Academic year 2020 - 2021

•     3AMK Summer School OTH8HM102-3001 01.08.2020-31.08.2020  5 cr +-
  Learning objectives

  Enrolment for this study unit is in spring. More information found here: https://www.laurea.fi/en/laurea/3AMK/summer-school/. The course is for master´s degree students.
  
  The intensive week offers the students opportunities to take part in current European discussions and themes on leadership skills and organizational culture. We will focus on best practices in partner countries. Learning is supported by a pre-assignment, brief lectures and presentations, international teamworking, interesting study visits and guidance from academic representatives.

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  Teaching methods and instruction

  https://www.laurea.fi/en/laurea/3AMK/summer-school/

  Teachers

  Johanna Maaniemi

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  01.08.2020 - 31.08.2020

  Mode of delivery

  Distance learning

  Seats

  10 - 20

  Degree Programmes

  LUJOM Degree Programme in Business Development and Leadership, BUTEM Degree Programme in Business Technologies, LITEM Degree Programme in Business Technologies, PAKEM Degree Programme in Service Business Leadership and Development, ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Acting as Coach and Facilitator ORD2HM103-3004 26.10.2020-18.12.2020  5 cr  (MASALE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Analysing one’s own coaching ability and development areas
  - Coaching as an outlook on work and as an interaction skill
  - Dialogic speaking and listening
  - Relevance of facilitation and utilisation as a tool for service design, decision-making, co-creation and communal learning.
  - Goal-oriented methods of facilitation
  - Group dynamics
  - Facilitation in practice

  Assessment criteria

  Assessment criteria - grade 1

  The student knows the relevance of coaching-based cooperation, the counselling approach and interaction in organisational development. The student recognises his/her strengths and development areas as a coach and as a facilitator.

  Assessment criteria - grade 3

  In addition to the competencies in grade 1, the student can develop his/her skills as a coach and a facilitator, deepen and apply dialogic interaction competences and is able to put himself/herself in the position of the coach and the person being coached. The student experiments, tests and chooses facilitation techniques that aim to promote communal learning within the workplace.

  Assessment criteria - grade 5

  In addition to competences in grades 1 and 3, the student develops his/her skills as a coach and a facilitator according to self-set goals and applies his/her dialogic interaction and group coaching competences. S/he is able to reflect deeply on his/her actions as a coach and as a person being coached. The student can choose and justify the facilitation techniques that aim to promote communal learning in the work place.

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  Responsible person

  Eija Kjelin

  Teachers

  Mirka Sunimento

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MASALE
  • MAENTE
  • MASTRE
  • MACOME

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Applied Design Research RDI2HM101-3006 31.08.2020-16.10.2020  5 cr  (MAEXPE, ...) +-
  Learning objectives

  The student is able to identify the development tasks of organisations and companies and can choose the right research approach and data collection methods for the development task. She/he can plan and schedule a research and development task. The student is able to use key concepts related to research and development methods.
  The student can apply a chosen research and development approach and data collection strategies in either the development or the thesis plan or in a project work during the course. The student understands the importance of critical thinking in the choice of research and development approach as well as in the context of literature and empirical data. She/he is able to use the results from research and development work in the development work of the organisation.
  The student is able to assess the success of the applied research approach as well as the suitability of the research methods in his/her own thesis project or another project. The student can argue for the chosen research approach and methods as well as critically assess the chosen research approach, data collection methods and the literature and empirical data. She/he can use the result of the research and development project at a strategic level in organisational development work.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  What is applied research?
  Approaches in research and development work
  Data collection and analysis strategies
  The process of development work
  Research ethics
  Applied research as a part of organisational development

  Assessment criteria

  Assessment criteria - grade 1

  The student is able to identify the development tasks of organisations and companies and can choose the right research approach and data collection methods for the development task. She/he can plan and schedule a research and development task. The student is able to use key concepts related to research and development methods although critical thinking is lacking. The ability to create new knowledge for organisational development is currently weak.

  Assessment criteria - grade 3

  In addition to the requirements named in Grade 1, the student can apply a chosen research and development approach and data collection strategies in either the development or the thesis plan or in a project work during the course. The student understands the importance of critical thinking in the choice of research and development approach as well as in the context of literature and empirical data. She/he is able to use the results from research and development work in the development work of the organisation.

  Assessment criteria - grade 5

  In addition to requirements named in Grades 1 and 3, the student is able to assess the success of the applied research approach as well as the suitability of the research methods in his/her own thesis project or another project. The student can argue for the chosen research approach and methods as well as critically assess the chosen research approach, data collection methods and the literature and empirical data. She/he can use the result of the research and development project at a strategic level in organisational development work.

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  Teaching methods and instruction

  Learning methods
  Depending on the implementation, learning takes place in contact lessons, as independent studies, teamwork and online-studies. Implementations can include literature, assignments, R&D co-operation and company projects. The course includes the assessment of one’s own learning.

  Teachers

  Evariste Habiyakare, Eva Holmberg

  Working life connections

  Cooperation with the business community
  The studies and learning assignments seek to mirror everyday business in corporations and other organisations. The learning sessions may include guest lectures, visits and/or real-life cases to be solved. Students apply their learning within their current work environment.

  Campus

  Pasila Campus

  Teaching language

  English

  Internationality

  International dimension
  Depending on the implementation.

  Timing

  31.08.2020 - 16.10.2020

  Learning assignments

  Course content
  • What is applied research?
  • Approaches in research and development work
  • Data collection and analysis strategies
  • The process of development work
  • Research ethics
  • Applied research as a part of organisational development

  Enrollment

  15.06.2020 - 28.08.2020

  Content scheduling

  Intensive course:
  
  SEPT: 05.05.2020 & 19.09.2020 and OCT 10.10.2020
  
  Time: 09:00-16:00
  
  Class 1003 and / or in Zoom

  Groups

  • MAEXPE
  • MASTRE
  • MADIGE
  • MACOME

  Alternative learning methods

  Recognition of prior learning (RPL)
  If students have acquired the required competence in previous work tasks, recreational activities or on another course, they can present 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.

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Further information

  Participation and activity
  Research plan for own Master thesis

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Applied Design Research RDI2HM101-3007 28.08.2020-16.10.2020  5 cr  (MAICTE, ...) +-
  Learning objectives

  The student is able to identify the development tasks of organisations and companies and can choose the right research approach and data collection methods for the development task. She/he can plan and schedule a research and development task. The student is able to use key concepts related to research and development methods.
  The student can apply a chosen research and development approach and data collection strategies in either the development or the thesis plan or in a project work during the course. The student understands the importance of critical thinking in the choice of research and development approach as well as in the context of literature and empirical data. She/he is able to use the results from research and development work in the development work of the organisation.
  The student is able to assess the success of the applied research approach as well as the suitability of the research methods in his/her own thesis project or another project. The student can argue for the chosen research approach and methods as well as critically assess the chosen research approach, data collection methods and the literature and empirical data. She/he can use the result of the research and development project at a strategic level in organisational development work.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  What is applied research?
  Approaches in research and development work
  Data collection and analysis strategies
  The process of development work
  Research ethics
  Applied research as a part of organisational development

  Assessment criteria

  Assessment criteria - grade 1

  The student is able to identify the development tasks of organisations and companies and can choose the right research approach and data collection methods for the development task. She/he can plan and schedule a research and development task. The student is able to use key concepts related to research and development methods although critical thinking is lacking. The ability to create new knowledge for organisational development is currently weak.

  Assessment criteria - grade 3

  In addition to the requirements named in Grade 1, the student can apply a chosen research and development approach and data collection strategies in either the development or the thesis plan or in a project work during the course. The student understands the importance of critical thinking in the choice of research and development approach as well as in the context of literature and empirical data. She/he is able to use the results from research and development work in the development work of the organisation.

  Assessment criteria - grade 5

  In addition to requirements named in Grades 1 and 3, the student is able to assess the success of the applied research approach as well as the suitability of the research methods in his/her own thesis project or another project. The student can argue for the chosen research approach and methods as well as critically assess the chosen research approach, data collection methods and the literature and empirical data. She/he can use the result of the research and development project at a strategic level in organisational development work.

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  Teaching methods and instruction

  Virtual course, online studies

  Learning material and recommended literature

  Learning materials on Moodle and the literature given by teacher

  Teachers

  Merja Drake, Kaarina Järventaus

  Working life connections

  The studies and learning assignments seek to mirror everyday business in corporations and other organisations. Students apply their learning within their current work environment.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exams, see: assignments.

