Upon completion of the course, the student is able to
• understand the importance of future orientation and trend watching for the success of businesses and individuals (parts 1-3)
• research the most important technologies, global events and big ideas that are shaping the future to discover new possibilities and opportunities for doing business (part 1)
• apply innovative development methods to futures thinking and scenario planning in a chosen industry (part 2)
• describe the different stages and key steps of the transformation process (part 2)
• innovate ideas for business transformations for the future and provide solutions and scenarios for how to adapt to and benefit from the future changes (part 3)
• set goals (preassignment) and evaluate learning in the module (post-assignment)

With strong futures thinking skills, the student will have a competitive advantage in seeing the future before it happens. The student is able to consider possibilities that others do not see coming. (S)he will be able to consider opportunities that will help a business thrive or to tackle a future change that a company needs to be prepared for. The student will also be ready to help others in preparing for and adapting to the future.

Pre-assignment
Personal expectations and goals for the module

Part 1
Future orientation and trend analysis (The importance of futures thinking, definitions; analysing, anticipating and forecasting future trends)

Part 2
Innovative development methods (applying e.g. Scenario planning, Six Hats, Blue Ocean Strategy, Empathy Mapping to the transformation development process

Part 3
Transformation description: How the trends and transformation will shape the chosen industry: business opportunities and possibilities

Post-assignment
Evaluation of own learning and goals reached during the module

a) This is a virtual course with no contact hours. Independent study in network environment. Written feedback provided for parts 1-3. Assessment of one’s own learning.

b) Learning by using the work-based learning method "Work&Study" according to a plan that shows how the learning goals of the course can be obtained through the student's work or hobby. More information from responsible teachers or academic advisors.

c) Demonstration (of earlier skills and knowledge in the course content). More information from responsible teachers or academic advisors.

Recommended:
Canton, J. 2015. Future Smart – Managing the Game-Changing Trends That Will Transform Your World.
Paul, H. 2019. Critical Terms in Futures Studies.
Siilasmaa, R. 2018. Transforming NOKIA: The Power of Paranoid Optimism to Lead Through Colossal Change.
Journals and magazines (e.g. Journal of Futures Studies), studies by international organisations (e.g. OECD, WFSF, WEF, UNWTO, WTTC, IATA) and other electronic sources.

Responsible teachers: Annika Konttinen, Anu Seppänen

This is a virtual course in the Moodle platform.

The student has successfully completed the Basic Studies. The module is a part of the advanced studies in Porvoo Campus competence-based curriculum. The module advances the following competences: analytical and strategic thinking, professional expertise and innovation, global mindset, creativity and future orientation, strategic planning, risk management, design thinking and enabling digitalisation.

The student is aware of future orientation and trend watching for the success of businesses and individuals. (S)he can identify potential technologies, global events and big ideas that are shaping the future to a limited degree. The student finds it challenging to apply innovative development methods to futures thinking and scenario planning in a chosen industry. S(he) has basic understanding of the importance of innovating ideas for business transformations for the future. The student needs help in finding solutions and scenarios for how to adapt to and benefit from the future changes. (S)he understands some of the stages and key steps of the transformation process. The student has challenges to set goals and evaluate learning in the module. S(he) takes part in the module activities with a minimal input. In the report, the student acknowledges source material with major omissions and the use of sources is very limited overall. The report is poorly structured.

The student understands the importance of future orientation and trend watching for the success of businesses and individuals. (S)he can identify potential technologies, global events and big ideas that are shaping the future rather well. The student is able to apply innovative development methods to futures thinking and scenario planning in a chosen industry. S(he) has a rather good understanding of the importance of innovating ideas for business transformations for the future. The student is able to find solutions and scenarios for how to adapt to and benefit from the future changes. (S)he understands the stages and key steps of the transformation process fairly well. The student is able to set goals and evaluate learning in the module. S(he) takes actively part in the module activities. In the report, the student acknowledges source material for the most part and several sources are used. Report structure is logical and the reader can follow the line of thought.

The student understands and can justify the importance of future orientation and trend watching for the success of businesses and individuals. (S)he can identify potential technologies, global events and big ideas that are shaping the future very well. The student is able to apply and evaluate innovative development methods to futures thinking and scenario planning in a chosen industry. S(he) has a very good understanding of the importance of innovating ideas for business transformations for the future. The student is able to find versatile solutions and scenarios for how to adapt to and benefit from the future changes. (S)he understands the stages and key steps of the transformation process very well. The student is able to set goals and evaluate learning in the module. S(he) takes proactively part in the module activities and show great initiative to learn about the topic. In the report, the student acknowledges all source material correctly and uses versatile sources in a skillful manner with discourse between sources. Report structure, figures and tables facilitate understanding very well.