Teachers provide students versatile teaching and learning methods, such as team work, group discussions, individual/group debates (opportunity recognition), prototype co-creation workshops, investigation and research (customer insight), reading articles and books, reflection through mindfulness. Virtual tools, learning environment and assignments will support students’ learning. RDI project results can be utilized for possible development ideas.
Materials mentioned in the course description and other material provided by the teachers. For example: Canvanizer. Business canvases. Retrieved from https://canvanizer.com/choose/business-model-canvases EYE. 2018. Business Plan Template. Entrepreneurship for Young Entrepreneurs. MOVE-YE Cosme project. Haaga-Helia SUS. 2018. Pitching Guide. Haaga-Helia StartUp School. ppt. Haaga-Helia SUS 2019. Design thinking workbook. Modified from Plattner, H. An introduction to Design Thinking workbook. d.School. Institute of Design at Stanford. Lab8 2019. Tool factory. Service design tools. Retrieved from http://www.lab8.fi/tool-factory/
The learning sessions may include guest lectures and real-life cases. Students can apply their learning within their current work environment.
Students’ backgrounds and work environments will bring an international perspective to the course. Internationality is present through teamwork, books, articles and assignments.
31.08.2020 - 18.12.2020
There are altogether six learning assignments. They are work life oriented, practical, analytical and based on theoretical basis. Learning assignments support the two stages of the lean process on this course: Discovery and Validation. Discovery stage (5 cr) Learning assignment LA1 (pre-assignment): Recognizing trends and business opportunities Student identifies trends and weak signals that help him/her to recognize the needs and problems of a potential customer. (max 2 p) Learning assignment LA2: Customer profile and value proposition (VPC) First the student interviews briefly and observes ethnographically five potential customers’ point of views, documents and analyzes them. (max. 2 p.). Second, the student creates a customer profile to develop his her idea further. The profile presents the story of the customer through his/her roles, goals, desires, frustrations, passions and fears that are based on the interviews and observations. (max. 1 p.). Third, the student creates a value proposition (VPC) by identifying the end user’s jobs, benefits and factors creating them, disadvantages and factors reducing them – and finally the solutions that create the benefits and reduce the disadvantages producing added value to the end-user. The student documents this all in the value proposition canvas (max. 1 p.). Fourth, the student collects feedback from peer students (peer-assessment), documents and reflects it (max. 2 p.). Learning assigment LA3: BMC/lean canvas First the student creates a business model with the help of lean or BMC canvas from his/her own idea and demonstrates the earning logic of this/her idea at the same time (financials included, max 1 p.). Second the student prepares to sell his/her idea (pitching max. 5 min.) to the others with the help of the canvas. Third the student collects feedback from other students (peer-assessment), documents and reflects it (max. 2 p.). Validation stage (5 cr) Learning assignment LA4: Minimum lovable product (MLP) First the student modifies a new version of the BMC or lean canvas based on the feedback collected either in the LA3 or separately for this task. The new version presents also the minimum lovable product (MLP, max 1 p.). Second, the student tests the MLP on the market by interviewing five potential customers, documents the results and reflects them (max. 2 p.). Learning assignment LA5: Roadmap for commercialization The student makes a roadmap for commercializing the MLP. S/he considers marketing & sales activities and distribution channels. The student visualizes the roadmap on one slide which includes goals, milestones and indicators. (max. 3+1 p.). Learning assignment 6: Sales pitch First the student creates and holds a sales pitch about his/her idea. The pitch is aimed for external investors (max 3 min.). Second, s/he will collect feedback (peer-assessment) about the sales pitch and documents it (max 1 p.). Third, s/he will make the necessary improvements to MLP and roadmap based on the feedback. Fourth, the studen defines the positions and competitive advantage of his/her business idea in the market and gives groundings for its growth and viability potential (max. 2 p.). In addition to these assignments, there are class assignments that will not be evaluated. As a final act, the student evaluates his/her own learning with e-form and provides feedback of the course. These do not affect on the grade.
15.06.2020 - 28.08.2020
Preliminary schedule (subject to changes) Teachers: SS Suvi Starck, MH Maria Haukka, OL Olli Laintila, MÅ Monica Åberg 3.9. Introduction, goals, team formation, learning assignments & megatrends, trends, weak signals, wild cards (SS) - Exploration stage begins (5 ects), LA1 info 10.9. VIR Entrepreneurial competences and resources (entrepreneurship test), team formation and competences, mindfulness (SS, MÅ) - LA 1 deadline 17.9. VIR Opportunity seeking with innovation process: trends, challenges, opportunities, weak signals and competition perspective (MH, OL) - LA1 debriefing & feedback virtually 24.9. EMPATHIZE: customer’s perspective and needs, VPC introduction (SS) - LA 2 info 1.10. DEFINE: customer’s needs and problem definition (MH, OL) Jobs to be done & Problems to be solved of VPC, Point of View (d.School), Strategyzer tools - LA2 deadline 8.10. VIR IDEATE: idea development, ideation (validating initial business idea), mindfulness, BMC introduction, pitching introduction (SS, MÅ) - LA3 info 15.10. Pitching and peer feedback (OL, MH) - LA3 deadline, Exploration stage (5 ects) ends 22.10. intensive, No teaching – independent work 29.10. PROTOTYPE: idea visualization, MVP & MLP introduction (MH) - Validation stage (5 ects) begins , LA4 info 5.11. Independent work – TEST: MLP testing - LA4 deadline for version 1 of MLP (MLP done before testing) 12.11. ITERATE: process reflections, improvements, peer feedback, roadmap for commercialization introduction (OL, MH) - LA5 info 19.11. FINANCIAL CHECK: revenue model, resource check, success factors & unfair advantages (OL, MÅ) - LA4 final version deadline 26.11. VIR Customer acquisition and retaining from validation perspective, pitching introduction (MH) - LA5 deadline, LA6 info 3.12.VIR Risk analysis (OL) 10.12. Pitching on video and peer feedback, MLP and roadmap presentations (MH, OL) - LA6 deadline, Validation stage (5 ects) ends
If students have acquired the required competence in previous work tasks, recreational activities or on another course, they can show their competence via a demonstration and thus progress faster through their studies. More information and instructions for recognising and validating prior learning (RPL) are available at MyNet.
This course is implemented for the first time in autumn 2019. The collected feedback is the basis for further development of the next implementation.
Maria Haukka, Monica Åberg, Olli Laintila, Suvi Starck
15 - 40
Assessment of learning assignments is divided as follows:
LA1: Trends and opportunities (pass / fail). In this assignment we evaluate future prediction skills and customer-centric approach.
LA 2: Customer profile and value proposition canvas (VPC) 25 %. In this assignment we evaluate information gathering skills, recognition skills of customer needs and added value experiences, innovativeness, creativity and problem solving skills, ability to follow design thinking process, iterative approach.
LA 3: BMC/Lean canvas 25 %. In this assignment we evaluate business competences (e.g. earning logic), holistic approach and system thinking, summarizing skills, ability to follow design thinking process, iterative approach, reflection skills, argumentation skills based on theoretical basis, self-leadership skills.
LA4: Minimum lovable product (MLP) 15 %. In this assignment we evaluate iterative approach, business competence, productizing skills, reflection skills.
LA5: Roadmap 20 %. In this assignment we evaluate marketing and sales competences, strategic approach, and ability to see the big picture.
LA6: Sales pitch 15 %. In this assignment we evaluate communications and sales skills, summarizing skills and emotional intelligence skills, iterative approach, competition knowledge and reflection skills.
LEBUM Degree Programme in Leading Business Transformation