  Teaching language

  English

  Internationality

  The learning cases and literature deal with the subject from an international point of view.

  Timing

  28.08.2020 - 16.10.2020

  Learning assignments

  Assignment 1: Short assignment, 3-4 pages. Search for 2 Master´s theses in your own field. Describe the research questions as well as their approach and methods for research and development. Assess collected data and methods. See further details on Moodle.
  Assignment 2: Short assignment. Write 3 research questions for your own thesis work.
  Assignment 3: Research plan for your thesis, 5-6 pages. See further details on Moodle
  
  All three assignments need to be completed successfully.

  Enrollment

  15.06.2020 - 28.08.2020

  Content scheduling

  The course starts on the 28th August and ends on the 16th October. See timetables for assignments on Moodle.

  Groups

  • MAICTE
  • MALEAE
  • MASALE
  • MAENTE
  • MAPO
  • MAEXPE
  • VIR
  • MADIGE
  • MASTRE
  • EXCH
  • MACOME

  Alternative learning methods

  If students have acquired the required competence in previous work tasks, recreational activities or on another course, they can present 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.

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Further information

  Grade 1
  The student is able to identify the development tasks of organisations and companies and can choose the right research approach and data collection methods for the development task. She/he can plan and schedule a research and development task. The student is able to use key concepts related to research and development methods although critical thinking is lacking. The ability to create new knowledge for organisational development is currently weak.
  Grade 3
  In addition to the requirements named in Grade 1, the student can apply a chosen research and development approach and data collection strategies in either the development or the thesis plan or in a project work during the course. The student understands the importance of critical thinking in the choice of research and development approach as well as in the context of literature and empirical data. She/he is able to use the results from research and development work in the development work of the organisation.
  Grade 5
  In addition to requirements named in Grades 1 and 3, the student is able to assess the success of the applied research approach as well as the suitability of the research methods in his/her own thesis project or another project. The student can argue for the chosen research approach and methods as well as critically assess the chosen research approach, data collection methods and the literature and empirical data. She/he can use the result of the research and development project at a strategic level in organisational development work.

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Artificial Intelligence in Modern Business DIG4HM106-3002 26.10.2020-18.12.2020  5 cr  (VIR, ...) +-
  Learning objectives

  The overall learning objective of the course is to give the students insight into what artificial intelligence is and the impact it will have on the economy and business processes, as well as a hands-on knowledge and examples of how to apply artificial intelligence in different business cases.
  Upon completion of the course, the student is able to
  • Understand and describe the role of artificial intelligence in today’s business environment
  • Gain in-depth knowledge of why artificial intelligence is vital for different business processes
  • Apply artificial intelligence strategy framework
  • Understand how companies can use and leverage chatbots, cloud-based AI services and robotic process automation
  • Understand what kind of opportunities and challenges AI will create today and in the future
  • Understand and describe what skills and competences are needed in the future
  • Create a simple artificial intelligence strategy plan for any business

  Starting level and linkage with other courses

  The student will focus on the business aspects of artificial intelligence. The course does not require programming skills and the main focus is how artificial intelligence could be applied in business and how AI will change business processes. Skills and interest in a logical and systematic way of working are required.

  Contents

  - Practical examples of what artificial intelligence is and the impact it will have on the economy.
  - Benefits and challenges that AI presents to companies.
  - How artificial intelligence will transform different industries and business processes.
  - How to use the AI Strategy Framework, which will guide you on how to incorporate AI pilot programs into your overall strategy plan.
  - Examples of the five elements of the AI Strategy Framework and how to apply them.
  - Practical example of how to use the AI Strategy Framework for creating a chatbot.
  - Obtain knowledge about chatbot communication, particularly how text-only and voice-enabled chatbots work and how businesses can use them.
  - Learn how cloud-based AI services work and how companies can use them.
  - Gain a basic understanding of the business purposes for which robotic process automation can be used.
  - See examples of how AI will transform the way we work, and the skills needed for the future.
  - Develop a practical understanding of how to hire freelance AI talent.
  - Obtain knowledge of technical and non-technical AI-based jobs that will be in high demand in the future.

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the basic concepts of artificial intelligence. S/he knows how AI can be used to create value for business. S/he can name different ways companies can use AI in their business processes

  Assessment criteria - grade 3

  The student has a good understanding of artificial intelligence and its application for creating value for business. S/he can create a simple artificial intelligence strategy plan

  Assessment criteria - grade 5

  The student has an excellent understanding of artificial intelligence and its application in creating value for business. S/he can create excellent artificial intelligence strategy plan and knows how to successfully apply AI

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  Teachers

  Lasse Rouhiainen, Jouni Soitinaho

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • VIR
  • MADIGE
  • MADIGF

  Mode of delivery

  Distance learning

  Seats

  15 - 150

  Degree Programmes

  LUJOM Degree Programme in Business Development and Leadership, BUTEM Degree Programme in Business Technologies, LITEM Degree Programme in Business Technologies, PAKEM Degree Programme in Service Business Leadership and Development, ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  R&D proportion

  2 cr

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Brand Experience Development EXP4HM103-3002 01.10.2020-18.12.2020  5 cr  (MAEXPE, ...) +-
  Starting level and linkage with other courses

  No prerequisites

  Contents

  - Fundamentals of brands and branding
  - Brand management concepts and frameworks
  - Special features of the service brand development
  - Service brand development
  - Strategic service brand experience management
  - Brand experience and multi-sensory service brands
  - Storification of a service brand experience
  - Transmedia storytelling for service brand experience
  - The future of service brand experience

  Assessment criteria

  Assessment criteria - grade 1

  The student knows the key concepts related to brand development and management. Can apply brand knowledge to practical business contexts and investigate the brand of a service company and the process of building and maintaining a brand. Can recognise transmedia storytelling and sensory branding and partially employ that knowledge to service brands.

  Assessment criteria - grade 3

  In addition to the skills and competencies mentioned for grade 1, the student can apply the key concepts related to brand development and management. Can propose brand experience to service brands. Can measure brand experience Can judge sensory branding and brand experience. Can storify a service brand, employ the storification process to service brands and use transmedia storytelling to service brands.

  Assessment criteria - grade 5

  In addition to the skills and competencies mentioned for grades 1 and 3, the student can judge the special features of creating and maintaining service brands. Can develop and lead a service brand experience development programme.

  Further information

  This course replaces the following courses from the previous curriculum:
  - Palvelubrändin hallinta (5 ECTS)
  - Part of Developing and Managing Experiences (10 ECTS)

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  Teachers

  Leena Korttilalli, Mario Passos Ascencao

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  01.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 28.08.2020

  Groups

  • MAEXPE
  • EXCH

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  PAKEM Degree Programme in Service Business Leadership and Development, ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Business Analytics DIG4HM102-3002 28.08.2020-18.12.2020  5 cr  (VIROS, ...) +-
  Learning objectives

  The overall learning objective of the course is to give the students insight into both how business may benefit from data analytics, including advanced analytics and machine learning, as well as a hands-on knowledge on how to implement data analytics in practice.
  Business students focus more on the business value whereas information technology students have the focus closer to the technical implementation.
  Upon successful completion of the course, the student:
  • knows the concepts of artificial intelligence and machine learning and how they are related to each other
  • understands the concept of business analytics and how it can be applied to bring value to business
  • knows the concept of big data and how it differs from traditional data sets
  • is able to identify new data sources and collect data from them. These include sources consisting of both company internal and external data. Such sources may be data warehouses, public open data, un- and semistructured data (social media data, log data) and IoT data.
  • knows some tools and methods for taking advantage of business analytics in product development and management
  • is capable of planning and implementing a business analytics project

  Starting level and linkage with other courses

  The student may focus on the business aspects or on the technical aspects of business analytics. The former approach does not require programming skills but for the latter approach, basic programming skills are required. Skills and interest in a logical and systematic way of working are required.
  
  It is beneficial if the student has completed courses on research and development methods, quantitative research, statistics, digital marketing and business intelligence

  Contents

  - Concepts and terminology of business analytics, artificial intelligence and machine learning
  - Business opportunities and use cases of business analytics, artificial intelligence and machine learning
  - Concepts and methods for both descriptive and predictive analytics
  - Methods and algorithms for machine learning
  - Software tools for advanced business analytics and machine learning
  - The contents may evolve during the implementation.

