategies
Impact of globalization; cultural considerations;
Implications for organisational systems and 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 analyse, compare, combine and select information and present alternative practices
• demonstrate ability to analyse, reflect upon and critically assess competence and practices of the professional field using acquired knowledge
• demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments
• demonstrate creative but realistic and pragamatic approach to problem solving

Attitudes:
• work smoothly and professionally as a team to achieve common goals of the group
• apply critical professional ethical principles
• excellent team work and output

Assessment criteria, good (3)

Knowledge:
• demonstrate ability to systematically use the concepts learned in this course
• able to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course

Skills:
• ability to select appropriate practices based on acquired knowledge and instructions
• ability to work independently and responsibly completing different tasks in all learning and operational environments
• ability to apply techniques and concepts learned under minimal guidance
• ability to use creative but realistic and pragamatic approach to problem solving

Attitudes:
• work smoothly and professionally as a team to achieve common goals of the group
• work according to professional ethical principles
• good team work and output

Assessment criteria, satisfactory (1)

Knowledge:
• ability to identify the main/individual concepts learned in the course
• ability to apply basic analysis using the concepts and theories learned from the course

Skills:
• ability to work in an appropriate manner, though some uncertainty may be evident in the work
• ability to work appropriately under more guidance and supervision in different learning and operating environments
• ability to use the techniques and models of the professional field in basic application

Attitudes:
• professional conduct in communication, updates, interactions within the team and with supervisor
• work according to professional ethical principles
• team work is largely satisfactory

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

Students will know the elements of the marketing mix and understands the importance of customer relationship thinking and customer satisfaction as a part of profitable business operations. Students will be able to do the analysis and planning of marketing as well as understands the basic relationship marketing.

Content

Elements of the marketing mix
Pricing decisions as a competitive tools
Marketing process and analysis
Marketing planning
Relationship marketing
Customer service relationship development and profitability

Evaluation scale

0 - 5

Objective

To provide the student with a primary tool for exploring new opportunities in the marketplace with emphasis on the marketing research process and its application to specific business decisions.

Content

- The basic concepts, needs and goals of marketing research
- Formulating a research plan from the specific research method perspective
- Conducting the research and analyzing the results
- Writing a research report and introducing final outcomes

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student is able to use the right basic concept in a versatile and broad manner for marketing research purpose as well as provide excellent description of key elements of the key concepts taught in the course.
Has an ability to apply concepts in practice independently and pro-actively.

Assessment criteria, good (3)

Student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught.
Demonstrates good ability to justify and reason the choice and application of specific concepts

Assessment criteria, satisfactory (1)

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

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

To provide the student with an insight of the commercial world and an opportunity to apply knowledge gained to practical tasks. It also provides the student with an opportunity to acquire new skills and encourages personal development.

Content

Students are required to work as a trainee in a foreign company. Practical training can also be accomplished locally.
- information sessions before and after the practical training period
- 800 hours (about 5 months) practical training to be completed in one uninterrupted period
- training report and tasks

Evaluation scale

0 - 5

Assessment criteria, approved/failed

P/F
Students must demonstrate sufficient initiative and ability to apply knowledge and competences to business related tasks.

Prerequisites

Before starting the placement the student must have completed basic studies and have earned a minimum of 115 credits. It is recommended that the placement is completed during the spring semester of the 3rd study year.

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

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

The student is able to describe the central service design concepts, emphasis and meanings. The student understands the key principles of service design thinking in business development and learns to seek for and interpret user / customer needs from the perspective of his/her own field. He/She learns to improve an existing service or to create a new one – based on creating value for users and customers and to be as efficient as possible. The student is familiar with the service design process and can implement that knowledge creatively into practice. The student is aware of the various research methods and creative tools used in service design when seeking information. In addition, she/he is able to enhance the stakeholder involvement and encourage the engagement with the design process. Student’s workshop facilitator skills will improve

Content

The key guidelines in design thinking.
Step-by-step –process of the service design
Creative tools and research methods to create more understanding about user needs.
Building representation of the creative development suggestions.
Guidelines to facilitate and conduct a workshop and a design process.
Service design case study connected with the specific field chosen.

Materials

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

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

Objective

The student is able to describe the central service design concepts, emphasis and meanings. The student understands the key principles of service design thinking in business development and learns to seek for and interpret user / customer needs from the perspective of his/her own field. He/She learns to improve an existing service or to create a new one – based on creating value for users and customers and to be as efficient as possible. The student is familiar with the service design process and can implement that knowledge creatively into practice. The student is aware of the various research methods and creative tools used in service design when seeking information. In addition, she/he is able to enhance the stakeholder involvement and encourage the engagement with the design process. Student’s workshop facilitator skills will improve

Content

The key guidelines in design thinking.
Step-by-step –process of the service design (Empathize, Define, Ideate, Prototype, Test).
Creative tools and research methods to collect and construct point of view based on user needs.
Building representation of the creative solutions and ideas.
The stakeholder engagement methods and practices & facilitation tools.
Guidelines to facilitate and conduct a workshop and an innovative design process.
Service design case study connected with the specific field chosen.
Facilitating innovation, and change in the organization and stressing current user needs: Planning, organizing, facilitating and conducting one workshop.