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the basic concepts of business analytics. S/he knows how business analytics can be used to create value for business. S/he can name related software tools and knows at an abstract level how they could be used.

  Assessment criteria - grade 3

  The student has a good understanding of business analytics and its application for creating value for business. S/he knows related software tools and can use them in practice.

  Assessment criteria - grade 5

  The student has an excellent understanding of business analytics and its application in creating value for business. S/he knows related software tools and is skilled at using them in practice.

  Further information

  This course replaces the course Big Data (ISM8TX100) from the previous curriculum.

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  Teachers

  Lili Aunimo, Jouni Soitinaho

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  28.08.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 28.08.2020

  Groups

  • VIROS
  • MADIGE
  • MADIGF
  • EXCH

  Mode of delivery

  20% Contact teaching, 80% Distance learning

  Seats

  15 - 40

  Degree Programmes

  LUJOM Degree Programme in Business Development and Leadership, LITEM Degree Programme in Business Technologies, PAKEM Degree Programme in Service Business Leadership and Development, LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  4 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Current Trends in Business and Entrepreneurship OTH8HM103-3001 19.10.2020-17.01.2021  5 cr  (VIR) +-
  Learning objectives

  This course offers two perspectives to current trends in work life. First, entrepreneurship is indisputably a force of change in society. Entrepreneurship does not only mean becoming an entrepreneur; it is also a mindset that is spreading into business as whole. Secondly, the world is changing at a fast pace and decision making needs to lean on reliable knowledge. Relevant and quality research is the basis of development in work places. This course enhances the understanding of how to apply research and how to utilize academic results in organizational development.
  The aim of this course is to explore
  • how to understand and utilize academic research and communicate them in a comprehensive format
  • the role of entrepreneurship in renewing and promoting business, the entrepreneurial mindset and concepts enhancing innovation and other inspirational trends.

  Starting level and linkage with other courses

  Master -level only. No prerequisites.

  Contents

  The course revolves around the Haaga-Helia Business Innovation Conference (HHBIC 2020) -conference: https://www.hhbic.fi/
  • Entrepreneurship as a driver of change in society
  • Overall conference practices
  • Analyzing research contents
  • Communication/dissemination of research results
  • Utilization of research results

  Assessment criteria

  Assessment criteria - grade 1

  The student is able to understand the role of entrepreneurial mindset in renewing and promoting business. The student is able to use key concepts related to entrepreneurship and make a basic analysis of research outcomes. The student is able to give some examples of applying the knowledge in practise. All the course assignments need to be passed.

  Assessment criteria - grade 3

  In addition to requirements named in Grade 1, the student is able to analyze the role of entrepreneurship renewing and promoting business. The student is able to apply the research information in organisational development. The student is able to apply relevant research outcomes.

  Assessment criteria - grade 5

  In addition to requirements named in Grades 1 and 3, the student is able to crystallize and disseminate the research content into popular format, by writing a professional blog text.

  Further information

  The course language is English. Participation requires a good level of English. You can also earn the study credits in Finnish by handing in the course assignments in Finnish.

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  Teaching methods and instruction

  This free choice course (5 ECTS) is built around the Haaga-Helia Business Innovation Conference 2020: https://www.hhbic.fi/ organized in Haaga-Helia UAS. The course is targeted at master-level students for all specializations and it takes place between 26 Oct and 10 Jan 2021. The requirements for the course includes the participation of the one day on-line conference on 17th Nov, on-line orientation meeting and independent work.
  
  The tasks of the course are related to the conference track - appointed by the lecturer. At the conference, the students form an evaluation team around each conference track and choose the best presentation. Please note that the participation in the conference (17th Nov.) is compulsory and requires attendance for the whole day.
  
  Learning takes place through independent and online-studies including the compulsory participation in Haaga-Helia Business Innovation Conference (HHBIC) 2020 on 17 November (online). Independent and online studies consist of reports, other outputs and group discussions.

  Learning material and recommended literature

  Conference articles

  Teachers

  Sakariina Heikkanen, Anu Sipilä

  Teaching language

  English

  Timing

  19.10.2020 - 17.01.2021

  Learning assignments

  1. Literature review and abstracts
  Choose one conference article per track from the list given in the beginning of the course (4 articles in total). Write an abstract of each article ( app. 1 page/A4) In the abstract explain the aim and the main results using your own words and reflect how the results are applicable in work life. ( Assessment 50%.)
  
  2. Online -orientation meeting on Thursday, the 12th of November, at 17:00 - 19:30
  An online group discussion of the communication and dissemination of research results. Why and how to disseminate? Preparation of the conference and the evaluation of the conference presentations (attendance compulsory).
  
  3. Participation in the conference on Tuesday, the 17th of November at 09:00-17:00
  Check the conference programme here: https://www.hhbic.fi/programme/. During the conference day students follow all the presentations of the track they participate in (the track is appointed by the lecture prior to the conference). Students are asked to reflect on the knowledge absorbed during the conference in order to write a professional blog text after the event. The choice of Best presentation of each conference track is made by students in this course.
  
  4. Writing a professional blog text to Haaga-Helia eSignals: https://esignals.fi/en/
  Reflect all the knowledge gathered during the course. Choose an inspiring view point within your chosen theme and create a blog text (2000-4000 characters). Deadline for the complete texts is on Friday, 27th of Nov. at 15:00. Please note the blog texts are evaluated by the Haaga-Helia publication committee which decides whether the texts will be published (the grade is not dependent on the decision). (Assessment 50%)

  Enrollment

  15.09.2020 - 09.10.2020

  Content scheduling

  The course takes place between 26 Oct and 10 Jan 2021. The requirements for the course includes the participation of the one day on-line conference on 17th Nov, on-line orientation meeting and independent work.

  Groups

  • VIR

  Mode of delivery

  Distance learning

  Seats

  8 - 20

  Degree Programmes

  LUJOM Degree Programme in Business Development and Leadership, BUTEM Degree Programme in Business Technologies, LITEM Degree Programme in Business Technologies, PAKEM Degree Programme in Service Business Leadership and Development, ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Current Trends in Entrepreneurship ENT4HM105-3002 17.09.2020-31.01.2021  5 cr +-
  Teachers

  Jari Luomakoski

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  17.09.2020 - 31.01.2021

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Degree Programmes

  BUTEM Degree Programme in Business Technologies, ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Data Analytics RDI2HM102-3003 26.10.2020-18.12.2020  5 cr  (MAICTE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Process thinking driven Data analytics
  - Descriptive, Predictive and Prescriptive analytics
  - Structured, unstructured and semi-structured data
  - Advanced data analytics
  - Algorithms in data analyses, e.g. machine learning algorithms in predicting
  - Significance, relevance and other important statistical terms to verify the outcome
  - Several applications are used, depending on the subject including the following non-exclusive list: Microsoft, SAP and Qlik analytics families, SPSS
  - Overview introduction to analytical coding enablers such as R, Python, C, SQL
  - Overview to Social Media analytics and related tools such as Google analytics and SAP Predictive Analytics, etc.
  - Visualization and reporting tools

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the data analytics process and can apply it, instructed by the teacher, to a business problem. The student understands the following concepts: descriptive, predictive and prescriptive analytics as well as the characteristics of advanced data and is able to solve simple business questions, guided by the teacher.
  
  The student is able to derive and visualize dashboards, scorecards and publish those using related digital tools. The students is able to apply one or some forecasting algorithms to a business problem, instructed by the teacher. The students is able to assess the reliability and relevance of business reports

  Assessment criteria - grade 3

  The student understands the data analytics process and can apply it independently to a simple business problem. The student understands the following concepts: descriptive, predictive and prescriptive analytics as well as the characteristics of advanced data and is able to solve simple business questions independently.
  
  The students is able to derive and visualize dashboards, scorecards and publish them using related digital tools. The student is able to apply independently one or some forecasting algorithms to a business problem. The students is able to assess the reliability and relevance of business reports.

  Assessment criteria - grade 5

  The student understands the data analytics process and can apply it to a slightly complicated business problem. The student understands the following concepts: descriptive, predictive and prescriptive analytics as well as the characteristics of advanced data and is able to solve demanding business questions.
  
  The student is able to derive and visualize dashboards, scorecards and publish them using related digital tools. The student is able to apply independently several forecasting algorithms to different business problems. The student is able to assess the reliability and relevance of business reports.

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  Teachers

  Veijo Vänttinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MAICTE
  • MALEAE
  • MASALE
  • MAENTE
  • MAPO
  • MAEXPE
  • VIR
  • MADIGE
  • MASTRE
  • EXCH
  • MACOME

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Development of Customer Journey and Leading Customer Experience SAL4HM103-3001 07.09.2020-16.10.2020  5 cr  (MASALE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Elements of customer experience
  - Channels and efficient control of channels in a multichannel environment
  - Control, analysis and measurement of customer data
  - Utilisation of customer data in a multichannel environment
  - Recognition and development of the customer journey
  - Planning and development of customerships
  - Customer encounters within different channels
  - Chats and bots in the customer journey

  Assessment criteria

  Assessment criteria - grade 1

  The student understands which elements the customer experience consists of. The student recognises the relevance of customer data in the development of sales, the customer journey and customer experience. S/he knows how to develop customer relationships, the customer journey and customer experience via different channels. S/he can apply customer data in developing services and supply during the customer journey. The student knows some models and methods of value creation for the customer journey and understands how they can be utilised in the touch points of the customer journey and in the development of customer relationships during the different stages of the customership.

  Assessment criteria - grade 3

  The student knows and can evaluate the factors that have an effect on customer experience. S/he can analyse customer data to develop sales, the customer journey and customer experience via different channels. The student is able to develop services and supply for some of the touch points of the customer journey. The student knows different models and methods for creating value during the customer journey and can utilise them during the different touch points of the customer journey. S/he is able to plan and develop customer relationships during different stages of the customership.

  Assessment criteria - grade 5

  The student analyses the factors that have an effect on customer experience and utilises customer data to develop sales, the customer journey and customer experience. The student develops services and supply for all of the touch points of the customer journey. The student comprehensively understands different models and methods for creating value during the customer journey and utilises them during the different touch points of the customer journey. S/he comprehensively plans and develops customer relationships during different stages of customership.

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  Teachers

  Aarni Tuomi

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  07.09.2020 - 16.10.2020

  Enrollment

  15.06.2020 - 28.08.2020

  Groups

  • MASALE
  • EXCH

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Digital Marketing Technologies COM4HM103-3002 26.10.2020-18.12.2020  5 cr  (MACOME, ...) +-
  Learning objectives

  The student can make use of marketing technology solutions in various stages of digital customer journey to streamline marketing and communication processes and to improve sales and customer satisfaction in an organisation.

  Starting level and linkage with other courses

  No prerequisites. Course has compulsory pre-assignment that needs to be submitted before the first kick off.

  Contents

  - Technologies in Advertising, Content Marketing, Social Interaction, and Sales
  - Setting Objectives for the Use of Marketing Technologies
  - Digital Customer Journey
  - SEO
  - Selection and Use of Marketing Technology Solutions
  - Benefits and Results of Marketing Technology

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the digital customer journey principles and stages and the related methods related to marketing technology solutions use and application in it. The student knows the main categories of marketing technologies and understands their business benefits. The student can independently seek information related to new marketing technologies to support decision-making concerning the objectives, selection and application of marketing technology. The student is able to create customer-centric content for different digital platforms and analyse his/her choices.

  Assessment criteria - grade 3

  In addition to criteria described above, the student is able to demonstrate his/her ability to operate independently as an autonomous learner towards his/her personal learning objectives. The student can evaluate concepts and methods related to making marketing technology decisions for different types of business needs and markets. Based on brand, customer and market insight, the student can plan strategic and operational objectives for the use of different marketing technology categories and deliver arguments and give evidence related to the business benefits of different solutions. S/he can create and optimize content for digital channels, making use of web analytics. S/he can set qualitative and quantitative metrics against which to optimise the use of marketing technology to improve sales and customer satisfaction.

  Assessment criteria - grade 5

  The student can critically evaluate and innovate value-added concepts and methods related to the development of marketing technology categories and solutions for various types of business needs and market challenges. S/he can implement and develop marketing technology solutions independently and effectively. S/he can initiate and influence co-operation between different organisational functions and prioritise actions. S/he can proactively seek and analyse business critical information to develop content for the purpose of boosting sales and customer satisfaction. He/she demonstrates excellent commitment to course responsibilities and assignments and is able to complete assignments according to the given deadlines.

  Further information

  This course replaces the following courses from the previous curriculum
  COM4LJ012 Current Trends: Integrated Marketing Communication
  JAT8LU005 Yritysviestinnän uudet ympäristöt

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  Teachers

  Mirka Sunimento

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MACOME
  • EXCH

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Diversity and Inclusion in Global Organisations LEA4HM106-3002 26.10.2020-18.12.2020  5 cr  (MALEAE, ...) +-
  Contents

  - The concept of equality, diversity and inclusion in global organisations
  - Inclusive strategies in people management
  - Unconscious bias
  - Diversity and inclusion practices on organisational, group and individual levels
  - Laws and legislation ensuring equality and non-discriminatory practices
  - Measuring diversity and inclusion

  Assessment criteria

  Assessment criteria - grade 1

  The student can explain some of the essentials of equality, diversity and inclusion for global organisations and is able to define some key concepts and theories related to diversity management. The student knows how laws and legislation set the legal framework for non-discriminatory practices in people management.

  Assessment criteria - grade 3

  The student can explain the essentials of equality, diversity and inclusion for global organisations and is able to define the key concepts and theories related to diversity management. The student knows how laws and legislation set the legal framework for non-discriminatory practices in people management and is able to identify the difference between legal and ethical behaviour at work.

  Assessment criteria - grade 5

  The student is able to analyse equality, diversity and inclusion management within global organisations and is able to define the key concepts and theories related to diversity management. The student is able design non-discriminatory strategies and practices by following legal frameworks for global people management.

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  Teachers

  Anne Koppatz, Christina Karlia-Palomäki

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MALEAE
  • MALEAF
  • VIROS
  • EXCH

  Mode of delivery

  20% Contact teaching, 80% Distance learning

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  4 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Emerging Technology Opportunities DIG4HM104-3002 26.10.2020-19.03.2021  5 cr  (VIR, ...) +-
  Learning objectives

  Upon successful completion of the course, the student is able to
  • identify emerging digital technologies and trends and observe their disruptive impact
  • use different theoretical models for evaluating their adoption and maturity
  • recognize and analyze business development opportunities of new technologies
  • understand the requirements and challenges of applying new technologies

  Starting level and linkage with other courses

  There are no special prerequisites but the student must be capable of self-directed schedule planning and independent learning without supervision during the implementation.

  Contents

  The content of the course varies yearly based on the changing technology trends.
  • the impact of technology revolutions on society and businesses
  • emerging digital technologies and trends (AI, IoT, VR/AR, blockchain, cloud computing, mobile technologies...)
  • various models for evaluating the maturity and adoption of new technologies
  • seeking and analysis of business opportunities of a new technology chosen by the student
  • requirements and challenges for adoption of the chosen new technology

  Assessment criteria

  Assessment criteria - grade 1

  The student has a basic understanding of the concepts and models of technology adoption and how disruptive technologies may impact businesses and the society. The student knows some emerging technologies and trends and can name their opportunities and challenges at general level.

  Assessment criteria - grade 3

  The student has a good understanding of the concepts and models of technology adoption and how disruptive technologies impact businesses and the society. The student knows emerging technologies and trends widely and can identify and analyse their business opportunities and challenges in a chosen business domain.

  Assessment criteria - grade 5

  The student has an excellent understanding of the concepts and models of technology adoption and how disruptive technologies impact businesses and the society. The student knows current emerging technologies and trends widely and can identify and analyse their concrete business opportunities and challenges in a chosen business domain.

  Further information

  This course replaces the previous curriculum’s course New Opportunities of ICT (ISM4TX700).

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  Teachers

  Jouni Soitinaho

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 19.03.2021

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • VIR
  • MADIGE
  • MADIGF
  • EXCH

  Mode of delivery

  Distance learning

  Seats

  15 - 55

  Degree Programmes

  LUJOM Degree Programme in Business Development and Leadership, LITEM Degree Programme in Business Technologies, PAKEM Degree Programme in Service Business Leadership and Development, LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Evolving Organisations ORD2HM101-3006 28.08.2020-16.10.2020  5 cr  (MAICTE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - The future of changing work
  - Agency and job crafting
  - Human and social capital in an organisation
  - Organisational design
  - New ways of organising
  - Organisational tensions
  - Organisational development and ethics

  Assessment criteria

  Assessment criteria - grade 1

  The student is able to recognize some trends affecting the future of work and reflect her/his own work and role against the changes. S/he recognises the elements of organisational design and is able to explain some tensions in organisations. The student recognises different organisational concepts and ways to organise. S/he can define some approaches to organisational development and plan how to apply them in a development plan. S/he writes professional text.