Materials

To be announced later

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Analyses the features and specific concepts of design thinking and service design processes with a high professional manner and apply theoretical models into practice in an innovative and creative way.
Understands the diverse value of different creative tools and research methods to collect data and construct a point of view based on user needs, developing a representation of the creative solutions and ideas.
Masters how to facilitate innovation and change in the organization stressing current user needs and customer insights: holistic planning, organizing, facilitating and conducting workshop.
Completes all the required assignments as instructed with a high quality, timely and creative manner.

Assessment criteria, good (3)

Analyses the general concepts of design thinking and service design processes with a professional manner and apply theoretical models into practice.
Identifies the value of creative tools and research methods to collect data and construct a point of view based on user needs, developing a representation of the solutions and ideas.
Acknowledges how to facilitate innovation and change in the organization stressing current user needs and customer insights: realistic planning, organizing, facilitating and conducting workshop.
Completes all the required assignments as instructed with a good quality and timely manner.

Assessment criteria, satisfactory (1)

Identifies the concepts of design thinking and service design processes with a somewhat professional manner and apply theoretical models into practice with some extend.
Notices the value of creative tools and research methods to collect data and construct a point of view based on user needs, developing some solutions and ideas.
Identifies how to facilitate change in the organization understanding general user needs and customer insights: planning, organizing, facilitating and conducting workshop.
Completes all the required assignments as instructed in a timely manner.

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

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

Students will develop and demonstrate their abilities to apply their knowledge and competences in a practical assignment requiring expertise linked to their professional studies. They will deepen their professional competence in RDI activities by completing a working life based research, development or other project in the form of a thesis. They will be proficient in the written and spoken forms of communication required in working life.

Content

Thesis plan, its presentation and acting as opponent
Actual thesis (+ thesis workshop work)
Presentation seminars
Maturity test

Evaluation scale

0 - 5

Assessment criteria, approved/failed

1-5
See KUAS thesis assessment criteria

Prerequisites

Research Methods

Objective

The aim of this course is to increase the knowledge and awareness on possibilities how to create and manage digital business and new revenue models The student
* understands the basics of the digital environment, new business models, revenue models and digital marketing
* recognize the development or focus area in the sales/business funnel and learn to enhance digital service competence in the organization. 
* learn to plan and manage different service channels supporting digitalized objectives. 
* understand the changing demands of customers and will have ability to utilize new service platforms in the digital context.

Content

Digital ecosystems, their components and architectures
New digital business models
Utilization of intelligent solutions in business context

Leadership skills in the digital service environment

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student is able to use course terminology in a professional manner and justify the use of information sources and actions with scientific knowledge.
Student act in a responsible, taking into account safety issues
justify his/her activity in accordance with the ethical principles of his/her professional field

Assessment criteria, good (3)

Student is able use professional terminology consistently and critically evaluate the information sources he/she has used as well as seek information at each stage of the information acquisition process.
Student plan his/her activity, taking into account safety issues
display his/her familiarity with the ethical principles of the professional field.

Assessment criteria, satisfactory (1)

Student is able to display his/her familiarity with professional knowledge in the field
justify his/her actions with professional knowledge and seek information in diverse information sources. Student display his/her familiarity with the most important safety practices in the professional field and act according to ethical principles

Objective

The course will provide an introduction to financial accounting and the preparation of financial statements. Students will be acquainted with financial analysis, its techniques and usage in evaluating companies´ financial performance and position

Content

The role of financial accounting, and usage of financial statement.
The accounting cycle and double-entry bookkeeping.
Entries, adjustments and the preparation of financial statements.
Financial analysis and the use of ratios and other techniques to interpret business performance from financial statements.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5): The students are proficient in the basic principles of bookkeeping and financial statements. They are able to draw conclusions about a company's financial situation using key figures based on information in the financial statement. The students are able to use bookkeeping techniques and models independently in their work and can assess them critically while working to develop the work of their team/group and to create team spirit.

Assessment criteria, good (3)

Good (3-4): The students are proficient in the basic principles of bookkeeping and financial statements. They are able to interpret key figures based on financial statements. The students use bookkeeping techniques and models independently in their work and engage in activity to achieve common goals in groups and teams.

Assessment criteria, satisfactory (1)

Assessment (1-2): The students are able to recognize the importance of bookkeeping and financial statements in corporate financial monitoring. They are able to calculate key figures for financial statements. The students use bookkeeping techniques and models under supervision and are able to work in groups.