  Assessment criteria - grade 3

  In addition to competences described in grade 1, s/he is able to identify ways how to develop agency at work. S/he can compare different organisational designs and their elements. S/he is able to distinguish different kinds of tensions and their consequences in organisations and explain how they emerge. S/he can select and compare different approach for organisational development and take multiple perspectives into account when planning how to apply them in practice. S/he recognises and reflects ethical questions related to change and development work. The level of student’s academic writing is mostly correct.

  Assessment criteria - grade 5

  In addition to competences in grade 1 and 3, the student can distinguish multiple perspectives affecting the future of work and able to evaluate which factors and trends will affect her/his own job and career. The student is able to critically assess the factors that affect her/his own work, organisational design and organisational development from different perspectives. This is demonstrated in reports comparing, justifying and using of different theoretical frameworks. The level of student’s academic writing is correct.

  Further information

  This course replaces the course Leading Change from the previous curriculum.

  ---

  Teaching methods and instruction

  This course has three major themes: 1) me and the future of work, 2) organising, 3) organisational development. As this is an intensive course, students are expected prepare for the classes before and between the intensive class days.
  The teaching methods include readings, active learning applications, class discussions, short lectures and (critical) reflection of students' past and current experiences with work practices and organisations. These learning methods have been designed to foster the following meta competences: complex problem solving, critical thinking, people management, coordinating with others and cognitive flexibility.
  Please notice that there is a compulsory pre-assignment (including reading) before the first class. Instructions with a reading list will be sent to students two weeks before the course starts (fall 2020: week 35).

  Learning material and recommended literature

  Readings for the pre-assignment
  Cognizant (2020) From/To: The future of your work — everything you wanted to know but were afraid to ask
  Kilpi, ed (2016) Perspectives on new work. Sitra Studies 114.
  McKinsey (2020) From thinking about the next normal to making it work: What to stop, start, and accelerate
  Meda, D. (2017). The future of work: the meaning and value of work in Europe. International Labor Organisation.
  MIT work of the future (2019). Work of the future report
  OECD Employment Outlook (2019)
  
  Readings between intensive days
  Lewis, M. W. (2014). Paradoxical Leadership to Enable Strategic Agility. California Management Review, 56(3), pp. 58-77
  Smith, W. K., Lewis, M. W., & Tushman, M. L. (2016). Both/and” leadership. Harvard Business Review, 94(5), 62-70.
  Rigby, D. K., Sutherland, J., & Takeuchi, H. (2016). Embracing agile. Harvard Business Review, 94(5), 40-50.
  Rigby, D. K., Sutherland, J., & Noble, A. (2018). Agile at scale. Harvard Business Review, 96(3), 88-96.
  Hamel, G., & Zanini, M. (2018). The end of bureaucracy. Harvard Business Review, 96(6), 50-59.
  Martela, F. (2019) What makes self-managing organizations novel? Journal of Organization Design 8, 23 (2019
  
  Reading list for the final assignment and other literature supporting the course will be given on the course Moodle.

  Teachers

  Johanna Vuori

  Working life connections

  Course themes relate to students’ own work and their work organisations
  Guest lecturer: Jori Mäkkeli, Futurice

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  no exam

  Teaching language

  English

  Internationality

  International student body

  Timing

  28.08.2020 - 16.10.2020

  Learning assignments

  Pre-assignment: A mind map on the future of work: 20 points (instructions by e-mail during week 35)
  Interim assignment: Essay on paradoxes affecting one's own work and commenting fellow students' essays on Moodle: 20 points
  Final assignment: Written assignment on approching organisational tensions using OD methods: 60 points

  Enrollment

  15.06.2020 - 28.08.2020

  Content scheduling

  27 August – 10 September
  - Pre-assignment and reading on the future of work, due 10 September
  
  11 - 12 September: First intensive weekend (Zoom)
  - Future of work
  - Reactions and remedies of changing work
  - Agency and job crafting
  - Organisational design
  - Human and social capital in the organisation
  
  13 September – 1 October
  • Reading (three articles), writing interim essay, commenting fellow students' essays
  
  2 - 3 October: Second intensive weekend (Zoom)
  - Guest lecture on agile development (Jori Mäkkeli, Futurice)
  - New forms of organising
  - Different approaches to organisational development
  - Ethics in organisational development
  
  4 - 26 October
  - Preparation of final assignment (due 26 October)
  
  16 November (grades)

  Groups

  • MAICTE
  • MALEAE
  • MASALE
  • MAENTE
  • MAEXPE

  Alternative learning methods

  Students requesting for RPL (recognition of prior learning) should prepare their applications (with the help of their tutoring teachers or Sanna Heiniö) and send them to Johanna Vuori by the end of August, 2020

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Further information

  Pre-assignment 20 points
  Interim assignment 20 points
  Final assignment 60 points
  
  Evaluation is based on reaching the learning outcomes
  Grading
  88 – 100 points, grade 5
  78 – 87 points, grade 4
  68 – 77 points, grade 3
  58 – 67 points, grade 2
  50 – 57 points, grade 1
  Students submitting their assignments later than 26 October will lose 1 points/day.

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Experimental and Engaging Strategy STR4HM103-3001 26.10.2020-18.12.2020  5 cr  (MASTRE, ...) +-
  Learning objectives

  The student understands the significance of strategy from the perspectives of the development, productivity and well-being of the organisation and is able to promote them with appropriate strategic approaches and models in the strategy process. S/he is capable of utilising a variety of collaborative methods and promoting strategic dialogue and interaction. The student knows how to involve and inspire people to participate in strategy work.

  Starting level and linkage with other courses

  Recommended after completion of the following courses: Strategic thinking and growth strategies, Strategy in practice

  Contents

  - Storytelling and sense-making
  - Experiments and co-creation
  - Culture that inspires and enhances participation in strategy work
  - Dialogical and virtual strategy process
  - Emotions and trust in the organisation

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the significance of strategy from the perspectives of the development, productivity and well-being of the organisation. She is capable of utilising some collaborative methods, support co-creation and promote strategic dialogue and interaction within the organisation. The student understands the importance of inspiring and involving people (employees and other stakeholders) in the strategy work.

  Assessment criteria - grade 3

  In addition to the competences described in Grade 1, the student is capable of utilising several collaborative methods, supporting co-creation and promoting strategic dialogue and interaction inside the organisation and between different stakeholders.

  Assessment criteria - grade 5

  In addition to the competences described in Grades 1 and 3, the student is able to evaluate the suitability of different models and approaches to experimenting and engaging strategy work and promoting productivity and well-being of the organisation. The student is capable of evaluating and utilising a variety of collaborative methods to enhance strategic dialogue and interaction in organisational ecosystem.

  ---

  Teaching methods and instruction

  Contact lessons and independent learning altogether 135 h
  RPL and benefiting RPL during the course is to be agreed with the responsible lecturer
  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.

  Learning material and recommended literature

  - Clegg, S. R., Schwitzer, J., Whittle, A. & Pitelis, C. 2017. Strategy: Theory and Practice. 2nd Ed.. Sage Publications or
  - Johnson, G., Whittington, R., Scholes, K., Angwin, D. & Regnér, P. 2017. Exploring strategy: text and cases. 11th ed. Pearson Education Limited.
  Other learning material will be informed at the beginning of the course.

  Teachers

  Eija Kjelin

  Working life connections

  Course assignments are related to develop students’ working communities.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  There are no examinations.

  Teaching language

  English

  Internationality

  International case examples will be presented, international learning material will be provided, students are an international group.

  Timing

  26.10.2020 - 18.12.2020

  Learning assignments

  Course assessment is based on learning assignments. Instructions for the learning assignments will be given at the beginning of the course. Assessing one’s own learning is part of the course and it is made via E-form course feedback system

  Enrollment

  15.06.2020 - 30.10.2020

  Content scheduling

  October, 30, 9am-4pm
  November, 20, 9am-4pm
  December, 11, 9am-4pm

  Groups

  • MASTRE
  • EXCH

  Alternative learning methods

  Please contact the responsible lecturer.

  Student feedback will be collected and used for improving the course.

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Further information

  Learning assignments, active participation during classes, group discussions

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     From Opportunities to Business ENT4HM102-3002 31.08.2020-18.12.2020  10 cr  (MAENTE, ...) +-
  Learning objectives

  The student can seek out, recognise new business opportunities and turn them into new business ideas or organizational development ideas. The student is able to critically validate most potential ideas with different methods and develop his/her idea together with team members and potential customers. The student will also be able to analyse and justify the use of lean methodologies and canvases through an iterative process to improve the viability of a business or development idea. The student is able to utilise customer insight in the development process, create and further develop the prototype. She/he can demonstrate the impact of the different success factors of his/her business or development idea and pitch his/her idea in a very convincing way.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Opportunity recognition
  - Idea creation and validation methods
  - Selection and preparation of proper canvas tools
  - Design thinking process and service design methods
  - Business modelling
  - Pitching
  - Mindfulness practice supporting the development process

  Assessment criteria

  Assessment criteria - grade 1

  The student can seek information and recognize business opportunities, is able to select one business idea and test it. The student knows the tools and basic design process to develop his/her business idea. The student can present his/her business idea. The student understands the opportunities of mindfulness in the development process.

  Assessment criteria - grade 3

  In addition to the skills and competences mentioned for Grade 1, the student can analyse the resources of the business case and apply the design process and tools on the selected business case. The students can validate his/her choices. The student can pitch the business idea including justifications. The student finds ways to apply mindfulness practices in the development process.

  Assessment criteria - grade 5

  In addition to the skills and competences mentioned for Grades 1 and 3, the student demonstrates strong iterative and an authentic approach on the business development case. The student can create a new viable business opportunity including new value elements to his/her customer and network and is capable to pitch it convincingly. The student practices mindfulness during the development process and identifies its impact in different stages of the process.

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  Teaching methods and instruction

  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.

  Learning material and recommended literature

  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/

  Teachers

  Monica Åberg, Suvi Starck, Olli Laintila, Maria Haukka

  Working life connections

  The learning sessions may include guest lectures and real-life cases. Students can apply their learning within their current work environment.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exams.

  Teaching language

  English

  Internationality

  Students’ backgrounds and work environments will bring an international perspective to the course. Internationality is present through teamwork, books, articles and assignments.

  Timing

  31.08.2020 - 18.12.2020

  Learning assignments

  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.

  Enrollment

  15.06.2020 - 28.08.2020

  Content scheduling

  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

  Groups

  • MAENTE
  • MAENTF
  • EXCH

  Alternative learning methods

  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.

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Further information

  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.

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  R&D proportion

  1 cr

  Evaluation scale

  H-5

  Credits

  • 10 cr

  Unit

  RDI-services

•     Futures Research RDI2HM103-3005 26.10.2020-04.12.2020  5 cr  (MAICTE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Futures orientation - characteristics and concepts related to the future
  - Approaches, data collection and analysing methods in futures research
  - Futures research and change

  Assessment criteria

  Assessment criteria - grade 1

  The student can observe a phenomenon from a future perspective by using key concepts, methods and tools from futures research and to some extent make use of futures insights in practice. The student understands the connection between futures research and strategical work.

  Assessment criteria - grade 3

  In addition to the competences in grade 1, the student can analyse phenomena from a futures perspective, making benefit of literature related to the topic in her/his job and use suitable methods and tools for understanding the future. The student makes use of futures research in strategy work.

  Assessment criteria - grade 5

  In addition to the competences in grades 1 and 3, the student ideates and looks for creative solutions that can produce practical examples, makes creative use of methods and tools in work and can critically assess his/her own work. The student can critically apply and assess the results of futures research in strategy work.

  Further information

  This course partly replaces the course Tools for Analysing and Forecasting from the previous curriculum.

  ---

  Teachers

  Heikki Suominen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 04.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MAICTE
  • MALEAE
  • MASALE
  • MAENTE
  • MAEXPE
  • VIR
  • MADIGE
  • MASTRE
  • EXCH
  • MACOME

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Futures Research RDI2HM103-3006 07.09.2020-16.10.2020  5 cr  (MAICTE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Futures orientation - characteristics and concepts related to the future
  - Approaches, data collection and analysing methods in futures research
  - Futures research and change

  Assessment criteria

  Assessment criteria - grade 1

  The student can observe a phenomenon from a future perspective by using key concepts, methods and tools from futures research and to some extent make use of futures insights in practice. The student understands the connection between futures research and strategical work.

  Assessment criteria - grade 3

  In addition to the competences in grade 1, the student can analyse phenomena from a futures perspective, making benefit of literature related to the topic in her/his job and use suitable methods and tools for understanding the future. The student makes use of futures research in strategy work.

  Assessment criteria - grade 5

  In addition to the competences in grades 1 and 3, the student ideates and looks for creative solutions that can produce practical examples, makes creative use of methods and tools in work and can critically assess his/her own work. The student can critically apply and assess the results of futures research in strategy work.

  Further information

  This course partly replaces the course Tools for Analysing and Forecasting from the previous curriculum.

  ---

  Teachers

  Heikki Suominen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  07.09.2020 - 16.10.2020

  Enrollment

  15.06.2020 - 28.08.2020

  Groups

  • MAICTE
  • MALEAE
  • MASALE
  • MAENTE
  • MAEXPE
  • MADIGE
  • MACOME

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Leadership Clinic LEA4HM102-3001 26.10.2020-18.12.2020  5 cr  (MALEAE, ...) +-
  Contents

  • Leadership clinic sessions based on real-life leadership challenges
  • Student’s own leadership skills assessment
  • Student’s own leadership development plan
  • Conflict management and interpersonal communication skills
  • Self-determination and leadership

  Assessment criteria

  Assessment criteria - grade 1

  The student knows which leadership skills s/he could develop and can make a development plan. S/he is able to approach leadership situations from multiple perspectives and is able to adjust her/his behavior accordingly.

  Assessment criteria - grade 3

  The student knows which leadership skills s/he could develop and can make concrete development objectives referring to a selected framework. S/he is able to analyse leadership situations from multiple perspectives and is able to choose between different approaches with regard to how to respond to them.

  Assessment criteria - grade 5

  The student knows which leadership skills s/he could develop and can make a development plan referring to a selected framework. S/he is able to approach leadership situations from multiple analytical frameworks and masters a wide range of options for dealing with leadership situations at work.

  ---

  Teachers

  Olli Laintila, Heta-Liisa Malkavaara

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MALEAE
  • EXCH

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Learning Culture in Organisations ORD2HM102-3006 31.08.2020-16.10.2020  5 cr  (MALEAE, ...) +-
  Learning objectives

  Different approaches to learning and learning culture in organisation, as well as environment, processes and practices that enhance learning. Students are encouraged to reflect and develop practices that promote learning in their own organisations.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  • Learning and organisational competitiveness
  • Different approaches to learning
  • From knowledge to competences
  • Learning processes and practices
  • Supportive learning environment
  • Organizational culture that enhances learning

  Assessment criteria

  Assessment criteria - grade 1

  The student knows different approaches to learning and how learning can be enhanced in organizations. The student can describe processes related to learning and identify barriers and enablers to learning in the workplace.

  Assessment criteria - grade 3

  In addition to the competences described in Grade 1, the student can apply different learning concepts and approaches in her/his own organization. The student can describe processes related to learning and define both learning enablers and learning barriers in the workplace. The student can turn barriers to learn into the development prospects.

  Assessment criteria - grade 5

  In addition to the competences described in Grades 1 and 3, the student can analyse her/his own organization from the different learning perspectives and give well-grounded development suggestions based on the findings. The student can analyse and compare different learning approaches and their connections to the organisational competitiveness.

  Further information

  This course replaces the course Leading Change from the previous curriculum.

  ---

  Teaching methods and instruction

  Contact lessons and independent learning altogether 135 h
  RPL and benefiting RPL during the course is to be agreed with the responsible lecturer
  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.

  Learning material and recommended literature

  Learning materials will be informed at the beginning of the course.

  Teachers

  Meri Vehkaperä

  Working life connections

  Course assignments are related to develop students’ working communities.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  There are no examinations.

  Teaching language

  English

  Internationality

  International case examples will be presented, international learning material will be provided, students are an international group

  Timing

  31.08.2020 - 16.10.2020

  Learning assignments

  Pre-assignment 1: Instructions will be given no later than one week before the course begins.
  Learning assignment 2: Instructions for the learning assignment 2 will be given at the beginning of the course. 
  Learning assignment 3: Assessing one’s own learning is part of the course and it is made via E-form course feedback system.  