Prerequisites

Introduction to Business Operations.

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

The course is designed to provide students with an introduction to international marketing. On completion, this course will provide a solid foundation for understanding the global business environment and the student will be equipped with a set of conceptual and analytical tools that prepare him/her for applying successfully the four P’s to global marketing.

This course provides the participants with a general understanding of the various management practices which a business manager should consider in the international context, with a special emphasis on issues related to cultural diversification. The course is built around questions faced by companies wishing to do business in a global marketplace

Content

Framework of international marketing
International environmental analysis
Culture
Models of market entry
Internationalisation of the marketing mix
Development of international marketing strategies
Impact of globalization; cultural considerations;
Implications for organisational systems and 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 analyse, compare, combine and select information and present alternative practices
• demonstrate ability to analyse, reflect upon and critically assess competence and practices of the professional field using acquired knowledge
• demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments
• demonstrate creative but realistic and pragamatic approach to problem solving

Attitudes:
• work smoothly and professionally as a team to achieve common goals of the group
• apply critical professional ethical principles
• excellent team work and output

Assessment criteria, good (3)

Knowledge:
• demonstrate ability to systematically use the concepts learned in this course
• able to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course

Skills:
• ability to select appropriate practices based on acquired knowledge and instructions
• ability to work independently and responsibly completing different tasks in all learning and operational environments
• ability to apply techniques and concepts learned under minimal guidance
• ability to use creative but realistic and pragamatic approach to problem solving

Attitudes:
• work smoothly and professionally as a team to achieve common goals of the group
• work according to professional ethical principles
• good team work and output

Assessment criteria, satisfactory (1)

Knowledge:
• ability to identify the main/individual concepts learned in the course
• ability to apply basic analysis using the concepts and theories learned from the course

Skills:
• ability to work in an appropriate manner, though some uncertainty may be evident in the work
• ability to work appropriately under more guidance and supervision in different learning and operating environments
• ability to use the techniques and models of the professional field in basic application

Attitudes:
• professional conduct in communication, updates, interactions within the team and with supervisor
• work according to professional ethical principles
• team work is largely satisfactory

Objective

The student will develop an understanding of the selling and sales management process from theoretical viewpoints. The student recognises the underlying principles of consumer purchase decision making and can create and evaluate the customer experience journey. He/she understands the concepts, theories and development of quality in services businesses as well as measuring the dimensions of service quality. The service quality gap model is used in order to diagnose quality problems for a service organization and a service quality program for a company is created. In addition, the student is aware of the requirements of sustainable development in the service business.

Content

• Introduction to services and services marketing.
• Understanding the customer experience journey, also in the digital era.
• Concepts, theories and illustrations of quality in service business.
• Quality gap model in diagnosing quality problems and measuring the impact.
• Sales environment, management and control.
• Negotiation skills, strategies and process.
• Customer experience in sustainable environment.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Opiskelija hyödyntää, vertailee ja soveltaa keskeisiä asiakaskokemukseen ja palveluliiketoimintaan kuuluvia käsitteitä ja näkökulmia. Käsitteiden käyttö on monipuolista, asiantuntevaa ja perusteltua.
Opiskelija kykenee tehokkaasti yhdistelemään ja soveltamaan aikaisempaa markkinointiosaamista.
Opiskelija osoittaa tehtävässään kriittistä arviointia ja huomioi asiakaskeskeisen markkinoinnin tulevaisuuden haasteet. Tehtävän tavoitteet saavutetaan oma-aloitteisesti ja itseohjautuvasti.

Assessment criteria, good (3)

Opiskelija kuvaa ja selittää keskeisten asiakaskokemukseen ja palveluliiketoimintaan kuuluvien käsitteiden ja elementtien pääsisällöt. Käsitteiden käyttö ja hyödyntäminen on johdonmukaista ja loogista.
Opiskelija osaa hyödyntää parhaiten soveltuvia asiakaskeskeisen markkinoinnin prosesseja ja näkökulmia. Opiskelija toimii itsenäisesti ja osaa perustella johdonmukaisesti ratkaisunsa.

Assessment criteria, satisfactory (1)

Opiskelija nimeää, ymmärtää ja osittain hyödyntää keskeisiä asiakaskokemukseen ja palveluliiketoimintaan liittyviä sisältöjä ja peruskäsitteitä. Kokonaisuus on vielä kuvaavaa ja selkeän kokonaisuuden muodostamisessa on puutteita.
Opiskelija osaa valita tarkoituksenmukaisia markkinointiin liittyviä näkökulmia. Aiemmin opittujen tietojen ja taitojen hyödyntäminen toteutuu osittain.
Opiskelija vaatii vielä ohjausta.

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.