  Enrollment

  15.06.2020 - 28.08.2020

  Content scheduling

  September, 8 - October13, on Tuesdays 7.40pm-8.30pm.
  More detailed schedule will be published on Moodle before the beginning the course.

  Groups

  • MALEAE
  • MASALE
  • MAENTE
  • MAEXPE
  • MADIGE
  • MASTRE
  • MACOME

  Alternative learning methods

  Please contact the responsible lecturer.

  Student feedback will be collected and used for improving the course.

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Further information

  Learning assignments, active participation during classes, group discussions

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  R&D proportion

  2 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Processes and Strategic Development of Sales SAL4HM101-3002 26.10.2020-18.12.2020  5 cr  (MASALE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Sales processes in BtoB, BtoC and CtoC sales
  - Strategic goals of sales and customerships
  - Sales models, methods and digital tools
  - Negotiation techniques, interaction skills and the psychology of sales competency
  - Sales budgeting, goal setting and measuring
  - Value creation and value promises

  Assessment criteria

  Assessment criteria - grade 1

  The student understands the role and strategic relevance of sales and can name the essential sales processes and tools. The student recognises the strategic goals of sales and can define the basic elements of strategic customership. S/he can describe the essential methods of personal sales and coaching principles. The student can set sales goals and recognise the main elements of value creation. The student knows the digital tools to be used sales.

  Assessment criteria - grade 3

  In addition to the competences described in Grade 1, the student describes and analyses the role and strategic relevance of sales. S/he masters the essential sales processes and tools and is able to develop sales processes. The student can set strategic sales goals and define strategic customership and apply the methods of personal sales, the psychology of sales competence and the principles of coaching. The student can set and evaluate sales goals and outcomes and knows the principles of value creation in sales. S/he can utilise the key digital tools of sales. The student can analyse and develop strategic sales in an organisation.

  Assessment criteria - grade 5

  In addition to the competences of Grade 1 and 3, the student analyses, sets and measures the strategic goals of sales and develops strategic customerships. S/he masters sales processes and tools and is able to comprehensively develop sales processes and methods. S/he can apply the methods of personal sales, the psychology of sales competence and the principles of coaching. The student thoroughly analyses and assesses sales goals and outcomes and masters the principles of value creation in sales. The student masters the digital tools of sales. S/he can expertly analyse and develop strategic sales in an organisation.

  ---

  Teachers

  Pekka Polvinen

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MASALE
  • EXCH
  • MASALF

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Reflective Leadership LEA4HM103-3001 12.10.2020-30.11.2020  5 cr  (MALEAE, ...) +-
  Learning objectives

  This course will increase competences for different kinds of contexts where leadership (including self-leadership and distributed/shared leadership) is needed. It is useful for those students that act as leaders, yet students do not have to be in a leadership position when taking this course.

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Leadership approaches
  - Critical leadership research
  - Leadership in context
  - Becoming and being a leader
  - Beliefs about human nature (Ihmiskäsitys)
  - Knowing your people
  - Leadership development
  - Well-being of a leader

  Assessment criteria

  Assessment criteria - grade 1

  The student reflects her/his own leadership and recognises her/his development needs. The student sets goals for developing her/his leadership and creates assessment methods for self-evaluation. S/he recognizes different approaches to leadership.The student provides added value for her/his own leadership by participating in a dialogical development process together with other people.

  Assessment criteria - grade 3

  The student reflects her/his own leadership from various perspectives in connection to leadership research. S/he recognises her/his own developmental needs based on an analysis and sets reasonable goals and assessment methods for evaluating the progress. The student creates and learns from networks that will support her/his self-awareness.

  Assessment criteria - grade 5

  The student critically reflects on her/his own leadership from various perspectives in connection to leadership research and the data s/he has gathered. S/he sets context-dependent goals for leadership development. The student recognises her/his development needs and creates assessment methods to evaluate continuous development. The student increases her/his self-awareness in a constructive way, is able to assess, utilize and deepen feedback created in dialogical networks s/he has created.

  ---

  Teaching methods and instruction

  Intensive course
  Independent studies
  Dialogue, lectures and assignments

  Learning material and recommended literature

  Dugan, J. 2017. Leadership Theory and all the material delivered or constructed during the course.

  Teachers

  Eija Kjelin

  Working life connections

  The studies and learning assignments seek to mirror everyday business in corporations and other organisations. The learning sessions may include guest lectures (n/a). Students apply their learning within their current or previous work environment.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exam.

  Teaching language

  English

  Internationality

  Students' backgrounds and work environments may bring an international perspective to the course. Internationality can also be present through books, articles and assignments.

  Timing

  12.10.2020 - 30.11.2020

  Learning assignments

  Assingments, will be announced later

  Enrollment

  15.06.2020 - 28.08.2020

  Content scheduling

  October, 17
  November, 7
  November, 21
  
  From 9am to 4pm

  Groups

  • MALEAE
  • MALEAF
  • EXCH

  Alternative learning methods

  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.
  
  Suggestions for an alternative method of studies require an approved enrollment for this implementation and delivery of the suggestion at least three weeks prior the start of the course.

  This is the first implementation in English.

  Mode of delivery

  Contact teaching

  Further information

  Scale 0-100 as a sum of assignments
  
  Under 50 points = Failed
  50 - 59 points = 1
  60 - 69 points = 2
  70 - 79 points = 3
  80 - 89 points = 4
  90 - 100 points = 5

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Responsible Business and Sharing Economy STR4HM104-3002 26.10.2020-18.12.2020  5 cr  (MASTRE, ...) +-
  Learning objectives

  After completing the course, the student is able to:
  - apply the key concepts of a responsible business and sharing economy in her/his thinking and reasoning
  - recognise business opportunities related to strategic responsibility and the creation of common value
  - analyse the purpose of an organisation’s stakeholders and their role in responsible business and in creating shared value
  - describe and assess business and management from the viewpoint of stakeholder thinking and responsible business
  - acknowledge responsibility and value questions in strategy work
  - produce critical thinking and problem solving in a changing operational environment

  Starting level and linkage with other courses

  No prerequisites.

  Contents

  - Responsible business and sustainable development
  - Effects of a sharing economy on business and customer behaviour
  - Strategic responsibility and creation of shared value
  - Stakeholder analysis and stakeholder dialogue
  - Responsibility communication and reporting
  - Development of a responsible organisation culture

  Assessment criteria

  Assessment criteria - grade 1

  The student is able to define the key concepts of a responsible business and sharing economy. S/he recognises the main stakeholders and their purpose in a responsible business. S/he can describe business and management from the viewpoint of responsible business and stakeholder thinking.

  Assessment criteria - grade 3

  In addition to the competences in grade 1, the student can apply the key concepts of a responsible business and sharing economy in her/his thinking and reasoning. S/he can utilise the models of stakeholder analysis and dialogue. S/he is able to acknowledge responsibility and value questions in strategy work.

  Assessment criteria - grade 5

  In addition to the competences in grades 1 and 3, the student can analyse the purpose of an organisation’s stakeholders and their role in responsible business and in creating shared value. S/he develops business and management from the viewpoints of stakeholder thinking and responsible business. S/he is able to think critically and solve problems in a changing operational environment.

  ---

  Teachers

  Minna-Maari Harmaala

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MASTRE
  • MASTRF
  • EXCH

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Strategic Financial Management STR4HM105-3001 26.10.2020-18.12.2020  5 cr  (MAENTE, ...) +-
  Starting level and linkage with other courses

  No prerequisites.

  Contents

  o Financial planning, controlling and monitoring in strategy process
  o Budgeting and forecasting models
  o Investment & finance models and accounting
  o Product and customer profitability

  Assessment criteria

  Assessment criteria - grade 1

  The student can evaluate strategies and business models from financial perspective. S/he is able to participate to analyzing business information. The student understands financial thinking and knows how to use the key elements of accounting in planning, controlling and monitoring organization’s operations. S/he knows key financial figures, performance indicators and potential finance sources.

  Assessment criteria - grade 3

  The student can evaluate strategic choices and different business models from financial perspective. S/he is able to analyse and utilize business information. The student can apply financial thinking and use accounting in planning, controlling and monitoring organization’s operations. S/he is able to utilize financial figures and performance indicators in strategy process and is capable of comparing different finance opportunities.

  Assessment criteria - grade 5

  The student can evaluate strategic choices and different business models from financial perspective. S/he is able to analyse and utilise business information in a way that serves best the organization’s needs. The student can apply financial thinking and use and develop accounting in order to promote planning, controlling and monitoring of organisation’s operations. S/he is able to define and utilise financial figures and performance indicators in strategy process and is capable of comparing different finance opportunities for the basis of making decisions.

  ---

  Teachers

  Monica Åberg, Mariitta Rauhala

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  26.10.2020 - 18.12.2020

  Enrollment

  15.06.2020 - 30.10.2020

  Groups

  • MAENTE
  • MASTRE
  • EXCH

  Mode of delivery

  Contact teaching

  Seats

  15 - 40

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Strategic Thinking and Growth Strategies STR4HM101-3002 18.01.2021-21.05.2021  5 cr  (VIR, ...) +-
  Learning objectives

  The student developes strategic thinking and uses suitable tools for it. S/he recognises substantial changes taking place in the working environment and assesses how the changes affect the different business models and organisations. S/he analyses competitive advantages and –strategies and recognizes different growth possibilities.

  Starting level and linkage with other courses

  It is recommended that this is a starting course in Strategic Thinking and Management specialisation.

  Contents

  The content is a combination of following themes:
  - Developing strategic thinking capability
  - Changes and disruption at work and in the working environment
  - Analysis of working environment and the utilisation of business information
  - Business models
  - Competitive strategies and advantages
  - Growth strategies and enablers
  o Ecosystems, networks and partnerships
  o Mergers and acquisitions
  o Internationalisation
  o Startups
  o Innovations
  o Licensing

  Assessment criteria

  Assessment criteria - grade 1

  - The student knows the key concepts of strategic thinking.
  - S/he recognises substantial changes taking place at work and in the working environment.
  - S/he knows different kinds of business models.
  - S/he is familiar with different kinds of ecosystems and networks as well other growth enablers.

  Assessment criteria - grade 3

  - The student knows the key concepts of strategic thinking and is able to apply them.
  - S/he recognises changes taking place at work and in the working environment and is able to look for information about forthcoming changes by utilising diverse existing data and signals from the environment.
  - S/he knows different business models and is able to compare them.
  - S/he identifies, understands and is capable of evaluating different kinds of ecosystems and networks as well other growth enablers.

  Assessment criteria - grade 5

  - The student knows the key concepts of strategic thinking and is able to apply them comprehensively to a variety of situations.
  - S/he recognises extensive changes taking place at work and in the working environment and is able to look for information on forthcoming changes by utilising diverse existing data and signals from the environment. S/he is capable of evaluating the effects of these changes to the selected organization.
  - S/he knows different types of business models and is able to compare them.
  - S/he is capable of comprehensively identifying, understanding and evaluating different kinds of ecosystems and networks as well as other growth enablers.

  Further information

  Depending on the implementation, pre-assignment is required. More information is available in the implementation plan.

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  Teaching methods and instruction

  This one is a self guided virtual course.
  -No live meetings.
  -No Group work.
  -The student can work with the assignments in her/his own time and pace.
  The course requires a lot of self guided planning and working. Quick online support is offered during the course.

  Learning material and recommended literature

  Will be presented in the course Moodle.

  Teachers

  Juha Olava

  Campus

  Pasila Campus

  Teaching language

  English

  Timing

  18.01.2021 - 21.05.2021

  Learning assignments

  Will be presented in the course Moodle.

  Groups

  • VIR
  • MASTRE
  • EXCH
  • MASTRF

  Mode of delivery

  Distance learning

  Seats

  15 - 80

  Further information

  Will be presented in the course Moodle.

  Degree Programmes

  ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

•     Strategy in Practice STR4HM102-3006 19.10.2020-18.12.2020  5 cr  (VIR, ...) +-
  Learning objectives

  Student is able to evaluate different concepts and models of strategy work. S(he) is also able to analyze different strategies with strategy tools. Student is able to formulate action plans and equivalent metrics to execute strategies. S(he) is also able to plan and implement supporting communication practices for the strategy execution.

  Starting level and linkage with other courses

  This course is recommended to be taken after Strategic Thinking and Growth strategies course.

  Contents

  The content is a combination of following themes:
  • Practices of strategic management
  • Strategy process
  • Strategy tools and methods
  • Strategic development
  • Strategic key performance indicators
  • Strategic communications

  Assessment criteria

  Assessment criteria - grade 1

  The student knows some concepts and frameworks of strategy work.
  The student knows some strategic options and strategy tools.
  The student can participate in formulating the action plan of the strategy execution.
  The student knows some key performance indicators of strategic management.
  The student understands the significance of communications in the strategy process and s(he) can participate in planning of the strategic communication.

  Assessment criteria - grade 3

  The student is able to evaluate different concepts and frameworks of strategy work.
  The student is able to analyze strategic options by utilizing strategy tools.
  The student is able to formulate the action of the strategy execution.
  The student is able to define relevant key performance indicators of strategic management.
  The student is able to plan and implement actions of strategic communication.

  Assessment criteria - grade 5

  Student is able to choose appropriate concepts and frameworks of strategy work for an organization.
  The student is able to both analyze and develop the chosen strategic choice by utilizing different strategy tools and models.
  The student is able to formulate concrete action plans of the strategy execution.
  The student is able to choose and develop most relevant key performance indicators of strategic management.
  The student is able to plan and implement holistic actions of strategic communication.

  Further information

  Depending on the implementation the course may include pre-assignments. Further information will be provided in the Implementation Plan.

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  Teaching methods and instruction

  The course makes use of research and development approach to learning, with emphasis on both independent study and teamwork and an analytical approach to learning.
  Except the first online kick-off meeting in Zoom, the course is otherwise virtual, i.e. teams will make and return assignments independently.

  Learning material and recommended literature

  Minzberg H. - Ahlstrand B. - Lampel J, 1998. Strategy Safari. Prentice Hall.
  Marting R. - Lafley A.G., 2013. Playing to win: how strategy really works. Harvard Business Review Press.
  W. Chan Kim - Renee Mauborgne. 2005. Blue Ocean Strategy.
  Additional, recommended readings and journal articles listed in Moodle. Other selected materials and cases provided by the teacher(s) as handouts.

  Teachers

  Olli Laintila

  Working life connections

  The assignments of the course are linked to individual learner's own work.

  Campus

  Pasila Campus

  Exam dates and re-exam possibilities

  No exam!

  Teaching language

  English

  Internationality

  Students’ backgrounds and work environments will bring an international perspective to the course. Internationality is present through teamwork, books, articles and assignments. The topic of the assignment is related with the internationalization.

  Timing

  19.10.2020 - 18.12.2020

  Learning assignments

  Individual assignment: Weekly learning diary
  Team assignment: Strategic analysis of a chosen company/organization, including
  See more specific instructions of the learning assignments in the Moodle.

  Enrollment

  15.06.2020 - 12.10.2020

  Content scheduling

  Week Topics
  
  43 Kick-off for the course at the Pasila campus (or in Zoom):
  content, assignments + virtual working methods and platforms (recorded
  Skype/Teams meetings and discussions)
  
  44 Strategic planning and/or preparedness?
  
  45 Positioning vs. continuous adaptation
  
  46 Entrepreneurial strategy
  
  47 Principles of execution and innovation
  
  48 Scorecards/tools and management systems
  
  49 Disruption
  
  50 Presentations of the Final report Final presentation (link to a video)

  Groups

  • VIR
  • MASTRE
  • EXCH

  Alternative learning methods

  If a student would like to proceed according to the RPL process s(he) should contact the instructor of the course during the pre-enrollment week or latest when attending the first lecture.

  According to the HH's course feedback procedures.

  Mode of delivery

  Distance learning

  Seats

  15 - 40

  Further information

  Assessment components:
  • Individual Learning Diary: pass/fail
  • Teamwork. Strategic Analysis of a chosen company/organization, including weekly assignments, final report and video presentation: 100 %
  All components need to be passed. There will be no extra assignments given to compensate for absences.

  Degree Programmes

  LEBUM Degree Programme in Leading Business Transformation

  Virtual proportion

  5 cr

  Evaluation scale

  H-5

  Credits

  • 5 cr

  Unit

  RDI-services

Academic year 2021 - 2022

There is no implementations attached to this degree programme.